Use of Multiple Interventions to Increase Retention in the First Year 20 th International Conference on the First-Year Experience July 12 th , 2007 Kona, Hawaii Peggy D. Kennedy, Vice President of Academic & Student Development Margie L. Tomsic, Associate Dean of Assessment and Research Thomas Matos, Dean of Student Development & Services Saint Paul College-A Community & Technical College
History of the College History of the College Re-Engineering Student Affairs Re-Engineering Student Affairs Interventions, Strategies & Findings Interventions, Strategies & Findings
History of Saint Paul College History of Saint Paul College • 1910: Established as a Vocational School for Boys (TVI) • 1983: Initial Accreditation • 2002: Became a comprehensive community & technical college (Saint Paul College) • 2003: Accredited by Higher Learning Commission of the North Central Accreditation of Colleges and Universities through 2013 • 2005: Accepted into Academic Quality Improvement Program (AQIP) • Holds program-specific accreditation in healthcare areas, NATEF
Saint Paul College Profile Saint Paul College Profile • Enrollment: 9,459 students; 7,645 credits; 3,616 full-time students • Faculty: 115 fulltime; 10 part-time; 220 adjunct • Student/Faculty Ratio: 17 to 1 • Annual Tuition: $4,318 (FY08) • Graduate placement rate: 90—100% • Students of color: 45% (FY07) • 41 Associate Degrees, 69 diploma & certificate programs
Popular Programs Popular Programs • Nursing • Construction Electricity • Geomatics (Land Surveying) • Liberal Arts & Sciences • Sign Language Interpreter/Transliterator • Business & Computers • Massage Therapy • Culinary Arts
New Programs New Programs • Polysomnography • Personal Trainer • Biomedical Engineering Technician • Web 2.0 (Second Life) • Pipe Welding
Quest for Excellence Quest for Excellence • Re-engineering of Student Services • Integration of Academic & Student Affairs (partners in college learning process) • Minnesota State Colleges and Universities Award 2007
Re-Engineering Process Re-Engineering Process • Complete reorganization of job functions to meet student needs • Increased use of technology to improve student access • Focused resource allocation to enhance student learning
Re-Engineering Process Re-Engineering Process • More accurate data to manage enrollment and tuition payments • Reduced wait time to register • Evaluation component adaptable to other institutions
Evaluation/Comparisons at Saint Paul Evaluation/Comparisons at Saint Paul College, 2000 vs. 2007 College, 2000 vs. 2007 Outcome 2000 2007 Full Year Equivalent 2,555 3,276 (FYE) Reallocation $0 $500,000 Dollars/Dollar Savings Student Wait Time 1—2 Hours 1—2 Minutes FYE Web 0 2,635 Registrations
Additional Interventions and Additional Interventions and Strategies Strategies • Promotion of online registration process • WriteNow -- Electronic Frequently Asked Questions (FAQ) system • ImageNow -- Document Imaging System—better sharing of records • EARS -- Early Alert Referral System, followed by Intrusive Advising • Additional Strategies Through Grants
What is the Early Alert Referral System (EARS)? • EARS is an online database system designed to assist Saint Paul College faculty and retention coordinators in identifying and assisting students facing academic difficulty. • The EARS database maintains written documentation of the steps taken by both the faculty and retention staff to retain at- risk Saint Paul College students.
Why Use the Early Alert Referral System (EARS) ? • EARS is used to report students who exhibit a variety of academic risk factors. Faculty report students to EARS after attempting to rectify with the student discrepancies between perceived and actual performance.
Why Use the Early Alert Referral System (EARS) ? Faculty report students who have demonstrated a problem in one or more of the following: • Have stopped attending or have sporadic attendance without notifying the instructor prior to absences • Have failed to complete coursework or are not satisfactorily completing coursework • Have completed tests or quizzes at an unsatisfactory level • Have behavioral issues that disrupt the class • Have indicated to their instructor that they have health issues or concerns that effects their learning
Why Use the Early Alert Referral System (EARS) ? • Once a problem has been identified, faculty may further elaborate by selecting an area of weakness to assist the retention coordinators in determining an appropriate course of action for the individual student. • If the pull down menu options do not satisfactorily encompass the issues with the student, a faculty member may select the Other option, and provide case specific documentation in the comments field provided.
How Do I Complete an Early Alert Referral System (EARS) Report ? Faculty training at a Faculty In-Service. The EARS reporting page is located on the Saint Paul College Intranet. To complete an EARS report you must: • Log on to the intranet at www.saintpaul.edu. • Click on the Early Alert Referral System (EARS) Form link located under the Documents Section of the Quick Links Box • Complete the EARS form in its entirety and click submit. When completing the form please note-- In the Recommendations Section: Please indicate the action you would like the student to take. For example, “Turn in all missing work by 2.26.07 and contact the instructor.” In the Comments Sections: Please document specific actions* to be taken by the retention specialists: For example, “Please contact student and ask them to contact instructor about missing work.”
What Happens After Submitting an Early Alert Referral System (EARS) Report? Once the eForm has been completed and submitted the information is transmitted into the EARS database. Every Monday, Wednesday and Friday the Retention Specilaists download the data and do the following: • Send a confirmation email to the submitting faculty. • Attempt to contact the student and relay the information concerning their performance and the steps that need to be taken.
What Happens After Submitting an Early Alert Referral System (EARS) Report? The following is the order of action taken in attempting to contact the student. • A Retention Specialist will attempt to contact the student by phone if the number in the College’s student database is accurate: – We will discuss with the student actions needed to be taken and make note of the conversation in the Early Alert Referral System (EARS) database. – If the student is not available, but the number is valid we will leave a message requesting that they contact the retention office as soon as possible. Due to FERPA we will not disclose the purpose of the call, just request a return call.
• If the phone information in ISRS is not valid – An email will be sent to the student summarizing the information submitted by the instructor and requesting that the student contact the instructor directly. – An email will also be sent which provides the student directions for changing their personal contact information online. – If none of the contact information is valid in ISRS, the instructor will be notified that no contact could be made. Once student contact has been made and or attempted the retention staff will: Email the submitting faculty an abbreviated copy of their submitted report along with comments from the Retention Specialist on the student interaction. If the student does not follow through on the faculty recommendation the faculty can contact the Retention Specialist directly to request follow up.
EARS Usage Data
To Increase Access for the Underserved • Power of YOU Program • Hired a retention specialist for Power of YOU • Hired Power of YOU recruiter • Increased collaboration with Saint Paul Public Schools
Applied for and received four grants • Enable Math Retention Grant - $20,000 over 2 years and up to $100,000 in test materials, training and services • IPESL Enable Math Implementation Award - $99,539 over 1 year to compensate faculty and staff selected to lead this effort • Transitions into the Power of YOU - $75,000 over one year to include the purchase of Enable Learning materials for Power of YOU students • Saint Paul College, Saint Paul Schools Math Readiness Initiative - $10,000 over one year to include the purchase of Enable Learning materials for High School students
Enablearning • Received grant in Spring 2006 • Attended Noel-Levitz Conference in July • Trained faculty and staff in July-Sept. • Incorporated the Enable Math program into mathematics courses • Administered the College Student Inventory to 150 students with feedback reports • Worked with retention specialists and instructors to monitor student performance
• Provided training and materials to faculty from the Saint Paul Schools and Minneapolis Community and Technical College • Worked with Noel-Levitz to launch a Retention Opportunity Analysis • Continued work on the project through Spring 2007 • Worked with retention specialists and instructors to monitor student performance • Summarized achievement and retention data
The Enable Math Retention Initiative Is Based on Five Principles 1) The key to student success is effective practice.
Recommend
More recommend
