Developing Strategic, Individualized, & Data-Informed Networks of Support NACADA Region 1 Conference, March 2018 Lasell College Dr. Helena L. Santos, Dean of Academic Success Dolores Radlo, Director, Academic Achievement Center
Intr In troductions oductions We will highlight a collaborative and proactive approach to academic support established between our First-Year Advising and Academic Achievement Centers. Our network of support provides critical guidance and assistance to students with strategically targeted and structured opportunities for holistic student development.
At Lasell: A critical need for enhanced First-Year student connection, engagement, & proactive supports was identified. NEW PROGRAMS & ENHANCEMENTS TO EXISTING SUPPORTS DESIGNED, PILOTED & IMPLEMENTED: FIRST-YEAR PROFESSIONAL ACADEMIC ADVISING PILOTED & EXPANDED TO CREATE ADVISING CENTER: INTRODUCED 4 PROFESSIONAL ADVISORS, LEARNING SPECIALIST, & TARGETED ADVISING STRUCTURE. REORGANIZED, EXPANDED & ENHANCED TUTORING CENTER SERVICES: REDEFINED TUTOR ROLES, INCREASED COVERAGE & STAFFING , SHIFT FROM REMEDIATION TO FACILITATING LEARNING PROCESS, EMPHASIS ON RECURRING APPOINTMENTS , TARGETED/STRUCTURED/EMBEDDED TUTORING MODELS , INCREASED VISIBILITY & USAGE, CONTINUITY OF SUPPORT IN AND OUT OF CLASS .
First-Year Academic Advising Developmental, Structured & Individualized Academic Targeted Strength-based & Intentional Advising Academic & Proactive Advising Goals that reinforce this teaching & learning process: Five required meetings for - Initiate and develop a strong collaborative working relationship each student each semester between advisor and advisee Opportunities for drop in and - Make meaningful connections with other college community follow-up meetings members Expectations for additional meetings for students in - Navigate their academic program of study and confirm that it special populations aligns with their personal goals, interests, values, skills, & abilities At least one Peer Advising - Utilize services and resources that enhance personal & academic Workshop during each growth semester - Develop critical thinking, self-advocacy, decision-making skills
First-Year Academic Advising Spring Semester Fall Semester Meet your Reconnecting advisor College Visualizing Student the Future Inventory Midterm Transitions Midterm Academic Planning Academic Planning Reflections Holistic Advising Drop-in meetings, Referrals, Process Early-alert meetings, Major events, = Each Semester + 5 Meetings Peer Advisor workshops, First Year Success Series workshops…
Academic Achievement Center (AAC) Foster Facilitate skill Structured & welcoming & development The Learning Targeted engaging multi- to optimize Academic Process modal learning learning Support environment Strategic Learning: Students learn, Strength-based integrate & apply: approach to develop: AAC Tutors & Learning Specialists self-awareness Study skills, organization, • work 1-to-1 & in time management, self-direction • groups w/ students self-confidence active reading, • to facilitate an critical thinking notetaking strategies, • individualized writing, presentation skills problem-solving • academic support experience
AAC101 & 102: The Learning Process LASSI, goal setting Learning Specialists AAC101/102 sessions Holistic Academic Teaching Learning Support Process TUTORING ADVISING Fall & Spring Semesters of the First Year: Per week: 2 group sessions 2 small group w/learning specialists, Individual tutoring Additional advising sessions + + sessions per additional individualized sessions, workshops with First-Year Advisor week x 15 = 30 tutoring & advising meetings
Network of support Career Internships Meet your Services advisor Study Abroad Peer & CSI, Professional Visualizing Tutoring the Future Midterm Learning Specialists Embedded Residential Life tutoring Workshops study Academic Campus groups Student Peer Activities Planning Advising Workshops AAC101 Goal- Faculty setting CSI Student Reflections, Transitions LASSI Accounts Referrals Financial Planning Counseling Center
Data collection & active use Usage data Surveys & Tools • LASSI: Learning & Study Strategies Inventory • Number of appointments • Frequency of contact • CSI: College Student Inventory • Duration of visits • ACES: Admitted Class Evaluation Service First- • Time of day • Day, week, month, semester Year GPA prediction calculator report • Cancellations, no-shows, rescheduled appointments • Student surveys: First-Impressions Survey, • Overall usage report/peak times tutoring session evaluations, AAC101 reflections survey, focus groups Types of Support Accessed Individual advising meetings, individual & Student Progress & Referral Data group tutoring sessions, meetings with learning specialists, peer advisor and peer Mid-term reports, GPA, early-alert, referrals to tutor meetings, academic workshops, other departments/supports/faculty, tracking undeclared major workshops, phone calls, targeted populations , persistence. online tutoring, etc.
Results: Data from 2012-2017 AAC101 cohorts Ongoing data collected from 6 cohorts suggests that the collaborative network of support established between our academic support programs has a , as measures have indicated increased engagement, skill development, self- efficacy & retention .
Results: Data from 2012-2017 AAC101 cohorts Sem 1 Sem 2 % Sem 3 % Sem 4 % Sem 5 % 2012: All 556 511 91.91% 413 74.28% 395 71.04% 362 65.11% 2012:Tracked 53 51 96.23% 41 77.36% 39 73.58% 37 69.81% 2013: All 484 449 92.77% 364 75.00% 342 70.66% 312 64.46% 2013:Tracked 38 35 92.11% 31 81.58% 27 71.05% 24 63.16% 2014: All 501 464 92.61% 374 74.65% 359 71.66% 337 67.27% 2014:Tracked 33 31 93.94% 26 78.79% 23 69.7% 22 66.67% 2015: All 489 448 91.62% 389 79.55% 372 76.07% 347 70.96% 2015:Tracked 74 71 95.95% 60 81.08% 56 76% 53 72.1% 2016: All 437 394 90.16% 319 73% 2016:Tracked 76 70 92.11% 56 73.7% 54 71.05% 2017: All 410 2017:Tracked 80 76 95%
Results: Data from 2012-2017 AAC101 cohorts LASSI: Data suggests that targeted supports have had a positive impact on students’ perceptions of their abilities in the categories of: anxiety, attitude, concentration, information processing, motivation, self-testing, selecting main ideas, study-aids, time management and test taking strategies. All 5 cohorts have shown significant improvement across all categories when comparing pre/post-tests after the first semester. ACES/College Board GPA Prediction : Data suggests the intervention makes a difference, as most participants in 5 cohorts performed as predicted or better than the overall population during their first academic year.
Id Iden entif tify y Ne Need eds s & Ga Gaps, ps, Make ake a a plan lan to to ta targe get COMBINED SAT Example: Analyze historical retention High School GPA rates for students with specific combinations Use quantitative and qualitative data to inform next steps HSGPA & SAT scores for planning structure and pilot
Practical recommendations MAXIMIZE ACCESS TO ACTIVELY COLLECT & USE DATA BEFORE, DURING, AND AFTER SUPPORT FOR ALL STUDENTS PLANNING, PILOTING & IMPLEMENTING STRATEGICALLY ENGAGE IN CROSS- INSTITUTIONAL PARTNERSHIPS Provide a structure that insists on many consistent, intentional & meaningful contacts with individuals that help students develop strength-focused working relationships, and who effectively facilitate the teaching & learning process. Promote welcoming learn-to-learn environments by scaffolding supports, and building in opportunities for Peer Advisor & Peer Tutor connections
Thanks! DISCUSSION & QUESTIONS?
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