Transcript From Access to Success: - University of South Carolina

From Access to Success:
Principles and Best Practices
for Supporting Minority
Students
October 31, 2005 ~ Columbia, Maryland
Welcome and Introductions
Ronald H. Brown
Scott E. Evenbeck
Tiffany Beth McMillan
Vice President for
Student Affairs
Dean, IUPUI University
College
Director of Retention
University of Maryland
Eastern Shore
815 W. Michigan St., UC
3163
Student Service
Center 2169
Indianapolis, IN 46202
1 Backbone Road
Princess Anne, MD
21853
Phone: 410.651.2200
[email protected]
Contacts
Phone: 317.274.5032
[email protected]
Morgan State University
Banneker Communications
Center, Room 304
Phone: 443.885.3651
[email protected]
Agenda
• Welcome and Introductions (Gardner)
• Principles (Evenbeck)
• IUPUI
• Faculty
• Curriculum
• High Expectations
• Morgan State University (McMillan)
• Peers
• Co-Curricular Interventions
• Attention to Financial Aid and Development
• University of Maryland Eastern Shore (Brown)
• Providing Feedback
• Family and Community Involvement and Support
• Developmental Education
• Discussion
• Closing Comments
Principles Associated with
Increased Academic
Achievement and Persistence
Faculty
The critical role of faculty
and means of increasing
their engagement/early
warning systems, required
attendance, and other
means of increasing faculty
engagement.
Curriculum
The centrality of the
curriculum/first-year seminars,
learning communities, etc.
High Expectations
The fundamental and essential
need for communicating and
supporting high expectations /
how can you communicate
and support success, a climate
of success, communication
and interactions with persons
who are similar, specific
naming of expectations,
celebrations of success.
Peers
The critical role of peers in
supporting student
success/mentoring and other
programs.
Co-Curricular Interventions
The critical role of being
intentional about out-of-class
learning as well as in-class
learning/residence hall
programs, SAAB chapters,
NSBE, etc.
Attention to Financial Aid
and Employment
The importance of effective
financial aid strategies with
low income and first
generation students /
attention to work and
possibilities of on-campus
work.
Providing Feedback
How can you improve if you
don’t know where you are /
where can you do this / is it
really working? How do you
know?
Family and Community
Involvement and Support
The critical importance of
involving parents and family
members as well as
connecting with the
community.
Developmental Education
Importance of links with K-12
and between two- and fouryear institutions and
providing contexts of
academic support for
students.
Faculty
IUPUI
Scott E. Evenbeck, Dean
IUPUI University College
Faculty
IUPUI
• Faculty are central to the
University
• Faculty demystify the
university experience
Faculty in University College
IUPUI
• Faculty governance
• Faculty Roles,
Responsibilities, and
Rewards
• Faculty participate on
Instructional Teams
Faculty Development
IUPUI
• On-the-job training
• Mentoring
• Grants Programs
• Faculty Fellowships
Curriculum
IUPUI
First Year Seminars
IUPUI
• Embedded in Learning
Communities
• Taught by Instructional
Teams
a) Faculty
b) Student Mentor
c) Librarian
d) Advisor
Learning Communities
IUPUI
• Paired Courses
• Thematic Learning
Communities (TLCs)
Gateway Courses
IUPUI
• Attention to courses with high
enrollments for entering
students
• Couple faculty development
with academic support
• Importance of assessment and
feedback
Principles of Undergraduate Learning
IUPUI
• Core Communication and
Quantitative Skills
• Critical Thinking
• Intellectual Depth, Breadth, and
Adaptiveness
• Integration and Application of
Knowledge
• Understanding Society and
Culture
• Values and Ethics
High Expectations
IUPUI
Importance of Highlighting
Academic Achievement
IUPUI
• Frequent communication
• Highlighting achievements
• Dean’s List
• Chancellor’s Scholar
• Events
• Celebrations!
Morgan State University
Office of Student Retention
Dr. Tiffany Beth McMillan, Director
Peers:
** Morgan State University Programs **
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PACE Program
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Academic
Enrichment
Program
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Academic
Development
Center
Pre-College
Peers: Morgan State
University
** PACE Program **
 six week summer
program
 first-time freshman
engineering majors
 50 summer 2005
student participants
 10 peer tutors
 tutors: major in
engineering and “A”
grades in MATH 241
& 242
Peers: Morgan State
University
** The Academic Enrichment Program **
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20 tutors peer tutors
new computer labs,
tutorial labs, seminars,
workshops and other
programming available to
students in residence halls
tutors available for the
courses English 101,
English, 102, Math 109,
Math 113, Biology 101,
Chemistry 101, and other
courses according to
demand
available to on-campus
and off-campus
undergraduate students
Peers: Morgan State
University
** The Academic Enrichment Program **
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computer labs in Blount Towers,
Cummings House, Harper/
Tubman House, O’Connell Hall &
Rawlings Hall
labs open to students on M–Th
10am – 12 midnight, Friday 10 am
- 8 pm, Saturday 12 noon - 8 pm &
Sunday 12 noon - 12 midnight
computer skills workshops
conducted for Word, Excel,
PowerPoint, Access, and the
Internet
Academic Enrichment
Workshops conducted in the
residence halls on study skills,
time management, note taking,
stress management, and exam
preparation
Peers: Morgan State
University
** The Academic Development Center **
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campus-wide tutoring
program
tutors: minimum cumulative
GPAs of 3.5
20 tutors work 20 hours per
week
tutoring center, open MondayFriday from 9am –5pm and by
appointment
tutoring available for all
required courses
focus on Freshmen
walk-in visits encouraged
Peers: Morgan State
University
** Pre-College Program **
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students fall below minimum
admission requirements/
participation is a condition of
their enrollment
six week summer bridge program
three semesters in the Freshman
Studies curriculum (maximum of
13 credits)
students take developmental
classes in the summer
students receive individual
tutoring in the summer
students participate in
workshops to develop work
habits, study skills, stress
management, etc…
Students are mentored and
monitored in the Fall and Spring
semesters
Peers: Morgan State
University
** ACCESS-SUCCESS Summer Program **
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six week summer bridge
program
185 summer 2005 student
participants
15 peer tutors
ratio 15:1
meet with tutors 5 days a
week
tutors: a minimum
cumulative GPAs of 3.0
and “A” grades in courses
of focus
Peers: Morgan State
University
** ACCESS-SUCCESS Summer Bridge Program **
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six week program since
Summer 1999
students are residents of the
State of Maryland, meet
minimum admission
requirements, but have SAT
scores below 1000
no cost for students’ summer
tuition, fees, room, board, and
books
summer class placement
determined by students’ results
on the Freshman Placement
Examination
students earn grades of “C” or
better in all summer classes;
failed classes repeated in the
Fall
ACCESS-SUCCESS Summer Bridge
Programs 1999-2003: Monitoring & Tracking
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23% of the 1999 cohort
graduated at the end of four
years
74% of the 2000 cohort earned
90 or more credits at the end of
4 years of matriculation
64% of the 2001 cohort retained
at the end of three years and
95% have cumulative GPAs of
2.0 and above
69% of the 2002 cohort retained
at the end of two years and 85%
of the 2002 cohort earned
cumulative GPAs of 2.0 and
above
70% of the 2003 cohort retained
and 85% of the 2003 cohort
earned at least 24 credits at the
end of one year
ACCESS-SUCCESS Summer Bridge
Programs 1999-2003: Monitoring & Tracking
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increased ACCESSSUCCESS retention rates
directly correlated with:
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the eight week
summer experience
additional academic
preparation
superior academic
advisement
tutoring services
systematic
monitoring
Co-curricular interventions: Morgan State University
** The Morgan MILE Program **
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The Male Initiative on
Leadership & Excellence
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Began in the Fall of 2004
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75 male student participants
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Goals are to:
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Build a sense of community
among males
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Inspire academic and personal
confidence
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Motivate academic success
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Develop an appreciation for
diversity
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Encourage civic responsibility
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Improve personal relationships
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Develop leadership skills
Co-curricular interventions: Morgan State University
** The Morgan MILE Program **
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Fall Leadership
retreats
Leadership
Conferences at
Indiana University
Alternative Spring
Breaks
Services Learning
Experiences
Open Houses
Morgan State University Office of Student Retention
** Attention to Financial Aid & Employment **
Financial Aid Campaign
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Retention goal: to
increase students'
awareness of the
financial aid process in
order to improve their
compliance with
financial aid deadlines,
policies, and procedures
Morgan State University Office of Student Retention
** Attention to Financial Aid & Employment **
Financial aid probation
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Retention goal: to work
in collaboration with the
Office of Financial Aid to
reduce the number of
students who are not
retained due to their loss
of financial aid
Morgan State University Office of Student Retention
** Attention to Financial Aid & Employment **
FASFA renewal
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Retention goal: to
work in collaboration
with the Office of
Financial Aid to
facilitate students'
compliance with FASFA
guidelines and
deadlines in order to
reduce the number of
From Access to Success:
Principles and Best Practices for Supporting Minority Students
Presenter: Ronald H. Brown, Ed.D.
Vice President for Student Affairs
University of Maryland Eastern Shore
UMES RETENTION PROCESS AND COMPONENTS
Educational Outreach and Inclusion
Campus visits
Inclusion of on-campus tutoring for high
school/middle school aged students
Constant flow
of
communications
Admission and Recruitment
Intrusive
advisement
Review financial
aid consideration
Increased 1st and 2nd year Retention Rate
Planned
Mentoring
Pre-enrollment
advisement
Learning
Communities
Increased Graduation Rate
The 5 Step Feedback/Assessment
Process
Factors outside
of the University
Outcomes
Evaluate Students
and Retention Efforts
(Data Collection)
Implement
Action Plans
Communication
Develop
Recommendations
Educational Resources
Clarify Results
(Feedback)
Evaluate Students and Retention Efforts
(Data Collection)
Assessment of Incoming Students
a) Administer the Noel Levitz student assessment instrument
b) Evaluate results
c) Assign all students to recommended support services
Mid-term review of Student performance (All Students)
a) Review pre-mid-term support services
b) Increase or intensify these services/efforts where
necessary
End of Semester review of performance
a) Review the end of semester performance of all students
b) Review support services utilized during the semester
c) Increase or intensify the support services efforts for the
second semester
Parent and Community Involvement
The Parents Association provides a vital link between the College and
parents. It also:
a) promotes a better understanding of the University of Maryland Eastern Shore’s
educational programs, policies, and goals.
b) assists in improving the lines of communication and cooperation between the
University of Maryland Eastern Shore’s faculty, staff, and students and their
families
c) encourages parents to support the programs and activities of
the University
d) promotes educational and developmental opportunities for
students
e) seeks ways to personalize the relationship between parents
and the College
f)
provides volunteer opportunities for parents in their areas of
expertise
g) improves the flow of information between College
administrators and parents
Parent and Community
Involvement (Continued)
Involvement of the
County
Commissioners
and the campus
Involvement of
other Community
groups with the
University
Developmental Education
This component is not as well defined at the University of
Maryland Eastern Shore. However, the following programs are
in place:
•
Saturday Academy (President’s Office)
•
Pilot programs with DC Caps in Washington, DC
(Division for Student Affairs)
•
The Upward Bound Program (Department of
Education)
•
The Gear Up Program (Department of Education)
•
Seeking Federal funding to establish an
Educational Opportunity Center in the counties that
make up the Lower Delmarva Peninsula (Division
for Student Affairs)
Discussion