Bounce Back Early Alert and Follow-up Program Queens University in - - PowerPoint PPT Presentation

▶

Aug 16, 2023 750 likes •1.1k views

Bounce Back Early Alert and Follow-up Program Queens University in Kingston, Canada Arig al Shaibah, Assistant Dean of Student Affairs, Ph.D. Session Outline Case for Early Alert Assessment Program Early Alert on your and Questions

SLIDE 1

Bounce Back

Early Alert and Follow-up Program

Queen‟s University in Kingston, Canada Arig al Shaibah, Assistant Dean of Student Affairs, Ph.D.

SLIDE 2

Session Outline

Case for Early Alert Program Program Overview Early Alert

n your

Campus Assessment and Findings Questions

SLIDE 3

Queen‟s Context

SLIDE 4

The Case for an Early Alert Program

SLIDE 5

Principal‟s Commission on MH

University-age highest risk for mental health problems NCHA (2013) undergraduate results

MH and academic success

31% 21% 13%

0% 5% 10% 15% 20% 25% 30% 35%

Stress Anxiety and sleep difficulties Depression

SLIDE 6

Lack of Preparedness/Confidence

Evidenced in…

Self-reported feedback on orientation and transition surveys
High rates of participation in summer orientation day
Interest in fall First Year Seminar transition program

SLIDE 7

Purpose

To support the persistence and progression

f first year students while protecting the

quality of their student experience by: 1. Identifying first year students at risk academically and reaching out to provide early intervention 2. Identifying and responding to personal/mental health issues affecting student engagement and academic success

SLIDE 8

Intervention Model

Effective retention programs are intrusive and intentional Bounce Back

SLIDE 9

Program Concept and Support

Based on University of Guelph model

– Carleton University also adapted Guelph model

Donor supported in first two years

– Jack Project major sponsor

SLIDE 10

Academic and MH Risk Distress/Mental Illness Academic Risk BOUNCE BACK INTERVENTION

SLIDE 11

Early Alert…hmm m?

Considering Early Alert Program

SLIDE 12

Program Overview

SLIDE 13

Key Program Elements

Peer-centered approach
Professional staff leadership
Two periods of intake (fall/winter)
Centralized (DSA/SASS) with cross-campus collaboration
Focus on academic support + identifying/referring for MH

SLIDE 14

Bounce Back Facilitators (BBFs)

The Team

40+ student staff
Minimum 3rd year
Experience “bouncing back”
24hrs of training

Peer-Based Academic Support

1st year UG students
All disciplines
“At risk” academically
1:1 weekly meetings

Anna, BBF MA „15

SLIDE 15

Senior BBFs

April, BBF BEd „15

Two-tiered structure

Additional 6hrs training
Leadership
Group facilitation
Lead team meetings
Program promotion
Program Outreach

SLIDE 16

BBF Supervision & Support

Buck, BBF Rugby player BA „15

Professional Network:

Program Coordinator
Senior Learning Strategist
Imbedded Outreach Counsellors
Faculty/School Academic Liaisons

SLIDE 17

BBF Training Components

Mentoring Relationships Learning Strategies

(getting unstuck)

Physical & Mental Health Campus Resources

SLIDE 18

eRezLife – BBF Mentoring Logs

SLIDE 19

Early Alert on your Campus

SLIDE 20

What do your interventions with academically “at-risk” students look like? How is student participation/uptake maximized?

Early Alert Program Models?

SLIDE 21

Assessment and Findings

SLIDE 22

Assessment Plan and Tools

Participant Intake Survey Study Skills and Habits Questionnaire eRezLife BBF Mentor Logs *Analysis of Grades (GPA) and Retention Rates *Post-Program Evaluations

*Contrasted with eligible non-participants

SLIDE 23

Eligibility and Implementation

ARTS & SCIENCE

GPA < 1.6
Mentors - 25
Senior Mentors - 5
Intake - Winter

ENGINEERING

GPA < 1.6
Mentors - 6
Intake – Fall & Winter

NURSING

GPA < 1.6
Mentors - 6
Intake – Fall & Winter

COMMERCE

GPA < 1.6 or 1 failed

course

Mentors - 6
Intake – Fall & Winter

SLIDE 24

Profile of Eligible Students

Arts & Science – Pilot Year

2649 Students 68% F 32% M Queen’s First Year ArtSci Cohort

2013-2014

Bounce Back Pilot Year

2013-2014

6% 2% 92%

First Generation Aboriginal Non-Aboriginal/Non-First Generation Student Cohort

262 Eligible 75% F 25% M

17% 1% 82%

First Generation Aboriginal Non-Aboriginal/Non-First Generation Student Cohort

SLIDE 25

4 in 10 eligible students

pted in

Uptake

Arts & Science – Pilot Year

SLIDE 26

Findings – Change in GPA

Arts & Science Pilot Year

0.2 0.4 0.6 0.8 1 1.2 1.4 Participants Eligible Non-Participants 1.08 0.99 1.40 1.20 Mid-year Year-end

*Statistically significant

+0.21 +0.32

SLIDE 27

Findings – Retention Rate

Arts & Science Pilot Year

66.3% 55.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Participants Eligible Non-Participants

+11.3%

*Statistically significant

SLIDE 28

Self-Reported Post-Program Results Pilot Year

Greater…

levels of resilience, awareness of resources and supports
willingness to use resources and supports
ability to manage their mental health

More…

belief they could be successful at university
satisfaction with their university life/experience
frequent use of learning strategies services, academic

advising, and writing Considerably more…

confidence in writing winter term exams and papers
satisfaction with their winter term grades

SLIDE 29

Year 2 Preliminary Data

Nursing, Engineering, Commerce

Nursing

Fall – 21 (57%)
Winter – 14 (TBD)
Academic Advising
Tutoring

Engineering

Fall – 69 (23%)
Winter – 24 (TBD)
J-Section

Commerce

Fall – 65 (0)*
Winter – 28 (TBD)
Academic Advising

SLIDE 30

Enablers/Successes

1. Relationships with Faculties/Schools
2. Relationships with peer student groups
3. Mentors who have „bounced back‟
4. Peer-to-peer promotion

Challenges/Issues

1. Uptake from most „at-risk‟ students

Lessons Learned (Year 1)

SLIDE 31