Using an Academic Enhancement Program to Retain Academically At-Risk Students at a Moderately Selective Public Four-Year Institution in Southeast Missouri Melanie Thompson, Ed.S., LPC, NCC Director, Learning Assistance Programs & Disability Support Services Trent Ball, MA Associate Dean of Students L. Randy Carter, Ed.D.

Assistant Dean of Students, Student Conduct Southeast Missouri State University

Academic Enhancement Program (AEP)

 An overview of the development and administration of the program and successful collaborations  A specific discussion of the core components and day-to day operations of the program  A comprehensive examination of the successes and challenges of an integrated retention model across service areas and support systems 2 2

Description of AEP

 The Academic Enhancement Program provides highly structured academic support for students that are academically at-risk and directly connects first-year students to the University’s academic support services to assist in the development of a plan for academic success.

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Development of AEP

     University Academy / Minority Peer Academic Coaching (MPAC) Enrollment challenges in Fall 2005 Submitted Title III Grant in Spring 2006 Target services for at-risk populations within the Coordinating Board of Higher Education’s (CBHE) Admissions range (10%) Creation of Academic Support Centers (ASCs): Educational Access Programs, Learning Assistance Programs & Disability Support Services, McNair Scholars Program and Student Support Services 4 4

Administration of AEP

    Role of the Associate Dean of Students Role of the Director of LAP & DSS Role of the Director of Enrollment Management Role of Collaborators: – Office of Student Conduct – Athletics – Office of Residential Life – Academic Advisors – Admissions – Registrar 5 5

Core Components of AEP

     Targeted students with below 2.5 HS GPA and below 21 ACT (CBHE 10%) Agreement signed with Admissions, again at Orientation and reviewed again prior to start of school Staffed through 3 programs (ASCs) – Shared College Success Plans (CSPs) and Seminars – Services available in multiple locations Intrusive, multiple meetings Examples of agreement and CSP follow 6 6

ACADEMIC ENHANCEMENT PROGRAM 2007 FALL SEMESTER Agreement

I understand that I have been admitted to Southeast Missouri State University through the Academic Enhancement Program (AEP) and I am eligible to enroll as a full time student taking 12 credits for the Fall 2007 semester. I understand that I must successfully complete the requirements listed below to remain fully admitted to Southeast Missouri State University. As such, I agree to:        attend a First STEP orientation program prior to the beginning of the Fall 2007 semester participate in the mandatory AEP meeting scheduled during First STEP participate in the mandatory AEP meeting scheduled on August 18th enroll in and complete 12 hours earn a GPA of 2.5 or higher earn a minimum grade of C in each of my courses attend and participate actively in all aspects of the AEP including weekly meetings with the AEP staff during the first eight weeks of the Fall 2007 semester and periodic meetings with the AEP staff during the last eight     weeks of the Fall 2007 semester develop an individualized education plan with my AEP staff consult with my AEP staff prior to making any changes to my class schedule and/or my declared major meet with my academic advisor to select Spring 2008 semester courses remain in good academic and disciplinary standing with Southeast, including the University’s

Code of Student Conduct

If the above requirements are not met, I acknowledge that I will be required to participate in the AEP program during the Spring 2008 semester. I also acknowledge that if I earn less than a 2.0 cumulative GPA or fail to pass 24 credit hours by the end of the Spring 2008 semester, I will not be allowed to return to the University. I hereby authorize the faculty/staff of Southeast Missouri State University to release to the Academic Enhancement Program any pertinent information related to my academic progress from August 2007 through May 2008. Discussion topics may include, but are not limited to, my participation in class; class attendance; quality and timeliness of my assignments; and, performance on tests and written assignments. Additionally, I give my permission to AEP staff to discuss my participation in the AEP with my parent(s) or legal guardian. 7 7

Academic Enhancement Program

COLLEGE SUCCESS PLAN

The College Success Plan (CSP) is designed to enhance your academic performance this semester by establishing an academic goal and developing a plan to achieve that goal. The CSP is a required agreement between you and your AEP coach. In order to remain in good standing with the AEP, you will be required to complete the agreed upon activities listed below. Completing the requirements listed below is essential to completing your CSP and satisfying a requirement of AEP. Record the dates that you complete each requirement listed below. Attendance at your scheduled appointments is mandatory and is essential for staying in good standing within AEP. Semester Goals: _______________________________________________________________________________________ _____________________________________________________________________________________________________

Date Completed/Attended Scheduled Requirements

Week 1: Attend orientation Week 2: Sign CSP, review CSS schedule (must attend at least 6 seminars during fall semester) Week 3: Review syllabi and day-planner Week 4: Review LASSI Week 5: Review collegiate expectations (i.e. class, residential, judicial) Review coursework and current grades Week 6: Review coursework and current grades Week 9: Complete 8 week grade check Week 11: Academic update Week 13: Academic update Week 15: AEP Review and academic standing 8 8

College Success Seminars

         Socially Speaking Communicating with Faculty Classroom Etiquette Preparing for 8 Week Grades Academic Review and Recovery Healthy Relationships Navigating the System (Advocating) Understanding Advising Sense and Civility 9 9

Day to Day Operations

    Shared “contact form” delivered to one office for data entry Staffed by three programs in three locations Interaction with students via face-to-face, e-mail, and phone Professional staff liaisons' with Collaborative Offices 10 10

Collaborations Across Campus

     Office of Residential Life – Space for meetings and college success seminars Office of Admissions – Initial entry into program and assistance with “holds” Academic Advisors / Registrar – Assistance with “holds,” schedules, majors Athletics – Tracking of student athletes within AEP Office of Student Conduct – Proactively involved, as follows… 11 11

Office of Student Conduct

 Collaborations impacting AEP  Outreach efforts in association with LAP & DSS  Disciplinary referrals and reverse referrals  Anticipated versus actual numbers 12 12

OSC Collaborations Impacting AEP

          Dean of Students Learning Assistance Programs Educational Access Programs Student Support Services Department of Public Safety (DPS) Southeast Athletics VICTORY Program Office of Residence Life Registrar Admissions 13 13

OSC Outreach for AEP

   Code of Conduct highlights for AEP Staff Sense and Civility Workshop highlights – Examines life in and out of the classroom – Face-to-face and online Three key components – Overview of the Code of Conduct – Top Ten List for staying out of the OSC – Information on sexual misconduct and relationship violence 14 14

OSC Referrals and Reverse Referrals

    AEP Staff, DPS, Office of Residence Life, and Southeast faculty members submitted referrals OSC uses educational approach—goal is to keep student enrolled OSC referred students back to their AEP contact person (reverse referral) Open communication loop 15 15

Anticipated Versus Actual Numbers

       Examined pilot group of students prior to 2007-2008 (89 students from MPAC) Anticipated seeing 25% of AEP students 22 / 111 or 19.8% of AEP Students 31 / 276 or 8.9% of all cases Types of violations / sanctions Average GPA for students referred to our office was 1.57

Challenges working with this group – Immaturity – Preparedness – Community College comparison 16 16

Fall Outcomes

      111 students started AEP in fall 2007 5 / 111 (4%) withdrew during semester; 4 received or faced judicial sanctions 106 / 111 (96%) of initial students still in attendance at end of fall semester 38 / 106 (36%) below 2.00 GPA at end of fall semester 68 / 106 (64%) at or above 2.00 GPA 25 / 106 (24%) matriculated out of AEP at end of fall 17 17

Fall to Spring

     13 / 106 (12%) students elected not to return for the spring semester 1 / 13 (7%) had successfully completed fall requirements 93 / 106 (88%) started the spring semester 24 / 93 (26%) completed fall AEP requirements 69 / 93 (74%) had spring AEP requirements 18

Spring Outcomes

   4 / 93 (4%) withdrew during semester 89 / 93 (96%) completed spring semester Of 89 students, 65 had spring AEP requirements – 19 / 65 (29%) met AEP requirements (2.00 GPA & 24 credit hours) – 16 / 65 (25%) met University requirements (2.00 GPA & 18 credit hours) – 12 / 65 (18%) eligible to return on Academic probation – 18 / 65 (28%) academically suspended but eligible for readmission through University appeal 19

End of Year Outcomes

   9 / 111 (8%) of original students withdrew; eligible to return 13 / 111 (12%) of original students elected to transfer; eligible to return 89 / 111 (80%) of original students completed academic year – 38 / 89 (43%) completed AEP requirements – 57 / 89 (64%) completed University requirements – 19 / 89 (21%) completed both requirements – 33 / 65 (51%) sought an AEP appeal to continue with voluntary AEP assistance in the Fall 2008 20

Administrative Successes and Challenges

     Presently 65 / 89 (73%) of students returning in the fall Assisted the institution in identifying an area of academic difficulty and commit to addressing the issue (developmental math) Entrance into the program through Admissions, but provision of service through ASCs AEP students are exceptions to the Admission criteria; not provisional/conditional admits The continuation of AEP and its format is an ongoing discussion 21

Programmatic Successes and Challenges

     The collaboration of three separate entities (EAP/SSS/LAP & DSS) to work together under the umbrella of Academic Support Centers Students did not “slip through the cracks” Getting students connected early to services (i.e. Students with Disabilities) Workshops online and in person Structuring the AEP requirements within University requirements 22

Collaborative Successes and Challenges

    The program supported collaboration among various areas across divisions Getting students engaged – Limited workshop involvement – Missing appointments – Not reading agreements Getting offices outside of ASCs “on-board” (i.e. academic advisors) Maintaining consistency in data – Consistency of data from office to office and various entities outside of ASCs 23

Academic Enhancement Program

 AEP website access: http://www6.semo.edu/lapdss/  Contact information: – Trent Ball: [email protected]

– Melanie Thompson: [email protected]

– Randy Carter: [email protected]

– Office of Student Development (573) 651-2263 24 24

Information Packet

 Brochure  Suggested readings/resources   Frequently asked questions Code of Student Conduct  AEP forms for 2007 and 2008 – Contracts – Contact forms 25

Academic Enhancement Program

 Questions and discussion?

 Thank you for your attendance and participation!

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