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2011 NASPA Annual Conference  Philadelphia, Pennsylvania  March 12–16, 2011 Creating purpose: Approaches for working with at-risk students Monday, March.

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Presentation on theme: "2011 NASPA Annual Conference  Philadelphia, Pennsylvania  March 12–16, 2011 Creating purpose: Approaches for working with at-risk students Monday, March."— Presentation transcript:

1 2011 NASPA Annual Conference  Philadelphia, Pennsylvania  March 12–16, 2011 Creating purpose: Approaches for working with at-risk students Monday, March 14 th 12:15-1:30 Convention Center, 113 B Patty Munsch and Tania Velazquez Suffolk County Community College

2 Creating Purpose: Approaches for working with at-risk student Defining at-risk students Characteristics of at-risk students Utilizing a holistic approach Characteristics of successful support programs The College Success Program Model Sharing

3 Defining at-risk students Research has used the following characteristics in defining at-risk students: First-generation student Placed into developmental or remedial education courses Lower socio-economic status Minority students Students with disabilities Allen, Robbins, Sawyer, 2010; Boylan, 2000; Hand & Payne, 2008; Perin, 2004 The program specific to our institution utilizes the following characteristics: Placed into 2 or more developmental classes Academically and financially disadvantage Student with documented disabilities First- generation student

4 At-Risk Students: Understanding Their Characteristics and Challenges Academic Preparation Lower high school grades Lower standardized test scores Less academic rigor of high school Less college knowledge Lack knowledge of the bureaucratic operations of higher education -Adelman, 2004; Thayer, 2000

5 At-Risk Students: Understanding Their Characteristics and Challenges Psychosocial Factors Encounter a cultural conflict between home and College community More difficulty acclimating themselves to College once they enroll Lower levels of social adjustment Strong desire to accomplish degree goals Express high levels of commitment to earn a degree Show resilience in family and communities May see the collective value of earning a College degree (help parents financially, better housing situation, better health for parents). Have significant family and work obligations. Lack of or absent parental support – Porchea, Allen, Robbins & Phelps, 2010; Thayler, 2006

6 At-Risk Students: Understanding Their Characteristics and Challenges Socio-demographic Low monetary resources First generation college students Lack of Social capital through parental involvement Lack of Social network and resources through high school Situational Part-time enrollment More Work obligations Stronger Family obligations Increased travel to work, campus and home -Porchea, Allen, Robbins, Phelps, 2010

7 At-Risk Students: Understanding Factors for Success Goal orientation for a four-year degree Academic discipline Commitment to college Social Activity Plan on enrolling full-time -Porchea, Allen, Robbins, Phelps, 2010

8 Utilizing the Holistic Approach According to Baxter-Magolda (2009)- Bring multiple perspectives into dialogue There has been an emphasis on separate rather than integrated theories when examining student development. Refine existing theories and identify new possibilities Important to understand how students make meaning of their experiences

9 Utilizing the Holistic Approach Terenzini and Reason (2005) concluded that there are 4 areas of influence in the students’ outcomes- Student precollege characteristics and experiences Organizational context Student peer environment Individual student experiences Terenzini and Reason 2005

10 Utilizing the Holistic Approach The College Experience Student Precollege Characteristics and Experiences Socio- demographic traits Academic preparation and performance Student disposition Organizational Context Peer Environment Individual Student Experiences Classroom Out-of-Class Curricular Persistence Adapted from Terenzini and Reason, 2005

11 Characteristics of Successful Support Programs Utilize learning assistance centers Perin, 2004 Targeted academic advising and placement Use student assesments beyond cognitive testing Provide on-going academic advising Provide course and support programs Boylan, 2009 Organizational structure of program Career Development and workforce development Integrated Learning Centers Commitment to funding and staffing Full-time committed faculty Continued assessement Consistent curriculum in a rational sequence Levin, Cox, Cerven, Haberler, 2010

12 Characteristics of Successful Support Programs Provide Faculty Teaching and Learning training specifically geared to developmental coursework Monitor student participation in learning centers through computerized program Have counselors work one-on-one with students including the discussion of monitored time in learning centers Regular communication between counselors, faculty and administrators connected to developmental education programs Use of cohort model for developmental coursework Including peer mentors Gallard, Albritton, Morgan, 2010

13 Characteristics and Aspects of the College Success Program 687 students total College-Wide 254 new students College-Wide 433 returning students College-Wide Combination of seminar, counseling engagement, and faculty mentorship Retake of College Placement test Summer tutoring College Success Club

14 Developmental Sequence

15 Characteristics and Aspects of the College Success Program Freshmen Seminar – Begins over the summer and continues throughout the fall semester – Same professor throughout allowing for relationship to develop – Class is worth 3 credits instead of 1.5 for regular Freshmen seminar. – Provides students with some college credits while fulfilling developmental (non-credit) coursework.

16 Course syllabus I. Course Overview This course, which will begin during the month of August in concentrated form, and then continues into the Fall Semester, is intended to do the following: To aid students in the transition to College life To help students develop the skills, strategies, values and attitudes necessary to meet with “college success” goals. To encourage the personal self-examination, change and growth that is needed to be successful in all future educational, professional and personal undertakings. II. Textbook The Community College Experience: PLUS,Full Edition by Baldwin, Amy, Prentice Hall: Upper Saddle River, NJ., ISBN-13: ; ISBN-10: III. Grading Writing Assignment15% Research Assignment15% Final Examination (paper)15% Journal entries/textbook exercises/ Quizzes30% Oral Presentation10% Class Participation15%

17 College Success Counseling Student has a counselor assigned to them Counselor remains with student throughout the students’ duration of study. Part of the counseling relationship – Noel-Levitz- Student Satisfaction Inventory – 3 year academic plan – Progress Reports

18 College Success Counseling College Success Program Student Three-Year Academic Plan Student Name _____________________________________ID# ________________________________ Current Curriculum ________________________________Matriculation (Sem/Yr)_________________ Career Aspiration ___________________________________________________________________________ __________________________________________________________________________________________ Educational Path: Target SCCC Degree _________________________________ Anticipated Graduation (Sem/Yr)_________ Post- SCCC Degree(s) _______________________________________________________________________ Target Transfer Institution(s) and Programs ______________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ ____________________________________ Campus Activities Relevant to the Academic Plan with Dates: Activity______________________________________ Date(s) Attended___________________________ Noel Levitz College Student SurveyDate completed ____________________________ Social Integration SurveyDate completed ____________________________ Career Interest Inventory ________________________Date(s) completed __________________________ Aptitude testing Result __________________________Date(s) completed __________________________ Other surveys _________________________________Date(s) Completed __________________________ ______________________________________ Date(s) Completed __________________________

19 College Success Counseling College Success Student Academic Progress Report 2009 Fall semester Dear Professor, As counselors of College Success students, we strive to be proactive in order to insure their success. To achieve this objective, we need your assistance in evaluating the classroom progress of our students as your role is just as important to their academic success. Please complete this form for the student listed below. Your comments will be shared with the individual student privately. If you have any questions, please call me at Note: If any student is in jeopardy of failing, please let me know right away so that I may arrange a discussion with the student immediately. Please Return To:Please Return By: Friday, October 16 Student:___________________________________________ID#______________ Class and Section #:_________________________________ Attendance: Absent:__________ Late:_______ Assignments: Homework/Papers_______________________ Quizzes/Tests (if applicable)_______________ Do you recommend tutoring?______________ Participation/Motivation level: Suggestions/Comments: Instructor Signature_________________________________ Date_____________

20 College Success Summer Program Student will participate in intensive tutoring Campus orientation, begin to build relationships, and learn how to study for college End of summer, students retake the College Placement Test End of Summer celebrations- Code of Arms, breakfast, guest speakers

21 College Success A Model of the Holistic Approach Student Freshman Seminar Course taught Summer through Fall Personal Relationship with a Counselor Peer Support through Student Club and Freshman Seminar Academic Support through Summer Tutoring and Skill Centers

22 College Success Summer Program Overall 2010 Retest Results: – College-wide 183 students took the retest in at least one area. – Of these, 151(82.5%) moved up or out of at least one developmental area. – The 151 students represent 66.8% of all CSP students. – Some students choose not to retest – There is some attrition in the CSP program – Some students were unable to attend the re-test

23 Sharing What programs are in place at your institution for at-risk students? What characteristics of this program do you feel are most effective? What is the relationship or connection between programmatic interventions and academic coursework for at- risk students? What are other interventions do you feel we, as a profession, should be doing to increase access and retention of at-risk students? With the current cut backs that most of our school are experiencing, what are some creative ways in which we can work with at-risk students?

24 References Allens, J., Robbins, S.B., & Sawyer, R. (2009). Can measuring psychosocial factors promote college success? Applied Measurement in Education, 23, doi: / Adelman, C. (2006). Moving into town-and moving on: The community college in the lives of traditional-age students. Washington, DC: U.S. Department of Education. Baxter Magolda, Marcia, B. (2009). The activity of meaning making: a holistic perspective on college student development. Journal of College Student Development, 50, Boylan, H.R. (2009). Targeted intervention for developmental education students (T.I.D.E.S.). Journal of Developmental Education, 32, Gallard, A.J., Albritton, F., & Morgan, M.W. (2010). A comprehensive cost/benefit model: Developmental student success impact. Journal of Developmental Education, 34, Hand. C., & Payne, E.M. (2008). First-generation college students: A study of Appalachian student success. Journal of Developmental Education, 32, Levin, J.S., Cox, E.M., Cerven, C., & Haberler, Z. (2010). The recipe for promising practices in community colleges. Community College Review, 38, Perin, D. (2010). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges. Community College Journal of Research and Practice, 28, doi: / Porchea, S.F., Allen, J., Robbins, S., & Phelps, R.P. (2010). Predictors of long-term enrollment and degree outcomes for community college students: Integrating academic, psychosocial, socio-demographic, and situational factors. The Journal of Higher Education, 81, Reason, R.D., (2009). An examination of persistence research through the lens of comprehensive conceptual framework. Journal of College Student Development, 50, Terenzini, P.T., & Reason, R.D. (2005, November). Passing the first year of college: Rethinking the effects of college on students. Paper presented at the Annual Conference of the Association for the Study of Higher Education, Philadelphia, PA. Thayer, Paul B. (2000). Retention of Students from First Generation and Low Income Backgrounds (ERIC ED446633). Opportunity Outlook (May), 2-8.

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