From Zero to 80 in Two Years: Increasing Retention through Strengthening Academic Support
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Transcript of From Zero to 80 in Two Years: Increasing Retention through Strengthening Academic Support
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From Zero to 80 in Two Years: Increasing Retention through Strengthening Academic Support
Amy Jones and Joe Roidt / Davis & Elkins CollegeACA SummitOctober 15, 2011
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Presentation Outline
D&E: A brief primer
The “not so good” old days at D&E ( ‘00 - ‘07)
Challenges and change (’07-’10)
The present
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D&E: A brief primer
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The “not so good” old days Retention at D&E ( ‘00 - ‘07)
Lower 70th percentile (fishy numbers) Mid 60th percentile (pretty solid
numbers)
Academic support at D&E ( ‘00 - ‘07) Underutilized Understaffed Entirely reactive
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Challenges and change – ’07- ‘08 Cutbacks and downsizing ‘07- ‘08
The elimination of the underutilized, understaffed, and reactive office of academic support services
Faculty committee charged with addressing issues and challenges of academic standing is groping toward more proactive practices to bolster retention
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Challenges and change
D&E is undertaking accreditation self-study and reflecting on its mission and identity
D&E is undertaking new initiative to boost regional enrollment
Significant enrollment gains at D&E bring corollary retention challenges
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Challenges and change
Fall ’09
D&E creates electronic form enabling faculty to relay concerns about individual students in real time
Retention team is formed and begins meeting on a weekly basis for the first time
Marginally more structured academic support initiatives are introduced
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Challenges and change
The retention literature: Forming relationships or fitting in? “Forming relationships” sounds
preferable to “fitting in” “Fitting in” may be equally important, in
the sense that students need to feel confident that—academically speaking—they “belong” at college
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The present
Retention team meets weekly throughout the year
Tracking all students referred to Office of Institutional Effectiveness
Working to connect students to appropriate resources
All students placed on academic probation are automatically enrolled in Academic Skills
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The present
All students with multiple midterm deficiencies are automatically enrolled in Academic Skills
Students who continue to struggle academically after completing Academic Skills are placed in Structured Academic Support
Creation of broad array of tutoring services and other academic support initiatives
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Academic Skills (FND 103): What it is… Academic Skills is a mandatory
course that runs half a semester It is required for students who enter
the semester on academic probation It is required for students who have
two or more deficiencies (D’s or F’s) at midterm
It is a graded credit that does not count towards the graduation requirement
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Academic Skills (FND 103): What it is not…. Punishment
Extra Work
A waste of time
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Academic Skills (FND 103): Why it works…. Students are held accountable for
their actions in a non-judgmental environment
Students are provided with the behaviors needed to succeed in the college environment
Students are provided with support and plugged into key campus resources to help them succeed
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Academic Skills (FND 103): BAM
Behavior
Ability
Motivation
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Structured Academic Support(FND 105) Graded 1 credit hour course that
does not count for graduation requirements
Requires the following: A weekly meeting with me Two hours of mandatory supervised
study hall A weekly action/accountability report
that discusses attendance, assignments, and grades
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Peer Tutoring Program
Evolving All tutoring services are FREE Standing tutoring schedules All tutors must have a 2.5 or higher
gpa and a recommendation of a professor in the field for which they plan to tutor
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Study Groups
“Students remember 10% of what they read, 20% of what they hear,
70% of what is discussed with others, 80% of what they experience
personally, and 95% of what they teach to someone else.” William
Glasser
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Future Directions (Tutoring Program) Develop a tutor training program in
the form of a graded course for credit
Work more closely with faculty regarding study materials, study groups, recitation sessions, and tutor development
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Academic SupportUnderlying philsophies FND 103 and FND 105 rely heavily
on Behavoristic and Humanistic approaches to teaching and learning
Academic support programs were designed with significant consideration given to student development theories
Academic support provides students with the opportunity for a transformative learning experience
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Questions? Comments?