Jessica Hall Academic Support Specialist Ohio Dominican University hallj@ohiodominican.edu 614-251-4666 7 th Ohio First Year Summit 10/16/2009 START Your Engines: Student Transitjon and Academic Readiness Training for At-Risk First Year Students For additjonal informatjon please feel free to also contact Mandy Powell, the Grant Coordinator Director of Student Success and Leadership powellm@ohiodominican.edu 614-251-4372
CHOICES OF SUCCESSFUL STUDENTS SUCCESSFUL STUDENTS... STRUGGLING STUDENTS... 1. ...ACCEPT SELF-RESPONSIBILITY, seeing themselves as the 1. ...see themselves as Victjms, believing that what happens to them is primary cause of their outcomes and experiences. determined primarily by external forces such as fate, luck, and powerful others. 2. ...DISCOVER SELF-MOTIVATION, fjnding purpose in their lives by 2. ...have diffjculty sustaining motjvatjon, ofuen feeling depressed, frustrated, discovering personally meaningful goals and dreams. and/or resentgul about a lack of directjon in their lives. 3. ...MASTER SELF-MANAGEMENT, consistently planning and taking 3. ...seldom identjfy specifjc actjons needed to accomplish a desired outcome. purposeful actjons in pursuit of their goals and dreams. And when they do, they tend to procrastjnate. 4. ...EMPLOY INTERDEPENDENCE, building mutually supportjve 4. ...are solitary, seldom requestjng, even rejectjng ofgers of assistance from relatjonships that help them achieve their goals and dreams (while those who could help. helping others to do the same). 5. ...GAIN SELF-AWARENESS, consciously employing behaviors, 5. ...make important choices unconsciously, being directed by self-sabotaging beliefs, and attjtudes that keep them on course. habits and outdated life scripts. 6. ...ADOPT LIFE-LONG LEARNING, fjnding valuable lessons and 6. ...resist learning new ideas and skills, viewing learning as fearful or boring wisdom in nearly every experience they have. rather than as mental play. 7. ...DEVELOP EMOTIONAL INTELLIGENCE, efgectjvely managing 7. ...live at the mercy of strong emotjons such as anger, depression, anxiety, or a their emotjons in support of their goals and dreams. need for instant gratjfjcatjon. 8. ...BELIEVE IN THEMSELVES, seeing themselves capable, lovable, 8. ...doubt their competence and personal value, feeling inadequate to create and unconditjonally worthy as human beings. their desired outcomes and experiences. The OnCourse Instructj tjonal Principles: • Students construct learning primarily as a result of what they think, feel, and do (and less so by what their instructors say and do). Consequently, in formal educatjon, the deepest learning is provided by a well-designed educatjonal experience. • The most efgectjve learners are empowered learners, those characterized by self-responsibility, self-motjvatjon, self-management, interdependence, self-awareness, life-long learning, emotjonal intelligence, and high self-esteem. • At the intersectjon of a well-designed educatjonal experience and an empowered learner lies the opportunity for deep and transformatjonal learning and the path to success--academic, personal, and professional • Seek innovatjve ways to engage students in actjve learning, helping them to relinquish learned passivity or defjance and once again become responsible and empowered partners in their own educatjon and growth htup://www.oncourseworkshop.com/On%20Course%20Principles.htm
Alan Seidman’s Retentj tjon Model: Summary of Essentj tjal Elements ELEMENTS DESIRED FEATURES FOR IMPLEMENTATION Development of a profjle of prior unsuccessful students; gathering all necessary student informatjon through a database Early Identjfjcatjon program or having existjng databases linked. Interventjon programs and services made available as early in a student’s career as possible. Interventjon while the Early Interventjon student is stjll enrolled in high school or during the Summer months prior to the beginning of the Fall semester. Intensive Interventjon Creatjng an interventjon(s) that is intensive or strong enough to efgect the desired change. Contjnuous Interventjon Proper diagnosis of the problems (academic and social), prescriptjon of tjmely interventjons, with periodic check-ups. Vincent Tinto’s 5 Conditj tjons for Student Success CONDITION DESCRIPTION AND EXAMPLES OF INSTITUTIONAL IMPLEMENTATION Willingness to invest the resources and provide the incentjves and rewards needed to enhance student success. Real Instjtutjonal Commitment substance, not just words in brochures. Constructjng educatjonal expectatjons and settjngs that encourage students to devote suffjcient tjme and atuentjon to studies. Expectatjons can be expressed in concrete ways through formal and informal advising. Advising is Expectatjons partjcularly important to success of students who begin university undecided about their major, or who change their major during university. Academic Support to include developmental educatjon courses, tutoring and study groups, and academic support Support programs such as Supplemental Instructjon. Social Support such as counseling, mentoring and Ethnic student centers. Monitoring and feedback to provide faculty, stafg and students frequent feedback about student performance. Can Feedback include entry assessment of learning skills, early warning systems, and classroom assessment techniques. Academic and social integratjon of students, especially during the fjrst year. Academic integratjon includes Involvement collaboratjve learning, service learning, learning communitjes, classroom assessment and supplemental instructjon. Social integratjon occurs through extracurricular and residence life programs.
Title 3 Initj tjatj tjves at Ohio Dominican University • Summer START 2 week program designed to create a sense of community and engagement. • Exposure to campus resources, earn 2 credits by completjng college success course, complete project-based learning class and sample classes in reading comprehension and biology (not for credit), and community building actjvitjes • Contjnuous Weekly meetjngs with all START students • Mentoring by Stafg (schedule individually determined) Interventjon • Community building with Peer Advisors Retentjon • For all students who display at-risk behavior especially early in the semester • Faculty and stafg refer students Alert • Retentjon Managers divide cases • Case Workers meet with students to provide holistjc support and referrals Summer START Retention Case Retention Case Faculty/Staff Faculty/Staff Manager Worker Manager Worker Continuous Retention Intervention Alert
Summer START Schedule* MONDAY WEDNESDAY FRIDAY 8:00 AM Breakfast Breakfast Breakfast 9:00-11:50 ODU 110 ODU 110 ODU 110 AM 12:00 PM Lunch Lunch Lunch 1:00-2:50 PM Sample Class: Biology Sample Class: Biology Sample Class: Biology LEAP 3:00-3:45 PM Success Workshop Success Workshop Math & Science Applied to Wellness & Nutritjon 4:00-5:00 PM Free Time Free Time Free Time 5:00 PM Dinner Dinner Dinner Community Time w/ Study Time Study Time 6:30 PM Jonathan Sprinkles!! Peer Tutoring Available Peer Tutoring Available LASSI Community Time 8:30 PM Community Time Exploring How Prepared You Ohio State Fair!! Are For Academic Success 10:00 PM Free Time Free Time Free Time 12:00 AM Curfew Curfew Curfew *Week 2 changes include Sample Class=Reading Comprehension, and difgerent Community Time actjvitjes led by PAs.
Summer START Schedule TUESDAY THURSDAY 8:00 AM Breakfast Breakfast 9:00-11:50 AM ODU 110 ODU 110 12:00 PM Lunch Lunch LEAP LEAP 1:00-4:00 PM Math & Science Applied to Wellness & Nutritjon Math & Science Applied to Wellness & Nutritjon 4:00-5:00 PM Free Time Free Time 5:00 PM Dinner Dinner Study Time Study Time 6:30 PM Peer Tutoring Peer Tutoring Available Available Free Time 9:00 PM Free Time Movie Night! 12:00 AM Curfew Curfew
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