23rd International Conference

on The First Year Experience

Maui, HawaiiJune 10, 2010

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Promoting Academic Student Success (PASS): Academic Support for Probationary

FreshmenSpeakers/Contributors to Presentation

Kay Haralson, Associate Professor and Student Success Specialist, Title III Grant, Austin Peay State University

Mike Dunn, Advising Coordinator, College of Science and Mathematics and College of Arts and Letters, Title III Grant, Austin Peay State University

Susan King, Administrative Assistant, Title III Grant, Austin Peay State University

Dr. Loretta Griffy, Associate Professor of Mathematics, Director of Title III Grant, Austin Peay State University

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Austin Peay State University in Clarksville, TN is a 4-year state-supported Liberal Arts institution.Satellite campus on the Fort Campbell Army PostApproximate enrollment 10,000

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Title III Grant Award

November, 2008 APSU was awarded a $2 million Title III Grant, Strengthening Institutions, from the Federal Department of Education.

Main focus of the grant is to increase success, retention, and graduation rates of at-risk students.

One initiative supported by the grant is the Promoting Academic Student Success (PASS) program.

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Purpose of the PASS Program

To provide students the academic and personal support needed for college success

To complete an assessment of their study skills and life skills

To identify strengths and weaknesses of program participants

To provide customized support in areas of weaknesses

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At-risk Students Served by PASS

Required for students placed on probation during their freshmen year

Required for students successfully appealing an academic suspension

Recommended for students returning from academic suspension after setting out a semester

Students referred to the program by faculty or advisors

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Characteristics of Students in PASS

Poorly prepared for higher educationLack of motivationSome lack social skillsSome are introvertedUnrealistic grasp of time management Lack of outside (family, friends) support or

encouragementUnrealistic job and career expectationsUnrealistic goals or lack of goalsPoor money managementLimited involvement in university activitiesNo established connection to the institutionWork too many hours in an outside job.

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PASS Ambassadors

Each PASS class is assigned a “PASS Ambassador”, an upper classmen with a 3.0 GPA or higher, and demonstrated leadership skills.

PASS Ambassadors create a peer connection to students. set a good academic example. reflect good time management skills. maintain weekly contact with students outside of

class. lead group discussions on success skills. conduct activities with students to solidify class

topics.8

Structure of PASS 0900 Course

PASS 0900 is a 12-week, non-credit, pass/fail course

Topics addressed in the course include Time management Attitude Motivation Anxiety and stress management Learning styles Communicating with instructors Concentration Memory and selecting main ideas Information processing Study aids Test strategies and self-testing

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Assessment of Students’ Needs

Academic self-assessment Students identify obstacles negatively

impacting their college success in the areas of: • academic study skills

• study habits

• major or career uncertainty

• personal, family, or social problems

• time management and organizational skills

• motivation

A post academic self-assessment is given at the end of the course. 10

Learning and Study Strategies Inventory (LASSI)

*LASSI is both diagnostic and prescriptive and provides standardized scores and national norms for ten different scales.

*The ten scale, 80-item LASSI Inventory provides an assessment of students’ awareness about and use of learning and study strategies related to skill, will, and self-regulation components of strategic learning.

A pre-LASSI Inventory is completed at the beginning of the course.

Topics for the course are modified to address the areas in which students have the greatest need.

Students complete LASSI Instructional Modules in areas of weaknesses.

A post-LASSI Inventory is completed at the end of the course and an analysis is done of the gains/losses in each area.

*Weinstein, Claire E., David R. Palmer, and Ann C. Shulte. (2002) Learning and Study Strategies Inventory (LASSI) 2nd Ed. H & H Publishing. 11

Program Evaluations by Students

In Fall 2009 89% of students either strongly agreed or

agreed that their PASS class had helped them be more academically successful.

85% of students either strongly agreed or agreed that the LASSI Modules provided them useful information.

In Spring 2010 98% of students either strongly agreed or

agreed that their PASS class had helped them be more academically successful.

86% of students either strongly agreed or agreed that the LASSI Modules provided them useful information.

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LASSI Modules

PASS students Fall 2009 and Spring 2010 on average showed a gain in their scores in each of the areas represented in LASSI.

For Fall 2009, the largest gains were in the areas of Study Aids (37%), Self Testing (36%), and Time Management (33%).

For Spring 2010, the largest gains were in the areas of Self Testing (27%), Study Aids (25%), and Time Management (23%)

Average Change in Term GPA

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% of Students Eligible to Enroll for the Next Term

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Persistence to Next Semester

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Persistence RatesThe PASS class was required of freshmen on

academic probation beginning Fall 2009. All freshmen placed on probation Spring 2009, returning Fall 2009, had a persistence rate of 55%. (This included both the students that passed the course and those that failed the course.)

A comparable group of freshmen placed on academic probation Spring 2008, returning Fall 2008 had a persistence rate of 52%. (PASS class had not been implemented at this time.)

ChallengesFreshmen who choose not to return

after being placed on probationStudent absenteeism Student apathy and lack of motivationPoor study habits engrained over timeStudent resistance to required or

recommended tutoringStudent denial of existing problems Student unwillingness to explore

solutions18

Changes for Summer and Fall 2010

• Streamline course content• Concentrate on 5 LASSI Modules, discuss in

greater depth• Students complete two activities, a quiz, and

a discussion question on each Module• More group work and interactive class

discussion• Increase the proportion of the course grade

earned by class attendance• Tutoring optional, possible study groups held

for students by PASS Ambassadors19

Benefits of PASS Program to Students and to the University

• Throws a lifeline to students struggling in their transition from high school to college.

• Provides support for nontraditional students returning to college.

• Provides support for post-suspension students.• Gives students a person on campus who is

monitoring and cares about their success.• Improves persistence rates of students at risk

for failure.• Goal is to ultimately improve graduation rates of

at-risk students.20

References

• Weinstein, Claire E., David R. Palmer, and Ann C. Shulte. (2002). Learning and Study Strategies Inventory (LASSI) 2nd Ed. Clearwater, FL: H & H Publishing.

• Weinstein, Claire E. (2001). Becoming a Strategic Learner, LASSI Instructional Modules. Clearwater, FL: H & H Publishing.

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Thank you for your time and attention!

If you would like to contact us about the PASS Program you may email Kay at haralsonk@apsu.edu, Mike at dunnm@apsu.edu, or Susan at kings@apsu.edu.

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