H.A.R.P. Clara Mae Barnhart & Soyuz Shrestha Binghamton University Academic Recovery through Incentivized Programming
What is H.A.R.P.? The Harpur Academic Recovery Program is a Harpur Advising intiative that uses incentivized programming to build a community of support for students who are facing academic difficulty at Binghamton University. Offering multiple events and structured advising appointments, H.A.R.P. aims to help students identify and address the root issue of their academic difficulties by improving their academic, social, and emotional well-being.
Response to P2S (Pathways to Success) ● Invitation through email to meet with advisor and create a plan for success ● All advisors assigned random list of probation students to contact ● No incentives ● No outreach events catered specifically to probation students ● Inconsistent methods and frequency of outreach between advisors ● Data showed no correlation between student success and frequency of advisor contact Wah wahhh
The H.A.R.P. team is born… ● Studied the principles of proactive and appreciative advising ● Researched probation programs/policies of the top 25 public universities (Niche report) ● Reviewed theory and methodology in current Academic Advising Literature Jill Seymour Soyuz Shrestha Clara Mae Barnhart Kevin Curry
What are other schools doing? ● 13/25 schools offer grade forgiveness in some form ● 24/25 have course retake policies that are more forgiving than ours ● 15/25 have required programming for all students who are on probation ● Increase in Academic Success Centers nationwide ● Schools with programs that inspire us: ○ Purdue, assessment survey and targeted mailings ○ University of Florida, Success in the Swamp program ○ University at Buffalo, Life & Learning Workshops ○ University of Georgia, Franklin College of Arts and Sciences, UGA CARE(S), STEP, TPAS, STAR
Literature Highlights “...research has shown that the more actively engaged students are in all “ To foster a sense of acceptance and belonging, students on probation need aspects of college life, the more likely they are to learn and stay in school. It ● “...two important contributors to student satisfaction and retention are for an sounds like one of the keys to retention is finding ways to engage and a mentoring program to encourage strong interpersonal connections to advisor to demonstrate knowledge and concern. By engaging in proactive connect the students with the school. Proactive advising may be used to other students . The researchers recommend a group that might include advising , academic advisors can consistently reinforce both characteristics. help students find these connection points, beginning with their connection former probation students who have achieved good academic standing. (Ohrablo 2017) to the advisor. Through the use of proactive outreach and a relationship- These students could serve as mentors to help develop a social support based approach to advising , students learn that their advisor can be their network.” (Damashek 2003) main connection to the school.” (Varney 2012)
Goals of H.A.R.P. ● Increase retention of first time probation students ● Allow for an individualized approach ● Maintain consistent advisor/student relationships (Habley, 2004) ● Provide supportive programming for all probation students ● Build a community of students with similar issues ● De-stigmatize academic difficulty ● Increase collaboration with other offices on campus ● Increase appreciative advising outreach efforts
Program Structure Step 1: Self Assessment Survey Step 2: Attend orientation and sign contract Step 3: The H.A.R.P. Circuit Circuit A: minimum one monthly advisor meeting + one workshop/event Circuit B: minimum one monthly advisor meeting + one additional advisor meeting Minimum of seven engagement options attended per semester and student must improve semester GPA from prior fall/spring term
H.A.R.P. Contract Why make them sign? Clear communication ● Accountability ● Professionalization ● Records/Data ●
Advising Appointments Monthly required appointment to ● reflect on circuit and make adjustments ● Second appointment bi-weekly circuit All appointments structured with ● H.A.R.P. Advising Cycle
Workshops = academic skill building Events = involvement in healthy campus initiatives
Academic Reset
Celebration Celebration Semester-end celebration brunch for all those who completed the program Wah wahhhh Small gifts to all who finish the program; congratulatory emails!
Challenges So many gray areas … Balance office and HARP needs Scheduling, scheduling, scheduling Advisor burnout Communication fall out Enforcement Problems: maintaining consistency, student no shows
Assessment What is the criteria for success? ○ Academic Performance (Semester GPA)
Factors that affect Academic Performance ● Sample (N) = 35,767 student-semesters (all Harpur students who were enrolled in Fall 2017) ● Panel data; random-effects GLS regression ● Variables associated with increased likelihood of being on academic probation Exploratory students Taking gateway courses International students First gen students Off-campus students EOP students Transfer students
Data ● Sample (N) = 123 first-time probation students ● 70 students participated in the HARP program 43 students finished the HARP program with at least 7 ○ engagements completed 36 students increased their term GPA to get the “academic ○ reset”
Main Issues 86 59 ● Study Skills ● Time Management ● Health and Well-being 26 ● Registration/Scheduling 19 16 15 11 9 ● Major Selection 6 5 4 3 2 1 1
Number of Engagements 3 ● Engagements 2.5 Mean Term GPA 2 ○ One-on-one appointments 1.5 ○ Workshops/Events 1 0.5 ● Hypotheses 0 0 1 2 3 4 5 6 7 9 ○ Participation in HARP = Better GPA Number of engagements Appointments Workshops/Events ○ Higher no. of engagements = Better GPA
Students on Academic Probation HARP Not-HARP Off-campus 40 37 International 3 7 Transfer 28 22 Gateway courses 28 20
Linear Regression Models ● Model 1: y (fa17gpa) = α + β 1 (harp) + β 2 (sp17gpa) + β 3 (int’l) + β 4 (offcampus) + β 5 (transfer) + β 6 (gateway) + ɛ i Model 1a: y (fa17gpa) = α + β 1 (harp_complete) + β 2 (sp17gpa) + β 3 ○ (int’l) + β 4 (offcampus) + β 5 (transfer) + β 6 (gateway) + ɛ i ● Model 2: y (fa17gpa) = α + β 1 (num_engage) + β 2 (sp17gpa) + β 3 (int’l) + β 4 (offcampus) + β 5 (transfer) + β 6 (gateway) + ɛ i Model 2a: y (fa17gpa) = α + β 1 (num_appts) + β 2 (sp17gpa) + β 3 (int’l) ○ + β 4 (offcampus) + β 5 (transfer) + β 6 (gateway) + ɛ i
Data Results ● Model 1 – Participated in HARP (at least one engagement) International +0.4966 HARP +0.3271* +0.2250 +0.5690*** Fall 2017 SP17 Transfer GPA GPA -0.8117*** +0.0169 Off- Gateway campus * p < 0.10, ** p <0.05, *** p <0.01; R 2 = 0.29
Data Results ● Model 1a – Completed HARP with at least 7 engagements International +0.3993 Completed +0.3398* HARP +0.2006 Transfer +0.5661*** Fall 2017 SP17 GPA GPA +0.0119 -0.7233*** Gateway Off- campus * p < 0.10, ** p <0.05, *** p <0.01; R 2 = 0.29
Data Results ● Model 2 – Number of engagements International No. of +0.4275 engagements +0.0389 +0.2097 +0.5655*** Fall 2017 SP17 Transfer GPA GPA -0.7722*** +0.0289 Gateway Off- campus * p < 0.10, ** p <0.05, *** p <0.01; R 2 = 0.29
Data Results ● Model 2a – Number of appointments No. of International +0.4431 appointments +0.0571* +0.2119 Transfer +0.5642*** Fall 2017 SP17 GPA GPA +0.0233 -0.7738*** Gateway Off- campus * p < 0.10, ** p <0.05, *** p <0.01; R 2 = 0.29
Predicted Values
“I wanted to take the time to send you this email to thank you for everything you’ve done for me this past semester, with the academic reset and the H.A.R.P program. As planned, my grades improved dramatically (an A, 2 B+ and one C+, the latter I am still not totally thrilled about.) and pushing my cumulative G.P.A .4 points higher than where it was. With luck it can only go up from here .” “Meeting with my advisor just really kept me on track and made me feel like I was going in the right direction .” “I benefitted from each meeting, I’m not sure it can get any better than that!” “The most helpful thing was having someone to talk to and know your schedule/plan and kind of hold you accountable for it .” “Inspired me to do better; personally wants to see me graduate .” “The most helpful aspects were the recommendations for the various ways of getting academic help on campus. This definitely helped me towards academic recovery because I am doing much better in my classes .” “Stop I'm going to tear up, you guys really helped me so much. The support was exactly what I needed, I can't thank you enough. I'll stop in and catch up I promise.”
New for Spring Larger team ● Set max number of participants ● ● Contract updates Dr. Larry Greenfield Val Carnegie Corey Konnick ● Volunteer event ● Orientation/scheduling event Chill with Jill De-stress event ● Karen Cummings Ben Luhrs Celeste Lee
Recommend
More recommend