Using an Academic Enhancement Program to Retain Academically At-Risk Students at a Moderately Selective Public Four-Year Institution in Southeast Missouri Melanie Thompson, Ed.S., LPC, NCC Director, Learning Assistance Programs & Disability Support Services Trent Ball, MA Associate Dean of Students L. Randy Carter, Ed.D. Assistant Dean of Students, Student Conduct Southeast Missouri State University

2 2 Academic Enhancement Program (AEP) An overview of the development and administration of the program and successful collaborations An overview of the development and administration of the program and successful collaborations A specific discussion of the core components and day-to- day operations of the program A specific discussion of the core components and day-to- day operations of the program A comprehensive examination of the successes and challenges of an integrated retention model across service areas and support systems A comprehensive examination of the successes and challenges of an integrated retention model across service areas and support systems

3 Description of AEP The Academic Enhancement Program provides highly structured academic support for students that are academically at-risk and directly connects first-year students to the University’s academic support services to assist in the development of a plan for academic success.

4 Development of AEP University Academy / Minority Peer Academic Coaching (MPAC) University Academy / Minority Peer Academic Coaching (MPAC) Enrollment challenges in Fall 2005 Enrollment challenges in Fall 2005 Submitted Title III Grant in Spring 2006 Submitted Title III Grant in Spring 2006 Target services for at-risk populations within the Coordinating Board of Higher Education’s (CBHE) Admissions range (10%) Target services for at-risk populations within the Coordinating Board of Higher Education’s (CBHE) Admissions range (10%) Creation of Academic Support Centers (ASCs): Educational Access Programs, Learning Assistance Programs & Disability Support Services, McNair Scholars Program and Student Support Services Creation of Academic Support Centers (ASCs): Educational Access Programs, Learning Assistance Programs & Disability Support Services, McNair Scholars Program and Student Support Services 4

5 Administration of AEP Role of the Associate Dean of Students Role of the Associate Dean of Students Role of the Director of LAP & DSS Role of the Director of LAP & DSS Role of the Director of Enrollment Management Role of the Director of Enrollment Management Role of Collaborators: Role of Collaborators: –Office of Student Conduct –Athletics –Office of Residential Life –Academic Advisors –Admissions –Registrar 5

6 Core Components of AEP Core Components of AEP Targeted students with below 2.5 HS GPA and below 21 ACT (CBHE 10%) Targeted students with below 2.5 HS GPA and below 21 ACT (CBHE 10%) Agreement signed with Admissions, again at Orientation and reviewed again prior to start of school Agreement signed with Admissions, again at Orientation and reviewed again prior to start of school Staffed through 3 programs (ASCs) Staffed through 3 programs (ASCs) –Shared College Success Plans (CSPs) and Seminars –Services available in multiple locations Intrusive, multiple meetings Intrusive, multiple meetings Examples of agreement and CSP follow Examples of agreement and CSP follow 6

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9 College Success Seminars Socially Speaking Socially Speaking Communicating with Faculty Communicating with Faculty Classroom Etiquette Classroom Etiquette Preparing for 8 Week Grades Preparing for 8 Week Grades Academic Review and Recovery Academic Review and Recovery Healthy Relationships Healthy Relationships Navigating the System (Advocating) Navigating the System (Advocating) Understanding Advising Understanding Advising Sense and Civility Sense and Civility 9

10 Day to Day Operations Shared “contact form” delivered to one office for data entry Shared “contact form” delivered to one office for data entry Staffed by three programs in three locations Staffed by three programs in three locations Interaction with students via face-to-face, , and phone Interaction with students via face-to-face, , and phone Professional staff liaisons' with Collaborative Offices Professional staff liaisons' with Collaborative Offices 10

11 Collaborations Across Campus Office of Residential Life Office of Residential Life –Space for meetings and college success seminars Office of Admissions Office of Admissions –Initial entry into program and assistance with “holds” Academic Advisors / Registrar Academic Advisors / Registrar –Assistance with “holds,” schedules, majors Athletics Athletics –Tracking of student athletes within AEP Office of Student Conduct Office of Student Conduct –Proactively involved, as follows… 11

12 Office of Student Conduct Collaborations impacting AEP Collaborations impacting AEP Outreach efforts in association with LAP & DSS Outreach efforts in association with LAP & DSS Disciplinary referrals and reverse referrals Disciplinary referrals and reverse referrals Anticipated versus actual numbers Anticipated versus actual numbers

13 OSC Collaborations Impacting AEP Dean of Students Dean of Students Learning Assistance Programs Learning Assistance Programs Educational Access Programs Educational Access Programs Student Support Services Student Support Services Department of Public Safety (DPS) Department of Public Safety (DPS) Southeast Athletics Southeast Athletics VICTORY Program VICTORY Program Office of Residence Life Office of Residence Life Registrar Registrar Admissions Admissions

14 OSC Outreach for AEP Code of Conduct highlights for AEP Staff Code of Conduct highlights for AEP Staff Sense and Civility Workshop highlights Sense and Civility Workshop highlights –Examines life in and out of the classroom –Face-to-face and online Three key components Three key components –Overview of the Code of Conduct –Top Ten List for staying out of the OSC –Information on sexual misconduct and relationship violence

15 OSC Referrals and Reverse Referrals AEP Staff, DPS, Office of Residence Life, and Southeast faculty members submitted referrals AEP Staff, DPS, Office of Residence Life, and Southeast faculty members submitted referrals OSC uses educational approach—goal is to keep student enrolled OSC uses educational approach—goal is to keep student enrolled OSC referred students back to their AEP contact person (reverse referral) OSC referred students back to their AEP contact person (reverse referral) Open communication loop Open communication loop

16 Anticipated Versus Actual Numbers Examined pilot group of students prior to (89 students from MPAC) Examined pilot group of students prior to (89 students from MPAC) Anticipated seeing 25% of AEP students Anticipated seeing 25% of AEP students 22 / 111 or 19.8% of AEP Students 22 / 111 or 19.8% of AEP Students 31 / 276 or 8.9% of all cases 31 / 276 or 8.9% of all cases Types of violations / sanctions Types of violations / sanctions Average GPA for students referred to our office was 1.57 Average GPA for students referred to our office was 1.57 Challenges working with this group Challenges working with this group –Immaturity –Preparedness –Community College comparison

17 Fall Outcomes 111 students started AEP in fall students started AEP in fall / 111 (4%) withdrew during semester; 4 received or faced judicial sanctions 5 / 111 (4%) withdrew during semester; 4 received or faced judicial sanctions 106 / 111 (96%) of initial students still in attendance at end of fall semester 106 / 111 (96%) of initial students still in attendance at end of fall semester 38 / 106 (36%) below 2.00 GPA at end of fall semester 38 / 106 (36%) below 2.00 GPA at end of fall semester 68 / 106 (64%) at or above 2.00 GPA 68 / 106 (64%) at or above 2.00 GPA 25 / 106 (24%) matriculated out of AEP at end of fall 25 / 106 (24%) matriculated out of AEP at end of fall 17

18 Fall to Spring 13 / 106 (12%) students elected not to return for the spring semester 13 / 106 (12%) students elected not to return for the spring semester 1 / 13 (7%) had successfully completed fall requirements 1 / 13 (7%) had successfully completed fall requirements 93 / 106 (88%) started the spring semester 93 / 106 (88%) started the spring semester 24 / 93 (26%) completed fall AEP requirements 24 / 93 (26%) completed fall AEP requirements 69 / 93 (74%) had spring AEP requirements 69 / 93 (74%) had spring AEP requirements

19 Spring Outcomes 4 / 93 (4%) withdrew during semester 4 / 93 (4%) withdrew during semester 89 / 93 (96%) completed spring semester 89 / 93 (96%) completed spring semester Of 89 students, 65 had spring AEP requirements Of 89 students, 65 had spring AEP requirements –19 / 65 (29%) met AEP requirements (2.00 GPA & 24 credit hours) –16 / 65 (25%) met University requirements (2.00 GPA & 18 credit hours) –12 / 65 (18%) eligible to return on Academic probation –18 / 65 (28%) academically suspended but eligible for readmission through University appeal

20 End of Year Outcomes 9 / 111 (8%) of original students withdrew; eligible to return 9 / 111 (8%) of original students withdrew; eligible to return 13 / 111 (12%) of original students elected to transfer; eligible to return 13 / 111 (12%) of original students elected to transfer; eligible to return 89 / 111 (80%) of original students completed academic year 89 / 111 (80%) of original students completed academic year –38 / 89 (43%) completed AEP requirements –57 / 89 (64%) completed University requirements –19 / 89 (21%) completed both requirements –33 / 65 (51%) sought an AEP appeal to continue with voluntary AEP assistance in the Fall 2008

21 Administrative Successes and Challenges Presently 65 / 89 (73%) of students returning in the fall Presently 65 / 89 (73%) of students returning in the fall Assisted the institution in identifying an area of academic difficulty and commit to addressing the issue (developmental math) Assisted the institution in identifying an area of academic difficulty and commit to addressing the issue (developmental math) Entrance into the program through Admissions, but provision of service through ASCs Entrance into the program through Admissions, but provision of service through ASCs AEP students are exceptions to the Admission criteria; not provisional/conditional admits AEP students are exceptions to the Admission criteria; not provisional/conditional admits The continuation of AEP and its format is an ongoing discussion The continuation of AEP and its format is an ongoing discussion

22 Programmatic Successes and Challenges The collaboration of three separate entities (EAP/SSS/LAP & DSS) to work together under the umbrella of Academic Support Centers The collaboration of three separate entities (EAP/SSS/LAP & DSS) to work together under the umbrella of Academic Support Centers Students did not “slip through the cracks” Students did not “slip through the cracks” Getting students connected early to services (i.e. Students with Disabilities) Getting students connected early to services (i.e. Students with Disabilities) Workshops online and in person Workshops online and in person Structuring the AEP requirements within University requirements Structuring the AEP requirements within University requirements

23 Collaborative Successes and Challenges The program supported collaboration among various areas across divisions The program supported collaboration among various areas across divisions Getting students engaged Getting students engaged –Limited workshop involvement –Missing appointments –Not reading agreements Getting offices outside of ASCs “on-board” (i.e. academic advisors) Getting offices outside of ASCs “on-board” (i.e. academic advisors) Maintaining consistency in data Maintaining consistency in data –Consistency of data from office to office and various entities outside of ASCs

24 Academic Enhancement Program AEP website access: AEP website access: Contact information: Contact information: –Trent Ball: –Melanie Thompson: –Randy Carter: –Office of Student Development (573) (573)

25 Information Packet Brochure Suggested readings/resources Frequently asked questions Code of Student Conduct AEP forms for 2007 and 2008 – –Contracts – –Contact forms

26 Academic Enhancement Program Questions and discussion? Questions and discussion? Thank you for your attendance and participation! Thank you for your attendance and participation!