Framework for Successful Centralized First Year Advising and - PowerPoint PPT Presentation

Framework for Successful Centralized First Year Advising and Learning Assistance Services Dr. Peggy J. Smith, Director Academic Achievement Center Bridgewater State College Bridgewater, Massachusetts 02325 (508) 531-1214 p1smith@bridgew.edu Expect More. Achieve More. Academic Achievement Center

The Academic Achievement Center is… a centralized network of programs and services designed to support the academic success of ALL students First year students are the primary focus. Expect More. Achieve More Academic Achievement Center

Academic Achievement Center Programs and Services Academic Learning Assistance Advising Courses with attached Learning Assistance Work in concert to support the academic success of all fjrst year students, with particular attention to those with markers of academic risk Expect More. Achieve More Academic Achievement Center

Faculty Roles • Provide oversight of 1. centralized fjrst year advising program 2. learning assistance services • Participate in program planning and delivery • Supervise graduate and undergraduate staf • Provide liaison with academic departments • Help disseminate information about fjrst year initiatives Expect More. Achieve More Academic Achievement Center

Advising Services • Placement testing (mathematics, reading, writing, and Foreign Language) • Orientation and fjrst semester group advising for freshmen, transfers and students re- admitting after academic separation • Haughey First Year Advising Program – 5 advising contacts per student – Faculty defjned curriculum • Attention to needs of students with disabilities and students from academically disadvantaged backgrounds. Expect More. Achieve More Academic Achievement Center

Learning Assistance – Study and Research Services* – Writing Studio* – Mathematics Services* – Communication Lab* – Second Language Services* – Disability Resources – Content T utoring for Core curriculum and introductory courses * Faculty directed Expect More. Achieve More Academic Achievement Center

Courses with Attached Learning Assistance • T argeted ENGL101 – replaced non-credit writing course – Address reading skills – Book Clubs – Address learning skills – Study Groups – Address writing skills – Writing Fellow – Link with advising – Peer Advisor • T argeted Pre-calculus – for majors that require calculus – Address time on task and mastery – Math Coach – College credit for successful completion – Link with advising – Peer Advisor • T argeted Pre-college math – for majors that require calculus – Address time on task and mastery – Math Coach – Link with advising – Peer Advisor Expect More. Achieve More Academic Achievement Center

• Targeted English 101 : 9 sections (180 students placed) 100 people were involved in some meaningful way: instructors, advisors, graduate assistants, undergraduates in roles of peer advisor, writing fellow, and book club co- facilitators, faculty directors of AAC learning assistance, and book club facilitators drawn from administrative and staf ranks across the campus. • Targeted pre-college math : 3 sections (75 students placed) More than 20 people were involved in some meaningful way: instructors, advisors, undergraduate math coaches, faculty directors of learning assistance, and administrative staf. • Targeted Pre-calculus: 4 sections (115 students placed) More than 20 people were involved in some meaningful way: instructors, advisors, undergraduate math coaches, faculty directors of learning assistance, and administrative staf. Expect More. Achieve More Academic Achievement Center

Student Outcomes • 1 st semester good academic standing: 74% before program changes • 80% - 84% since • 1st year – 2 nd year Persistence: 2000 cohort 73% • 75% - 78% since • Persistence into 3 rd year : 2000 cohort 63% • 64% - 68% since • Six-year graduation rate: 46% - 47% before program change • 48% - 51% since NOTE: admission standards have been the same since 2001 Expect More. Achieve More Academic Achievement Center

Student Outcomes Most at-risk students place in T argeted English 101: • Rate of D/F/W/I in fjrst-semester writing – Fall, 2005: All sections 16%; Targeted 18% – Fall, 2006: All sections 15%; Targeted 19% • Rate of Academic Dismissal (EN and MA) – Fall, 2005: All 1 st semester 6%; Targeted 12% – Fall, 2006: All 1 st semester 6%; Targeted 7% • Rate of D/F/W/I in English 102: – Fall, 2004: All non-target students 18%; target students 25% – Fall, 2005: All non-target students 16%; target students 17% Expect More. Achieve More Academic Achievement Center

First Semester Dean’s List • 2001F 156/1139 14% • 2002F 178/1272 14% • 2003F 203/1285 16% • 2004F 217/1255 17% • 2005F 223/1332 17% • 2006F 293/1345 22% Expect More. Achieve More Academic Achievement Center

Involvement Supports Faculty Development • Advising skills • Understanding of student development • T eaching skills • Opportunities for scholarship • Opportunities for collaboration with staf and faculty colleagues from other disciplines Expect More. Achieve More Academic Achievement Center

In their own words… “In addition to the knowledge gained and the potential for increasing my own skills as an advisor to students, the AAC ofers faculty an opportunity to meet colleagues outside of their departments and greatly increases the sense of community at the college. I enjoy being a member of the “BSC team” all the more because of this experience.” Expect More. Achieve More Academic Achievement Center

In their own words… “My work at AAC continues to be the highlight of my work at BSC . The work with faculty, faculty directors, graduate assistants, and most importantly, the students adds much to my work as a literacy educator. ” ”The AAC work is the arm of social justice on campus. If we cannot support those we have accepted on their own merits, we cannot claim to be an instrument of democracy. The collaborative relationship grounds you. It keeps you real. The efgect of collaboration is exponential. We do so much more for so many more (students, faculty and stafg) because we are a team.” Expect More. Achieve More Academic Achievement Center

In their own words… “ As a cornerstone component of BSC, the AAC through faculty involvement reinforces a culture of active learning, high expectations, and values the development of successful learners…” “ I have learned more about our students and our college through the AAC than I would have in a more traditional role. Knowing my students better helped me to craft my courses to their needs -- a diffjcult process that can take years even for experienced teachers. Expect More. Achieve More Academic Achievement Center

In their own words… “T eaching classes provides only a limited perspective on student needs; seeing students in a diferent context--and having the chance to interact with others who support students in diferent ways than I do-- helps me see the big picture of student needs and thus helps me to craft programs that better meet those needs .” Expect More. Achieve More Academic Achievement Center

Critical Attributes of Model • High degree of faculty involvement • Campus well informed & highly supportive • Mandatory fjrst year advising program with defjned curriculum • Use of college credit courses with meaningful learning assistance attached to support achievement Expect More. Achieve More Academic Achievement Center