Applying the FISH! Philosophyto Financial Aid at South Texas

College

South Texas College -Seventeen Years of Excellence: Changing Lives & Communities

(South Texas College, 2010)

Location

(South Texas College, 2010)

Service Area• 95% Hispanic Enrollment

• First Generation-Low Income College Students

• Nearly 82% on Financial Aid (State/Federal)

• McAllen MSA Fastest Growing in the Nation

• Youngest Population in the Nation

(South Texas College, 2010)

Service Area

• Almost one-half the population lives below the poverty level

• One-half Adults over age of 25 have Less than ninth grade education

• One-fourth Adults over age of 25 have less than fifth grade education

• Approximately 49% of Hispanic Students in Texas do not complete High School

(South Texas College, 2010)

In Seventeen Years …• $3.9 million to $133 million budget

• 267 to 2,150 faculty and staff

• 1 to 5 Campuses

• 100+ degree and certificate program options

• 2 BAT Degrees

• 1,000 to 29,000 credit bearing students

• 20,715 Graduates

(South Texas College, 2010)

Critical Gap

Critical Gap

Critical Gap

Critical Gap

CompletionPoint

CompletionPoint

Birth to PK High9-12

Lower Division

Upper Division

Middle6-8

CompletionPoint

ElementaryPK-5

(7th–10th Grade Dropout)

(High School to College)

(First Year Retention & 2-

Year Completion)

(Transfer from 2-year to 4-year & 4-year

Completion)

Educational Pipeline Gaps …• Must address each segment

(Adapted from THECB, 2007)

The Hispanic Challenge• Degree Achievement Disparities

– Ethnicity

– Income

• The educational disparity between Hispanics and other groups in Texas is impacting economic development in region and state

• 60,000 new Hispanic students are expected to enter Texas community colleges in the next decade.

• 24,000 are expected to enter Texas prisons in the next decade.

• Most important social imperative for the next decade

• Closing the Gaps: A Tale of Two States – And One Million Jobs!! Perryman

• 10-5-2-1

Hispanic Students a Priority in Texas

At a time when more and more poor students who are largely Hispanic are enrolling in higher

education now is not the time to cut higher education funding – to the Texas state

Legislature (recounted September 2010).

- Texas Commissioner of Higher Education Raymund Paredes

The economic future of South Texas, to a great extent, will be influenced by our ability

to increase the educational level and competitive workforce skills of all residents

of Hidalgo & Starr Counties.

Transformational Change - AtD• Presidential Leadership & Commitment

• Systemic Institutional Improvement

• Build a Culture of Evidence & Inquiry

• Identify Barriers to Student Success

• Listen to the “Voices”

• Broad Based Engagement• “…involving many sectors of a community in ongoing

deliberation in order to build common ground that will benefit colleges and students.” (Public Agenda, 2004, p.6)

(South Texas College, 2010)

Building a Culture of Evidence & Inquiry

• Quantitative Data: Identify Gaps in Student Success– Enrollment Patterns

– Late Registration

• Qualitative Data: Understanding the Underlying factors of Gaps in Student Success– Focus Groups

– Student Essays

• Understanding knowledge, actions, and attitudes in overcoming barriers to student success – the black box (Adapted from Developing local Models of Minority Student Success. Padilla, Trevino, Gonzalez, and Trevino (1997))

The Black BoxWhat barriers do students experience during the intake process and their first year in college? What knowledge, actions, and attitudes do successful students employ to successfully persist?

(South Texas College, 2010)Adapted from Developing local Models of Minority Student Success. Padilla, Trevino, Gonzalez, and Trevino (1997)

Qualitative Data – Listen to the Voices• Fall 2005 Barrier Study

– 25 Student Focus Groups & 387 Essays– 22 Faculty and Staff Focus Groups

• Fall 2007 Follow Up Barrier Study conducted• Spring 2010 Barrier Study 3 conducted

“I can afford to start but not to finish. Problems happen later in the semester.”

“Financial aid is not enough for my family, and I get pressured to work.”

“I don’t know what to expect, like what to do to get into college, and how the college works.”

The Barrier Results – Fall 20051. Money

2. Lack of Information

3. Work/Job Time Management

4. Facilities/Equipment

5. Child/Daycare/Family

6. Course Offerings

7. Developmental/Testing

8. Technology

What did we do? • Eliminated Late Registration

• Implemented Comprehensive Advising

• Implemented Faculty Advising Training

• Placed Counselors in the Classroom

• Financial Literacy

• Changed our Message

– Comprehensive Mission

– Build a College Going Culture

Follow Up Study - 2007

Did we make a difference?

Barrier Study – Key Findings• Barriers 1-4, 8 and 10 were much less

prevalent in student discussions

• Barriers 5-7 and 9 were found to be higher on the list in 2007

• Child/Family rose from 5th to 2nd place

• Course Offerings rose from 6th to 3rd place

• Instructor Issues rose from 9th to 1st place

2005 Barrier Study 2007 Barrier Study1. Money

2. Lack of Information

3. Work/Job Time Management

4. Facilities/Equipment

5. Child/Daycare/Family

6. Course Offerings

7. Developmental/THEA

8. Technology

1. Instructor Issues

2. Child/Family

3. Course Offerings

4. Developmental/THEA

5. Work/Job Time Management

6. Personnel

7. Money

8. Lack of Information

Barrier Study – Implications• New taskforces developed to address the shifts in

student barriers

• Triangulate the student comments underlying the instructor issues barrier with Student Evaluations of Faculty, Student Complaints, and CCSSE data

• Evaluation and institutionalization as appropriate of earlier interventions should be continued

• Collection of new data to ensure understanding of each barrier

STC’s Comprehensive Mission & the Role of Student Affairs.

Strategic Directions

…proudly provides opportunities to all students with high expectations

for their success.

…leads the transformation of the region to a

“college-going” culture whereby attending and completing higher

education is expected...

…catalyst for regional economic prosperity and social mobility.

College Begins

In Kindergarten

Cultivating Relationships

• 183 Elementary Schools

– 7 School Adoptions

– Campus Visits

• 56 Middle Schools

– Get on the right track

• 52 High Schools

– Summer Leadership Institute

• Demystify the process

• College Bound

• Admissions Application

• FAFSA

• Test prep & remediation

• One-stop shops

• Orientation

Our Approach: 12th Grade

Don’t Forget About Your Current Student Body

• Outreach not limited to K-12

• Student “call to action” notices

– Mass notification

– Plasmas

– Whiteboards

– Email

– Student Portal Targeted Announcements

– Social Networking

Priority Registration• Focus

– Gatekeeper Courses

– At Risk Students

– Change Student Behavior

• Expand to Academic Divisions

• Incorporate Financial Aid

• Departmental Led, Division Supported

Summer Leadership Institute – SLI • ISD Counselors & Faculty

• Promote “College Going Culture”

• Financial Aid Training

• “Credit Smart Español”

• Shadow SAEM and Instructional Support Units

• To Date 87 participants and 30 scheduled for Summer 2011.

Department Led – Division Supported Student Financial Services

Financial Aid Case Study• Seek to understand the financial aid process from the

students’ lens.

• 3 separate qualitative studies

• Part I – Convenience Sample Content Analysis

– 73 Online students enrolled in LASS courses

– Short answer instrument delivered online

• Part II – 6 Focus Groups & 9 Interviews

– Early & Late Applicants

• Part III – Case Study Analysis – 5 participants

– 2 Early, 1 Mid, 2 Late Applicants

Qualitative Themes• Student Self-Perceptions

– Welfare mentality

• Customer Service Complaints– Long lines– Students leave face to face encounters with questions unanswered.– Students have reluctance to visit, many cannot communicate their

needs.

• Student Correspondence– Lack of Notification– Online Reluctance

• Reliance on F/A Office• Perceptions of Staff

– Training needs– Lack of empathy

The Language of the Mail-Outs• Students are confused with the language and legal(eese) used

in the mail correspondence.

• Notification is a large word that means: “Here’s two more things you need to be worried about.”

• Use words like complete, or finished.

• Tell me the next stage in simple terms.

• If I have to wait, tell me how long. If I have to wait further, make it clear because the interpretation of a delay is that something is wrong or mistaken.

• Much of the confusion surrounds how much $$$$, and will it be there on time?

What F.A. Could Take for Granted

• High School F.A. advisors are not always trained adequately. Hence, misinformation can sometimes begin with them.

• Most students did not get financial aid awareness or exposure in High School.

– (from the exit interviews: “only a select few were interviewed by college counselors for aid”.

– “financial aid training was offered, but many students ditch those sessions”

A Reliance on Seeing the Manager In Charge

• Due to word of mouth, and personal experiences, students feel the need to challenge younger (or any with an attitude) staff members on fafsa processes and fa services requests.

• WHY? History has established strong patterns of mistakes made by staff where students are compelled to ask for supervisors or directors for assurance and clarity. These stories of staff mistakes, (which lead to delays or unnecessary trips)are wide spread.

• “Did you hear that you can take that course online? Oh, yeah, count on financial aid people to make a mistake” The stories are like old folk tales.

• Students are also exposed to stories relating to different interpretations of fafsa status based on campus. Hence, students feel the need to double check with managers.

Again, that look….• “Her eyes told me exactly what she thought”

• “She made me feel stupid”

• “She was quick and cold, telling me to leave so she can continue her phone call”

• “If I ask a question, it means that I don’t understand, you do not have to look at me like that”

• “The treatment is different every time you go!”

How Does it Actually Work?• From start to finish, students really do not know the

complete picture.

• Many do not connect the idea of federal, state and institutional interfacing.

• They do not understand the disconnect between STC FA decisions, and federal FAFSA based decisions.

• In addition, much confusion is compounded by the needs and action/contact with the admissions (bursars) office.

• Students may not clearly understand the nature of the Pell and standards imposed.

Positive Experiences – Important to Note• There are notations and writings that highlight positive

experiences with FA services.

• In this report, students were asked to focus on thoughts and actions that produced levels of further inquiry, confusion, and additional trips.

• Students did report instances of kindness, and efficiency.

• This report particularly explored matters where FA services could explore for further review.

• Again, this report emphasizes and stresses the scenarios and testimonies that detail issues surrounding client satisfaction.

Actions/Changes• Office Name – Student Financial Services

• Added Staffing

– Associate Director, Coordinator for Front Line Services, Technology Expertise, Outreach staff

• Customer Service Training - FISH

• Implementing Banner CRM

– Track all correspondence with students

• Incorporating Financial Aid into SA&EM initiatives

– College Bound

– Priority Registration (Spring)

– 2009 50%+ of FAFSAs received before June 1

• 2010 - $60 Million Administered

GOING FISH! ‘ ING

• The FISH! Philosophy® emerged in 1998 from the film, FISH! Catch the Energy, Release the Potential, produced by John Christensen —current CEO aka: Playground Director at ChartHouse Learning — this film is about the Seattle's world-famous Pike Place Fish Market. What John captured and translated into film was that even in a workplace where fishmongers spent stinky, grueling 12-hour shifts stocking, selling and packing fish, remarkable results can occur when people accept the invitation to:

1. Make someone's day

2. Be There for their coworkers and customers

3. Play

4. Choose their attitude about how they show up for work.

THE FOUR!

MakeTheir Day!

Be There!

Play!Attitude!

A kind gesture can MAKE THEIR

DAY when we do things big and

small to make them feel good.

How to “Make Their Day”• Financial Aid Staff interaction with students

• Always address the student by his/her first or last name

• Focus on what the student did well

• Close the meeting by asking “is there anything else I may help you with?”

• Don’t forget to say “please” and “thank you”

• Laugh with students at the front counter, start your day with a big smile

• Be extra kind if you see someone is having a bad day (i.e. a parent with a fussy child)

• Have specialists and technicians business cards accessible at the front counter

• Deliver your assistance with professionalism

• We will place inspirational quotes outside front windows for students to read while they wait in line. Quotes will be changed every week. These are some examples:

– “Some people would rather die than think.” - Bertrand Russell

– “Man's mind stretched to a new idea never goes back to its original dimensions.” -Oliver Wendell Holmes Jr.

– “Education‟s purpose is to replace an empty mind with an open one.” – Malcolm Forbes

– “Shoot for the moon. Even if you miss it you will land among the stars.” - Les Brown

– “Education costs money, but then so does ignorance” - Sir Claus Moser

• A survey will be created for students to rate our customer service. We

will give out lifesaver candy to all students who complete the survey. Sample questions will include:

– “Are you familiar with Financial Aid Terminology?”

• For example, EFC, FAFSA, MTF, SAP, 67%, Unmet Need

– Were all your Financial Aid questions answered?

– How would you rate our Financial Aid customer Service today?

• Comments and/or suggestions will be submitted to Supervisors for

their review and approval.

• Knowledge is key to the success of “Make Their Day”, and

will make all the difference in our interactions with our

students.

• Providing incorrect or inconsistent information will only

hinder our progress.

• Refresher training of our processes is important, therefore,

should be provided at least once each Spring, Summer and

Fall semesters.

What changes did we make?

• Created Birthday Wall – celebrate all staff Birthdays

• Created Wall of Suggestions – staff write procedures they

want to cover at our staff retreats

– Suggest themes for financial aid fairs, etc…

• Conducted Lifesaver Survey– Will address student

suggestions and concerns to meet their needs, and “make their day”

• Have potluck luncheons with all staff

Be There!

for each other by staying focused

on what we‟re doing and how we‟re

doing it.

How can we be present for the Students

and Co-workers?

Be There!

Smile!

Be Patient

Be Confident

TEN Benefits when You‟re as present as YOU can be:

Five performance benefits:

1. Better performance under pressure. (you‟re focused)

2. Improved listening and memory skills (you‟re “present-minded”, not “absent-

minded”)

3. Better conflict resolution (you don‟t get emotionally „triggered‟)

4. More persistence and ability to learn (you are more patient and tolerant of

difficulties)

5. Wiser, clearer decisions (you don‟t react out of habit)

http://www.presentliving.com/WhatisBeingPresent.htm

Five Health & Relationship benefits:

1. Improved physical health & energy. (less stress & more adrenaline)

2. More laughter and a playful outlook. (you‟re at peace, so life is more joyful)

3. More honest & open communication. (you have nothing to hide)

4. Confidence and conviction in leading others. (you can handle their criticisms)

5. Greater capacity for emotional intimacy. (you are comfortable in your own skin)

IN WHAT WAYS CAN WE BE THERE!FOR STUDENTS AND CO-WORKERS?

How are we there for each other?

Before fish!

• Low enthusiasm

• Clock out at 5 o‟clock

• Never volunteer

• Communication was at

a low

• No initiative

After Fish!

• Staff willingly stayed after shifts to help with long lines

• Less complaints

• Volunteer to complete files on weekends and after 5

• Friendlier environment

• Less hostility

• Developing Personal relationships as well as professional.

• The purpose of play is to have fun!

• A happy staff is a more productive staff, as well as a happy student is a more productive student. How can we incorporate this philosophy onto our students/faculty/staff?...

• We all know learning is more fun when we throw ourselves into it, so lets PLAY!

Our implementation of PLAY! In the financial aid office began with…

Fish tank

Hop Scotch

Hop, Skip, & Cris-Cross jump

Decorating the office

Back To Menu

What is the Goal .

• In the spirit of fish… The object of team attitude

– Is to inspire a more friendly and conducive work environment.

– To bring knowledge and awareness of both good and negative attitudes

– To positively impact productivity between coworkers and students

– To provide possible solutions in the advancement of our attitudes

– And most of all ….to have FUN!

• Your Attitude communicates your feelings and mood.

• Your attitude is your state of mind, how you feel about your job, your co-workers and boss.

– Personal lives sometimes, unknowingly, affects your attitude at work

• Your attitude will be reflected in the quality of work you do.

Survey Results / Activity

Bad Attitude Results

Body Language Superiority

Rude Gossip

Selfish Unenthusiastic

Critical Pettiness

Negative Indifferent

No participation Unprofessionalism

Arrogant Tone usage

Ignored Uncooperative

Upset Deceitful

Survey Bad Attitude

Body Language Rude Selfish Critical Negative No participation Arrogant Ignored Upset Superiority Gossip Unenthusiastic Indifferent Pettiness Unprofessionalism Tone usage Uncooperative Deceitful

Good Attitude Results

Friendly Funny

Polite Kind

Humble Smiles

Professionalism Helpful

Humorous Honesty

Optimistic Nice

Unselfish Cheerful

Outgoing Generous

Realistic Can Do Attitude

Perseverance Pride

Caring

Survey Good

Attitudes

Polite

Humble

Professionalism

Humorous

Optimistic

Unselfish

Outgoing

Realistic

Kind

Smiles

Helpful

Honesty

Nice

Cheerful

Generous

Perseverance

Caring

Pride

Can Do Attitude

Message Boards

The Fish Difference!

0

1

2

3

4

5Bad Attitudes

Staff has seen improvement Still needs improvement

How has The fish! Philosophy impacted the SFS?

FISH! Findings

The 2nd survey found that several attitudes had been “FISH’d” out:UncooperativeBody Language Arrogant Critical Ignored Indifferent No participation SelfishUnenthusiasticUnprofessionalism

• “I have played around with the students more…try to make them laugh, comment on their birthday, or anniversary.”

• “Noticed optimistic – more open to ideas, more consideration of others thoughts and point of views.”

• “We all have to be in it and be realistic about it…Act and let‟s get to work and make it happen.”

How has The fish! Philosophy impacted the SFS?

0

1

2

3

4

5

Chart Title

1st Results 2nd Results

FISH! Findings

“Able to laugh a bit more in the work environment.”

Able to enjoy the company of others, when I use to think we had

nothing in common.”

“Respect for others because not everyone will see things as I do”

“We care for each other.”“Everyone is trying to be nicer to each other”“We listen to each others problems”

We have more: please, thank you, good morning, smiles, your

welcome, & have a great day!

The very thick rope that was dividing the office in to, is still there,

but now it has thinned down”

It has changed me; if something upset me, I tell myself „change your attitude or it will ruin your day‟, 7

get this I actually can and will change my attitude.

What will your Attitude be today?

The Results

Admissions Application – Dashboard Data

18,252 19,715

23,672

26,489

-

5,000

10,000

15,000

20,000

25,000

30,000

2007 2008 2009 2010

FAFSA Applications– Dashboard Data

19,558 19,538 21,709

28,314

-

5,000

10,000

15,000

20,000

25,000

30,000

2006-2007 2007-2008 2008-2009 2009-2010

First Time in College Enrollment

3,450 3,601 3,995

4,251

4,998

-

1,000

2,000

3,000

4,000

5,000

6,000

Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010

9% Increase in Percent of HS Graduates Pursuing Texas Higher Education the

Fall After High School Graduation

Enrollment History 1993 to 2010 (Fall)

1,058

2,334 3,267

5,424

6,857

9,453 10,373

11,279

12,472

13,719 14,517

17,138 16,636

18,466

19,973

22,066

27,132

29,054

-

5,000

10,000

15,000

20,000

25,000

30,000

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

34%

13%

8%

11%

Graduates

Enrollment

-3%

5%

We must continue to ensure that students are challenged in the

classroom, not in our processes.

Each year STC provides opportunities for and educates

thousands of students who contribute to the workforce and

quality of life in South Texas.

Questions/Discussion/Idea Sharing

Sources • South Texas College Research Briefs

http://isp.southtexascollege.edu/ras/research/briefs.html

• US Census Bureauhttp://quickfacts.census.gov/qfd/states/35000.html

http://www.census.gov/population/www/socdemo/hispanic/files/Internet_Hispanic_in_US_2006.ppt

• Texas Higher Education Coordinating Board

• Community College Week

• Diverse Issues in Higher Educationhttp://diverseeducation.com/article/14337/

South Texas College

• William Serrata, Ph.D., Vice President for

Student Affairs & Enrollment Services

wserrata@southtexascollege.edu

• Miguel Carranza, Associate Dean of

Student Financial Services

mcarranza@southtexascollege.edu