Framework for Successful Centralized First Year Advising and - - PowerPoint PPT Presentation

Expect More. Achieve More. Academic Achievement Center

Framework for Successful Centralized First Year Advising and Learning Assistance Services

• Dr. Peggy J. Smith, Director

Academic Achievement Center Bridgewater State College Bridgewater, Massachusetts 02325 (508) 531-1214 p1smith@bridgew.edu

Expect More. Achieve More Academic Achievement Center

The Academic Achievement Center is…

a centralized network of programs and services designed to support the academic success of ALL students

First year students are the primary focus.

Expect More. Achieve More Academic Achievement Center

Learning Assistance

Academic Achievement Center Programs and Services

Academic Advising Courses with attached Learning Assistance Work in concert to support the academic success of all fjrst year students, with particular attention to those with markers of academic risk

Expect More. Achieve More Academic Achievement Center

Faculty Roles

• Provide oversight of
• 1. centralized fjrst year advising

program

• 2. learning assistance services
• Participate in program planning and delivery
• Supervise graduate and undergraduate staf
• Provide liaison with academic departments
• Help disseminate information about fjrst year

initiatives

Expect More. Achieve More Academic Achievement Center

Advising Services

• Placement testing (mathematics, reading,

writing, and Foreign Language)

• Orientation and fjrst semester group advising

for freshmen, transfers and students re- admitting after academic separation

• Haughey First Year Advising Program

– 5 advising contacts per student – Faculty defjned curriculum

• Attention to needs of students with

disabilities and students from academically disadvantaged backgrounds.

Expect More. Achieve More Academic Achievement Center

Learning Assistance

– Study and Research Services* – Writing Studio* – Mathematics Services* – Communication Lab* – Second Language Services* – Disability Resources – Content T utoring for Core curriculum and introductory courses

* Faculty directed

Expect More. Achieve More Academic Achievement Center

Courses with Attached Learning Assistance

• T

argeted ENGL101 – replaced non-credit writing course – Address reading skills – Book Clubs – Address learning skills – Study Groups – Address writing skills – Writing Fellow – Link with advising – Peer Advisor

• T

argeted Pre-calculus – for majors that require calculus – Address time on task and mastery – Math Coach – College credit for successful completion – Link with advising – Peer Advisor

• T

argeted Pre-college math – for majors that require calculus – Address time on task and mastery – Math Coach – Link with advising – Peer Advisor

Expect More. Achieve More Academic Achievement Center

• Targeted English 101: 9 sections (180 students placed)

100 people were involved in some meaningful way: instructors, advisors, graduate assistants, undergraduates in roles of peer advisor, writing fellow, and book club co- facilitators, faculty directors of AAC learning assistance, and book club facilitators drawn from administrative and staf ranks across the campus.

• Targeted pre-college math: 3 sections (75 students

placed) More than 20 people were involved in some meaningful way: instructors, advisors, undergraduate math coaches, faculty directors of learning assistance, and administrative staf.

• Targeted Pre-calculus: 4 sections (115 students placed)

More than 20 people were involved in some meaningful way: instructors, advisors, undergraduate math coaches, faculty directors of learning assistance, and administrative staf.

Expect More. Achieve More Academic Achievement Center

Student Outcomes

• 1st semester good academic standing: 74%

before program changes

• 80% - 84% since
• 1st year – 2nd year Persistence: 2000 cohort

73%

• 75% - 78% since
• Persistence into 3rd year : 2000 cohort 63%
• 64% - 68% since
• Six-year graduation rate: 46% - 47% before

program change

• 48% - 51% since

NOTE: admission standards have been the same since 2001

Expect More. Achieve More Academic Achievement Center

Student Outcomes

Most at-risk students place in T argeted English 101:

• Rate of D/F/W/I in fjrst-semester writing

– Fall, 2005: All sections 16%; Targeted 18% – Fall, 2006: All sections 15%; Targeted 19%

• Rate of Academic Dismissal (EN and MA)

– Fall, 2005: All 1st semester 6%; Targeted 12% – Fall, 2006: All 1st semester 6%; Targeted 7%

• Rate of D/F/W/I in English 102:

– Fall, 2004: All non-target students 18%; target students 25% – Fall, 2005: All non-target students 16%; target students 17%

Expect More. Achieve More Academic Achievement Center

First Semester Dean’s List

• 2001F

156/1139 14%

• 2002F

178/1272 14%

• 2003F

203/1285 16%

• 2004F

217/1255 17%

• 2005F

223/1332 17%

• 2006F

293/1345 22%

Expect More. Achieve More Academic Achievement Center

Involvement Supports Faculty Development

• Advising skills
• Understanding of student development
• T

eaching skills

• Opportunities for scholarship
• Opportunities for collaboration with

staf and faculty colleagues from other disciplines

Expect More. Achieve More Academic Achievement Center

In their own words…

“In addition to the knowledge gained and the potential for increasing my own skills as an advisor to students, the AAC ofers faculty an opportunity to meet colleagues outside of their departments and greatly increases the sense of community at the college. I enjoy being a member of the “BSC team” all the more because of this experience.”

Expect More. Achieve More Academic Achievement Center

In their own words…

“My work at AAC continues to be the highlight

• f my work at BSC. The work with faculty,

faculty directors, graduate assistants, and most importantly, the students adds much to my work as a literacy educator. ” ”The AAC work is the arm of social justice on

• campus. If we cannot support those we have

accepted on their own merits, we cannot claim to be an instrument of democracy. The collaborative relationship grounds you. It keeps you real. The efgect of collaboration is exponential. We do so much more for so many more (students, faculty and stafg) because we are a team.”

Expect More. Achieve More Academic Achievement Center

In their own words…

“As a cornerstone component of BSC, the

AAC through faculty involvement reinforces a culture of active learning, high expectations, and values the development of successful learners…”

“I have learned more about our students

and our college through the AAC than I would have in a more traditional role. Knowing my students better helped me to craft my courses to their needs -- a diffjcult process that can take years even for experienced teachers.

Expect More. Achieve More Academic Achievement Center

In their own words…

“T eaching classes provides only a limited perspective on student needs; seeing students in a diferent context--and having the chance to interact with others who support students in diferent ways than I do-- helps me see the big picture of student needs and thus helps me to craft programs that better meet those needs.”

Expect More. Achieve More Academic Achievement Center

Critical Attributes of Model

• High degree of faculty involvement
• Campus well informed & highly

supportive

• Mandatory fjrst year advising program

with defjned curriculum

• Use of college credit courses with

meaningful learning assistance attached to support achievement