Apssp

Argosy Post Secondary Argosy Post Secondary Student Support Program Student Support Program

(APSSP)(APSSP)Student Success from Admission to GraduationStudent Success from Admission to Graduation

LASA 2LASA 2William PoseyWilliam Posey

Argosy UniversityArgosy University

UFITUFIT The University of Florida Institute of Technology (UFIT) The University of Florida Institute of Technology (UFIT)

has been having a freshman drop out rate that has been has been having a freshman drop out rate that has been on the rise for the past 5 years (2005-2010, increase on the rise for the past 5 years (2005-2010, increase went up 2% annually…20%-28%). UFIT has vigorous went up 2% annually…20%-28%). UFIT has vigorous math and science courses and it’s understood that the math and science courses and it’s understood that the freshmen are struggling in those subject classes. freshmen are struggling in those subject classes.

UFIT is the most expensive public school in the country. UFIT is the most expensive public school in the country. Seventy percent of the freshmen come in on a bright Seventy percent of the freshmen come in on a bright future’s scholarship and you must maintain a 2.0 in your future’s scholarship and you must maintain a 2.0 in your core math and science classes at UFIT to maintain that core math and science classes at UFIT to maintain that scholarship. Fifty percent of the freshmen enroll from out scholarship. Fifty percent of the freshmen enroll from out of state and the cost to attend UFIT is $700 per credit of state and the cost to attend UFIT is $700 per credit hour. hour.

UFITUFIT Contributing to the expensive cost is the technology at Contributing to the expensive cost is the technology at

UFIT. There is top of the world technology used at UFIT UFIT. There is top of the world technology used at UFIT and a lot of research is studied from this school. Every and a lot of research is studied from this school. Every professor teaches their classes and handles grades and professor teaches their classes and handles grades and attendance with the latest technology. The main attendance with the latest technology. The main communication with students outside office hours for communication with students outside office hours for professors is electronic mail. UFIT professors conduct professors is electronic mail. UFIT professors conduct their research with outside professors and researchers their research with outside professors and researchers relying heavily on state of the art telecommunications relying heavily on state of the art telecommunications (satellites). UFIT is very much the pilot school when it (satellites). UFIT is very much the pilot school when it comes to incorporating new technologies. The comes to incorporating new technologies. The professors at UFIT are the leading professors in their professors at UFIT are the leading professors in their field. As UFIT’s reputation grows, they can steadily field. As UFIT’s reputation grows, they can steadily increase the tuition; achieving a degree from UFIT has a increase the tuition; achieving a degree from UFIT has a perceived value, higher than other private institutions. perceived value, higher than other private institutions.

…… Data from the U.S. Census Bureau revealed in 2000 that Data from the U.S. Census Bureau revealed in 2000 that

one in three Americans drops out of college. This is an one in three Americans drops out of college. This is an increase from the 1960s when one in five discontinued increase from the 1960s when one in five discontinued his or her studies (Martindale 2010). For some students, his or her studies (Martindale 2010). For some students, getting accepted to a university is only the first in an getting accepted to a university is only the first in an uphill battle toward a degree. Persevering long enough uphill battle toward a degree. Persevering long enough to graduate can be just as challenging. The freshmen to graduate can be just as challenging. The freshmen that earn D’s and F’s the first semester lose their bright that earn D’s and F’s the first semester lose their bright future’s scholarship for their second semester and they future’s scholarship for their second semester and they have to come up with the money by loans or by working. have to come up with the money by loans or by working. Some of the students’ parents pull them out of the Some of the students’ parents pull them out of the institute after their first semester if they earn D’s and F’s institute after their first semester if they earn D’s and F’s due to the price of tuition just alone. Also, 80% of the due to the price of tuition just alone. Also, 80% of the freshmen surveyed after the first semester admitted to freshmen surveyed after the first semester admitted to being homesick. being homesick.

……

Some studies indicate that a considerable proportion of Some studies indicate that a considerable proportion of college dropouts come from low-income families college dropouts come from low-income families (Martindale 2010). Though research links financial (Martindale 2010). Though research links financial difficulties to dropout rates, [Martindale] states there are difficulties to dropout rates, [Martindale] states there are a number of factors that account for why students decide a number of factors that account for why students decide to leave school. Students tend to drop out because their to leave school. Students tend to drop out because their expectations of college—academically, socially, or bothexpectations of college—academically, socially, or both—don’t match up with the reality once they get there. —don’t match up with the reality once they get there. They also suffer from lack of motivation, inadequate They also suffer from lack of motivation, inadequate preparation, and poor study skills. A support program is preparation, and poor study skills. A support program is in desperate need at UFIT and I believe APSSP is the in desperate need at UFIT and I believe APSSP is the answer. answer.

APSSPAPSSPAPSSP is a ‘scholarship support’ program APSSP is a ‘scholarship support’ program that targets low income, incoming 17-19 that targets low income, incoming 17-19 year old freshmen and provides them with year old freshmen and provides them with an opportunity enhance their college an opportunity enhance their college success and experience. The whole goal of success and experience. The whole goal of the scholarship program for low income, the scholarship program for low income, incoming 17 to 19 year old freshmen is to incoming 17 to 19 year old freshmen is to give them enough support so they can give them enough support so they can become persistent students and achieve become persistent students and achieve success. success.

APSSPAPSSPAPSSP is a UFIT grant funded program that APSSP is a UFIT grant funded program that pays for coordinators, advisors, pays for coordinators, advisors, counselors, personal tutors, the first year counselors, personal tutors, the first year or first three semesters of college, which or first three semesters of college, which includes books and tuition, the first year or includes books and tuition, the first year or three semesters of on-campus housing, three semesters of on-campus housing, and a monthly allowance in a student and a monthly allowance in a student account card that can be used for any account card that can be used for any clothing, retail or dining place located on clothing, retail or dining place located on campus.campus.

APSSPAPSSPIn the monthly allowance, there will be In the monthly allowance, there will be specifically enough money included to eat at specifically enough money included to eat at least once a day in a dining hall on campus, least once a day in a dining hall on campus, preferably the students choose the buffet style preferably the students choose the buffet style dining halls. If the monthly allowance is not dining halls. If the monthly allowance is not enough, the freshmen can apply in writing for an enough, the freshmen can apply in writing for an increase. The incoming freshmen will have to increase. The incoming freshmen will have to apply for this scholarship program and their apply for this scholarship program and their acceptance will be based on their high school acceptance will be based on their high school resume, including GPA, test scores, teacher resume, including GPA, test scores, teacher recommendations, household income and an recommendations, household income and an essay that explains why they would benefit from essay that explains why they would benefit from this particular scholarship program.this particular scholarship program.

APSSPAPSSPRace or gender is not a factor; the applicants will Race or gender is not a factor; the applicants will all be looked at equally. The students will have to all be looked at equally. The students will have to sign a contract and will be held accountable with sign a contract and will be held accountable with their grades and their progress. The students will their grades and their progress. The students will submit their grades to their personal tutors and if submit their grades to their personal tutors and if needed the tutors will provide assistance. The needed the tutors will provide assistance. The tutors will meet at least once a week with their tutors will meet at least once a week with their student and then provide feedback to the student and then provide feedback to the scholarship coordinators and counselors. The scholarship coordinators and counselors. The counselors and coordinators will work with the counselors and coordinators will work with the school academic and guidance counselors and school academic and guidance counselors and coordinators to support the students entering this coordinators to support the students entering this scholarship program.scholarship program.

APSSPAPSSPThe students must attend all of the The students must attend all of the support programs (campus support programs (campus orientations, study groups, etc) that orientations, study groups, etc) that the scholarship program sees as the scholarship program sees as critical to student development. The critical to student development. The scholarship program will work in scholarship program will work in accordance with the directors or accordance with the directors or coordinators of all the support coordinators of all the support programs to confirm the students’ programs to confirm the students’ attendance.attendance.

APSSPAPSSPFor research, statistics and filing purposes, the For research, statistics and filing purposes, the scholarship program will keep track of all student scholarship program will keep track of all student spending by obtaining receipts from the monthly spending by obtaining receipts from the monthly allowance card transactions, transcripts from allowance card transactions, transcripts from each semester, book fees and tuition statements, each semester, book fees and tuition statements, letters of complaints and of need, entrance letters of complaints and of need, entrance essays, resumes, high school transcripts, essays, resumes, high school transcripts, tutor/coordinator/counselor letters, attendance tutor/coordinator/counselor letters, attendance documents. Our assessment of APSSP students documents. Our assessment of APSSP students will not only consist of their academic progression will not only consist of their academic progression but of their social progression too.but of their social progression too.

APSSPAPSSPThe personal tutors, coordinators, advisors The personal tutors, coordinators, advisors and counselors will have access to every and counselors will have access to every grade and syllabus of their student. During grade and syllabus of their student. During the student and personal tutor meetings, the student and personal tutor meetings, the student will inform the tutor what the student will inform the tutor what organizations or clubs they have interest organizations or clubs they have interest in and what other activities are keeping in and what other activities are keeping them socially healthy. There will be a them socially healthy. There will be a student feedback form given to the tutors student feedback form given to the tutors and coordinators to see how effective the and coordinators to see how effective the tutor was or how ineffective they were and tutor was or how ineffective they were and in what areas they can improve in to in what areas they can improve in to become more effective. become more effective.

APSSPAPSSPWhen the students leave APSSP and When the students leave APSSP and continue their schooling at UFIT, we will continue their schooling at UFIT, we will request them to fill out surveys on APSSP request them to fill out surveys on APSSP improvement. We will also ask for improvement. We will also ask for volunteers to give out their contact volunteers to give out their contact information just in case the incoming information just in case the incoming freshmen have more questions about freshmen have more questions about APSSP or UFIT and they can’t get a hold of APSSP or UFIT and they can’t get a hold of any of the counselors, tutors, advisors or any of the counselors, tutors, advisors or coordinators. coordinators.

APSSP’s Target GroupAPSSP’s Target Group

• Low income, incoming 17-19 year old Low income, incoming 17-19 year old freshmen not only have to deal with freshmen not only have to deal with financial issues but developmental issues financial issues but developmental issues as well. College is a setting where many as well. College is a setting where many students find themselves or better realize students find themselves or better realize who they are. Transitioning from high who they are. Transitioning from high school to college is not only a challenge school to college is not only a challenge academically but it can be a challenge academically but it can be a challenge emotionally, socially, financially and even emotionally, socially, financially and even spiritually. All students progress or spiritually. All students progress or mature at a different rate but the goal is mature at a different rate but the goal is to make sure they have the support there to make sure they have the support there when needed.when needed.

APSSP’s Target GroupAPSSP’s Target Group

• Institutions have opportunities to design Institutions have opportunities to design environments and activities that are environments and activities that are supportive of particular subpopulations, supportive of particular subpopulations, such as first generation and low income such as first generation and low income students. Since many students in this students. Since many students in this population tend to be at greater risk for population tend to be at greater risk for attrition, effective programs may play a attrition, effective programs may play a strategic role in an institution’s overall strategic role in an institution’s overall retention strategy.retention strategy.

• [Students] from families in lower income [Students] from families in lower income quartiles are far less likely than those in quartiles are far less likely than those in higher income quartiles to earn a bachelor’s higher income quartiles to earn a bachelor’s degree by the age of 24. (Thayer 2000).degree by the age of 24. (Thayer 2000).

Theory AppliedTheory Applied

Chickering’s theories of student Chickering’s theories of student identity development can be applied identity development can be applied to my scholarship program towards to my scholarship program towards the students’ success and the students’ success and persistence.persistence.

Vector 1Vector 1 The first vector, developing competence, includes The first vector, developing competence, includes

tasks that focus on developing the intellectual, tasks that focus on developing the intellectual, physical and interpersonal competence. The physical and interpersonal competence. The academic support service is already in place; the academic support service is already in place; the scholarship program has an academic tutor, and scholarship program has an academic tutor, and academic counselor and an academic coordinator academic counselor and an academic coordinator to assist the student with his or her academic to assist the student with his or her academic needs. The personal tutor is real beneficial here in needs. The personal tutor is real beneficial here in that it’s a one on one style of learning.that it’s a one on one style of learning.

There’s direct feedback; when the student ask for There’s direct feedback; when the student ask for help, they get it, and then the tutor checks for help, they get it, and then the tutor checks for understanding of the subject and or methods of understanding of the subject and or methods of the problems.the problems.

Vector 2Vector 2

Managing emotions is the vector that Managing emotions is the vector that consists of students learning how to consists of students learning how to understand, acknowledge and articulate their understand, acknowledge and articulate their emotions. The scholarship program only pays emotions. The scholarship program only pays for on-campus housing due in part because for on-campus housing due in part because on campus dorms and apartments have on campus dorms and apartments have residential advisors and other students that residential advisors and other students that can help control one’s emotions. Also living can help control one’s emotions. Also living on campus makes you more aware of what’s on campus makes you more aware of what’s going on and what’s offered as far as support going on and what’s offered as far as support groups and services. groups and services.

Vector 3Vector 3 Moving through Autonomy toward Moving through Autonomy toward

Interdependence is the third vector and deals Interdependence is the third vector and deals with students learning how to be emotionally with students learning how to be emotionally independent and also exhibiting problem solving independent and also exhibiting problem solving abilities and initiative. Low income, incoming 17-abilities and initiative. Low income, incoming 17-19 year old freshmen usually have a support 19 year old freshmen usually have a support group back home whether it is their parents, group back home whether it is their parents, guardians, high school coaches/teachers, friends, guardians, high school coaches/teachers, friends, who they share and depend on emotionally 24/7. who they share and depend on emotionally 24/7. Once you enter college the emotions may be the Once you enter college the emotions may be the same but you won’t have that same comfort level same but you won’t have that same comfort level because you are now growing up and realizing because you are now growing up and realizing that you’re usual support group can’t be with you that you’re usual support group can’t be with you all the time.all the time.

Vector 3 cont’dVector 3 cont’d

The scholarship program mandates The scholarship program mandates attendance to different support programs attendance to different support programs like campus orientation, residential like campus orientation, residential orientation and other orientations that orientation and other orientations that explain the difficulties of the transition explain the difficulties of the transition into post secondary school and how to into post secondary school and how to overcome them. They assist you with overcome them. They assist you with your self direction and allow you to your self direction and allow you to realize what factors can facilitate or realize what factors can facilitate or hinder that path. hinder that path.

Vector 4Vector 4

The developing mature interpersonal The developing mature interpersonal relationships vector consists of acceptance relationships vector consists of acceptance and tolerance of others. This vector also and tolerance of others. This vector also establishes that students are competent in establishes that students are competent in developing long term intimate relationships. developing long term intimate relationships. Student services could set up a meet and Student services could set up a meet and greet with different programs or work along greet with different programs or work along with Greek life (Sororities and Fraternities) to with Greek life (Sororities and Fraternities) to come up with socials for new students, or come up with socials for new students, or more specifically our scholarship program more specifically our scholarship program students. students.


Another reason why we mandate Another reason why we mandate attendance to the different attendance to the different orientations is because our students orientations is because our students can learn more about the social life can learn more about the social life of campus and all the diverse groups of campus and all the diverse groups and organizations. Another reason and organizations. Another reason why we mandate on campus housing why we mandate on campus housing is because you cannot choose your is because you cannot choose your roommate (as far as ethnicity/race).roommate (as far as ethnicity/race).


If you are a white Irish American and you end If you are a white Irish American and you end up sharing a room with an African American up sharing a room with an African American and a Vietnamese American, you will quickly and a Vietnamese American, you will quickly have to accept and tolerate them; otherwise have to accept and tolerate them; otherwise you will not enjoy your first year on campus. you will not enjoy your first year on campus. A bond can grow from living with diverse A bond can grow from living with diverse roommates and a strong friendship or roommates and a strong friendship or appreciation can form and negative views appreciation can form and negative views may change of a certain race and you may may change of a certain race and you may just throw the stereotypes out the door: This just throw the stereotypes out the door: This is all part of developing. is all part of developing.

Vector 5Vector 5 The establishing identity vector deals with a The establishing identity vector deals with a

sense of one’s self. Students are more sense of one’s self. Students are more comfortable with their sexuality, lifestyle, comfortable with their sexuality, lifestyle, heritage, social roles and physical heritage, social roles and physical appearance. Student services can establish appearance. Student services can establish different student groups ranging from different student groups ranging from incoming freshman to seniors. These groups incoming freshman to seniors. These groups can be based on gender, social and can be based on gender, social and whatever problems are facing post whatever problems are facing post secondary students. Our scholarship secondary students. Our scholarship program may focus just on low income, program may focus just on low income, incoming 17 to 19 year old freshmen but the incoming 17 to 19 year old freshmen but the campus is filled with all kinds of students campus is filled with all kinds of students and other people.and other people.


That’s why we mandate attendance That’s why we mandate attendance to the orientations and on campus to the orientations and on campus housing; those are two reliable housing; those are two reliable sources filled with information on sources filled with information on different groups or services that can different groups or services that can help you establish identity. We also help you establish identity. We also have counselors if the students need have counselors if the students need more direction or if they have any more direction or if they have any issues with finding themselves.issues with finding themselves.

Vectors 6 & 7Vectors 6 & 7

Developing purpose and developing Developing purpose and developing integrity are vectors that establish that integrity are vectors that establish that the students make and follow through the students make and follow through with their own decisions. Our scholarship with their own decisions. Our scholarship program provides counselors and program provides counselors and support that can help you locate self support that can help you locate self help groups and career planning help groups and career planning committees. The academic counselor committees. The academic counselor also helps you keep track in your also helps you keep track in your program and makes sure you are program and makes sure you are progressing for future classes. progressing for future classes.

Vectors 6 & 7 cont’dVectors 6 & 7 cont’d

The other purpose of developing integrity is The other purpose of developing integrity is that the student understands more about that the student understands more about their core values: beliefs, non beliefs. After their core values: beliefs, non beliefs. After the students’ first year of school (after they the students’ first year of school (after they leave our scholarship program) they will leave our scholarship program) they will have a better respect for others and other’s have a better respect for others and other’s ways of life. Our students can develop the ways of life. Our students can develop the mindset of being a leader, tolerating others mindset of being a leader, tolerating others and thinking more about not only what’s and thinking more about not only what’s wrong but why it is wrong and how can I wrong but why it is wrong and how can I make it right. make it right.

APSSP Intended OutcomesAPSSP Intended Outcomes

• 90% Retention

• 20% Recruitment

• 70% Graduation

APSSPAPSSP

• OUTCOMES-90% retention, 20% recruitment, 70%graduation

• OUTPUTS-Tutoring, Financial Aid, Emotional/Academic Counseling, Orientation, Study Groups

• INPUTS-Tutors, Academic Advisors, Counselors, Coordinators

Good IntentionsGood Intentions

• There are several reasons why some institutions have adopted strategies to improve retention rates for students from [ ] low income backgrounds: They may be among those at highest risk for dropping out; Second, attention to students from [ ] low income backgrounds often help institutions to address their commitment to racial and cultural diversity; Finally institutions often discover that the strategies that are effective for increasing persistence of [ ] low income students are also successful in increasing the persistence rates of the general campus populations as well. (Thayer 2000)


• [He] also states in order for you to be successful, you must also address the obstacles often associated with low income [families]. These obstacles include lack of financial resources: lack of knowledge of the campus environment, its academic expectations and bureaucratic operations: lack of adequate academic preparation: and lack of family support. (2000)


• APSSP does a lot to cater to the low income students: we are actually paying for their first year of college. Not only that but we help them by providing academic and social support or we guide them to where they can get those supports. High retention rate is one of our goals and this program should positively effect the incoming freshmen and make them want to return and finish their degree.


• To achieve the outcomes set forth we have tutors, academic advisors and coordinators responsible for the tutoring, financial aid, counseling, orientations, study groups. It’s a total group effort that makes this scholarship program effective.

APSSP (Rationale)APSSP (Rationale)

► The whole goal of the scholarship program for low The whole goal of the scholarship program for low income, incoming 17 to 19 year old freshmen is to income, incoming 17 to 19 year old freshmen is to give them enough support so they can become give them enough support so they can become persistent students and achieve success. With this persistent students and achieve success. With this there are positive retention, graduation, and there are positive retention, graduation, and recruitment rates. Retention rates commonly recruitment rates. Retention rates commonly measure the percentage of freshmen that re-enroll measure the percentage of freshmen that re-enroll the next academic year as sophomores. the next academic year as sophomores.

► The primary reason that retention rates, along with The primary reason that retention rates, along with graduation rates, are important is that retention graduation rates, are important is that retention rates are perceived as indicators of academic quality rates are perceived as indicators of academic quality and student success. In addition to retention, and student success. In addition to retention, persistence, a student’s continuation behavior persistence, a student’s continuation behavior leading to a desired goal, helps describe processes leading to a desired goal, helps describe processes related to student goal achievement (Arnold 1999). related to student goal achievement (Arnold 1999).


► Social and Emotional [programs] and skill Social and Emotional [programs] and skill development should occur within a supportive development should occur within a supportive learning environment, as well as help produce such learning environment, as well as help produce such a climate. As a result opportunities for a reward are a climate. As a result opportunities for a reward are created and social and emotional learning created and social and emotional learning competencies are developed and reinforced. These competencies are developed and reinforced. These enablers in return lead to more assets and greater enablers in return lead to more assets and greater attachment and engagement in school. The final attachment and engagement in school. The final outcome is improved performance in school and outcome is improved performance in school and life. (Zins) [There’s also] research on positive life. (Zins) [There’s also] research on positive outcomes of college and on the diverse needs of outcomes of college and on the diverse needs of students making up today's student population students making up today's student population [that] suggests a new look at advising is needed.[that] suggests a new look at advising is needed.


► Findings link academic advising directly and indirectly to Findings link academic advising directly and indirectly to contact between faculty and students and persistence in contact between faculty and students and persistence in college. For example, involvement influences learning college. For example, involvement influences learning and defines effective institutions as those having the and defines effective institutions as those having the capacity to involve students (Astin 1984). Research also capacity to involve students (Astin 1984). Research also indicates that frequent and meaningful contact with indicates that frequent and meaningful contact with [faculty] members, especially contact focusing on [faculty] members, especially contact focusing on intellectual or career-related issues, seems to increase intellectual or career-related issues, seems to increase students' involvement and motivation (Astin 1984; students' involvement and motivation (Astin 1984; Pascarella 1980, 1985; Terenzini, Pascarella, and Lorang Pascarella 1980, 1985; Terenzini, Pascarella, and Lorang 1982; Tinto 1987).1982; Tinto 1987).

► These results can be important to advisers, for they These results can be important to advisers, for they have the capacity to increase meaningful contact with have the capacity to increase meaningful contact with students and to encourage them to persist in college.students and to encourage them to persist in college.(Frost)(Frost)


► Our scholarship program includes not only personal Our scholarship program includes not only personal tutors for the 17-19 year old low income, incoming tutors for the 17-19 year old low income, incoming freshmen, but also counselors, guidance and freshmen, but also counselors, guidance and academic, who will give support to the students as academic, who will give support to the students as needed. Advisers can also respond to students who needed. Advisers can also respond to students who are in stages of transition. Regardless of age or are in stages of transition. Regardless of age or personal situation, some students do not "fit" easily personal situation, some students do not "fit" easily into college life-freshmen, students with undecided into college life-freshmen, students with undecided majors, transfer students, and adult students, for majors, transfer students, and adult students, for example[:]Advising freshmen is especially example[:]Advising freshmen is especially important. Academic integration seems to influence important. Academic integration seems to influence freshmen's development of academic skills (Tinto freshmen's development of academic skills (Tinto 1987).1987).


► Advisers who facilitate assimilation to college Advisers who facilitate assimilation to college understand factors affecting freshmen's fit understand factors affecting freshmen's fit and persistence. They share responsibility for and persistence. They share responsibility for advising with students and begin educational advising with students and begin educational and career planning. (Frost) The inability to and career planning. (Frost) The inability to obtain needed advice during the first year or obtain needed advice during the first year or at the point of changing majors can at the point of changing majors can undermine motivation, increase the likelihood undermine motivation, increase the likelihood of departure, and for those who continue, of departure, and for those who continue, result in increased time to degree completion result in increased time to degree completion (Frost).(Frost).


►Though students may make credit Though students may make credit progress, they do not make substantial progress, they do not make substantial degree-credit progress. The advisers we degree-credit progress. The advisers we provide from our scholarship program will provide from our scholarship program will work together with the university’s work together with the university’s advisors to make sure our students get advisors to make sure our students get the best support possible; they all will the best support possible; they all will share responsibility for supporting and share responsibility for supporting and guiding our students which in result will guiding our students which in result will lead to graduation lead to graduation


► Support is a condition that promotes student Support is a condition that promotes student success. Research points to three types of support success. Research points to three types of support that promote success: academic, social, and that promote success: academic, social, and financial. Regarding academic support, it is financial. Regarding academic support, it is unfortunately the case that more than a few unfortunately the case that more than a few students enter the university insufficiently prepared students enter the university insufficiently prepared for the rigors of university study. For them, as well for the rigors of university study. For them, as well as for others, the availability of academic support in as for others, the availability of academic support in the form of developmental education courses, the form of developmental education courses, tutoring, study groups, and academic support tutoring, study groups, and academic support programs such as supplemental instruction is an programs such as supplemental instruction is an important condition for their continuation in the important condition for their continuation in the university.university.


► So also is the availability of social support in So also is the availability of social support in the form of counseling, mentoring, and ethnic the form of counseling, mentoring, and ethnic student centers. Such centers provide much student centers. Such centers provide much needed support for individual students and a needed support for individual students and a safe haven for groups of students who might safe haven for groups of students who might otherwise find themselves out of place in a otherwise find themselves out of place in a setting where they are a distinct minority. For setting where they are a distinct minority. For new students, these centers can serve as new students, these centers can serve as secure, knowable ports of entry that enable secure, knowable ports of entry that enable students to safely navigate the unfamiliar students to safely navigate the unfamiliar terrain of the university.(Pusser, Tinto 2006) terrain of the university.(Pusser, Tinto 2006)

……

► My scholarship program provides all the mentioned My scholarship program provides all the mentioned above in the research from Pusser and Tinto. APSSP’s above in the research from Pusser and Tinto. APSSP’s mission is clear and we focus on giving financial, mission is clear and we focus on giving financial, social and academic support to our specific freshmen social and academic support to our specific freshmen group. UFIT is a tough school to get into and the group. UFIT is a tough school to get into and the courses (especially the core math and sciences) are courses (especially the core math and sciences) are very challenging. With all the extra support from very challenging. With all the extra support from APSSP that UFIT doesn’t provide, students should APSSP that UFIT doesn’t provide, students should feel more comfortable with their academic feel more comfortable with their academic environment. Retention and graduation rates can be environment. Retention and graduation rates can be high with the help of our program and hopefully high with the help of our program and hopefully recruitment will be easier after the success of our recruitment will be easier after the success of our students that utilized our scholarship. students that utilized our scholarship.


► Financial aid develops a more even playing field Financial aid develops a more even playing field between low-income and affluent students between low-income and affluent students attending college. [It also] helps students mesh into attending college. [It also] helps students mesh into the academic and social setting of an institution the academic and social setting of an institution [and] influences students’ commitment to stay in [and] influences students’ commitment to stay in college (Arnold 1999). Our scholarship program will college (Arnold 1999). Our scholarship program will undoubtedly provide the financial support for the undoubtedly provide the financial support for the 17- 19 year old low income, incoming freshman. 17- 19 year old low income, incoming freshman. They will not have to worry about their cost their They will not have to worry about their cost their first year and our program also introduces them to first year and our program also introduces them to the more social aspects of college. At $700 per the more social aspects of college. At $700 per credit, this scholarship should be a major relief to credit, this scholarship should be a major relief to not only the students but their parents as well. not only the students but their parents as well.

APSSP BudgetAPSSP Budget

Our yearly budget is $100, 000Our yearly budget is $100, 000 Our personal tutors will make their income Our personal tutors will make their income

from this allotted money. The counselors, from this allotted money. The counselors, advisors and coordinators get their advisors and coordinators get their salaries and incentive pay from UFIT. Only salaries and incentive pay from UFIT. Only the personal tutors receive their pay from the personal tutors receive their pay from the $100,000. The majority of the budget the $100,000. The majority of the budget is focused on the students. is focused on the students.

APSSP BudgetAPSSP Budget The scholarships pay the first year or first The scholarships pay the first year or first

three semesters of college, which includes three semesters of college, which includes books and tuition, the first year or three books and tuition, the first year or three semesters of on-campus housing, and a semesters of on-campus housing, and a monthly allowance in a student account monthly allowance in a student account card that can be used for any clothing, card that can be used for any clothing, retail or dining place located on campus. retail or dining place located on campus.

In the monthly allowance, there will be In the monthly allowance, there will be specifically enough money included to eat specifically enough money included to eat at least once a day in a dining hall on at least once a day in a dining hall on campus; preferably the students choose campus; preferably the students choose the buffet style dining halls. the buffet style dining halls.

APSSP BudgetAPSSP Budget Part of the money that’s focused on the student Part of the money that’s focused on the student

goes toward laptops and printers. Each year the goes toward laptops and printers. Each year the coordinators work with Best Buy and Apple Inc. to coordinators work with Best Buy and Apple Inc. to purchase laptops for at least 40% off of the price. purchase laptops for at least 40% off of the price. The two companies willingly assist with the plan The two companies willingly assist with the plan and appreciate helping a top rated university and and appreciate helping a top rated university and its incoming students. its incoming students.

The laptops and printers are then brought to the The laptops and printers are then brought to the attention of the target group and whoever needs attention of the target group and whoever needs it buys it. With the laptops the freshmen can have it buys it. With the laptops the freshmen can have easier and quicker access to their emails and easier and quicker access to their emails and support websites. support websites.

Outside Perspective

• Dr. Frazier understood and enjoyed APSSP’s plan and purpose. He stated that this is a very real issue most Universities deal with.

• The one recommendation he had was to have the APSSP team (mainly the coordinators and counselors) have more contact with the parents or guardians of the target group.

Outside Perspective

• His basis was the fact that most of the incoming freshmen would be homesick and their guardians or parents would already want to know about their “little babies” so why not just have a parental involvement program that consisted of weekly check ups and phone/email meetings with the APSSP team.

Outside Perspective

• I thought it would be counter productive to include parents or guardians in weekly meetings with the APSSP team.

• Chickering’s ‘Moving through Autonomy toward Interdependence’ is the third vector and deals with students learning how to be emotionally independent and also exhibiting problem solving abilities and initiative. The student will be taking a step backward. They must learn to make their own good decisions or if their bad ones they must learn from their mistakes: College is about growing up

SourcesSources

Arnold , Adrienne., Retentionand Persistence in Arnold , Adrienne., Retentionand Persistence in Postsecondary Education A Summation of Postsecondary Education A Summation of Research Studies. Research Studies. Texas Guaranteed Student Texas Guaranteed Student Loan CorporationLoan Corporation

Astin, A.W. (1984). "Student Involvement: A Astin, A.W. (1984). "Student Involvement: A Developmental Theory for Higher Education." Developmental Theory for Higher Education." Journal of College Student PersonnelJournal of College Student Personnel 25, 298-307. 25, 298-307.

Frost, Susan H. (96-03) Academic Advising for Frost, Susan H. (96-03) Academic Advising for Student Success: A System of Shared Student Success: A System of Shared Responsibility. RIC Responsibility. RIC Clearinghouse on Higher Clearinghouse on Higher EducationEducation, Washington, D.C.; , Washington, D.C.; George Washington Univ., Washington, D.C. George Washington Univ., Washington, D.C.

SourcesSources

Martindale, Gayla. (2010, Jan. 27). College Martindale, Gayla. (2010, Jan. 27). College dropout rates- Who’s to blame? Retrieved from dropout rates- Who’s to blame? Retrieved from http://www. http://www. http://www.stateuniversity.com/blog/permalink/Cohttp://www.stateuniversity.com/blog/permalink/College-Drop-Out-Rates-Who-s-to-Blame-.html. llege-Drop-Out-Rates-Who-s-to-Blame-.html.

Pusser, B., Tinto, V. (2006). Moving from Theory to Pusser, B., Tinto, V. (2006). Moving from Theory to Action: Building a Model for Institutional Action for Action: Building a Model for Institutional Action for Student Success.Student Success.

Terenzini, P.T., E.T. Pascarella, and W.G. Lorang. Terenzini, P.T., E.T. Pascarella, and W.G. Lorang. (1982). "An Assessment of the Academic and (1982). "An Assessment of the Academic and Social Influences on Freshman Year Educational Social Influences on Freshman Year Educational Outcomes." Outcomes." Review of Higher EducationReview of Higher Education 5: 86- 5: 86-109.109.

SourcesSources

Thayer, Paul B. (2000). Retention of Thayer, Paul B. (2000). Retention of Students from First Generation and Students from First Generation and Low Income Backgrounds.Low Income Backgrounds. Department Department of Education and National TRIO of Education and National TRIO ClearinghouseClearinghouse, Washington, D.C. 2-9., Washington, D.C. 2-9.

Zins, Joseph E. (2004) Building Zins, Joseph E. (2004) Building Academic Success on Social and Academic Success on Social and Emotional Learning: What Does the Emotional Learning: What Does the Research Say?Research Say? Teacher’s College Teacher’s College PressPress, Amsterdam Ave, NY., Amsterdam Ave, NY.

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