Individualized, & Data-Informed Networks of Support NACADA - - PowerPoint PPT Presentation

Developing Strategic, Individualized, & Data-Informed Networks of Support

NACADA Region 1 Conference, March 2018

Lasell College

• Dr. Helena L. Santos, Dean of Academic Success

Dolores Radlo, Director, Academic Achievement Center

We will highlight a collaborative and proactive approach to academic support established between our First-Year Advising and Academic Achievement Centers. Our network of support provides critical guidance and assistance to students with strategically targeted and structured

• pportunities for holistic student development.

In Intr troductions

• ductions

At Lasell: A critical need for enhanced First-Year student

connection, engagement, & proactive supports was identified.

FIRST-YEAR PROFESSIONAL ACADEMIC ADVISING PILOTED & EXPANDED TO CREATE ADVISING CENTER: INTRODUCED 4

PROFESSIONAL ADVISORS, LEARNING SPECIALIST, & TARGETED ADVISING STRUCTURE. REORGANIZED, EXPANDED & ENHANCED TUTORING CENTER SERVICES:

REDEFINED TUTOR ROLES, INCREASED COVERAGE & STAFFING, SHIFT FROM REMEDIATION TO FACILITATING LEARNING PROCESS, EMPHASIS ON RECURRING APPOINTMENTS, TARGETED/STRUCTURED/EMBEDDED TUTORING MODELS, INCREASED VISIBILITY & USAGE, CONTINUITY OF SUPPORT IN AND OUT OF CLASS.

NEW PROGRAMS & ENHANCEMENTS TO EXISTING SUPPORTS DESIGNED, PILOTED & IMPLEMENTED:

First-Year Academic Advising

Academic Advising

Individualized & Intentional

Developmental, Strength-based & Proactive

Structured & Targeted Academic Advising Goals that reinforce this teaching & learning process:

• Initiate and develop a strong collaborative working relationship

between advisor and advisee

• Make meaningful connections with other college community

members

• Navigate their academic program of study and confirm that it

aligns with their personal goals, interests, values, skills, & abilities

• Utilize services and resources that enhance personal & academic

growth

• Develop critical thinking, self-advocacy, decision-making skills

Five required meetings for each student each semester Opportunities for drop in and follow-up meetings Expectations for additional meetings for students in special populations At least one Peer Advising Workshop during each semester

First-Year Academic Advising

Drop-in meetings, Referrals, Early-alert meetings, Major events, Peer Advisor workshops, First Year Success Series workshops…

Meet your

advisor

Fall Semester

College Student Inventory Midterm Academic Planning Reflections

Spring Semester

Reconnecting Visualizing the Future Midterm Academic Planning Transitions

5 Meetings Each Semester +

=

Holistic Advising Process

Academic Achievement Center (AAC)

The Learning Process

Foster welcoming & engaging multi- modal learning environment

Facilitate skill development to optimize learning

Structured & Targeted Academic Support Students learn, integrate & apply:

Study skills, organization, time management, active reading, notetaking strategies, writing, presentation skills

Strength-based approach to develop:

• self-awareness
• self-direction
• self-confidence
• critical thinking
• problem-solving

Strategic Learning: AAC Tutors & Learning Specialists work 1-to-1 & in groups w/ students to facilitate an individualized academic support experience

AAC101 & 102: The Learning Process

Teaching Learning

Learning Specialists AAC101/102 sessions

ADVISING TUTORING

Holistic Academic Support Process

Per week: 2 group sessions w/learning specialists, additional individualized tutoring & advising meetings

LASSI, goal setting

2 small group sessions per week x 15 = 30

+

Individual tutoring sessions, workshops

Fall & Spring Semesters of the First Year:

Additional advising sessions with First-Year Advisor

+

AAC101

Peer & Professional Tutoring

Meet your

advisor

CSI, Visualizing the Future Academic Planning Learning Specialists

Peer Advising Workshops

Workshops study groups

Referrals

LASSI CSI Goal- setting

Career Services Financial Planning Student Accounts Counseling Center

Faculty

Campus Activities

Student

Midterm

Network of support

Reflections, Transitions

Residential Life

Embedded tutoring

Study Abroad

Internships

Data collection & active use

• Number of appointments
• Frequency of contact
• Duration of visits
• Time of day
• Day, week, month, semester
• Cancellations, no-shows,

rescheduled appointments

• Overall usage report/peak times

Usage data Surveys & Tools

• LASSI: Learning & Study Strategies Inventory
• CSI: College Student Inventory
• ACES: Admitted Class Evaluation Service First-

Year GPA prediction calculator report

• Student surveys: First-Impressions Survey,

tutoring session evaluations, AAC101 reflections survey, focus groups

Types of Support Accessed

Individual advising meetings, individual & group tutoring sessions, meetings with learning specialists, peer advisor and peer tutor meetings, academic workshops, undeclared major workshops, phone calls,

• nline tutoring, etc.

Student Progress & Referral Data

Mid-term reports, GPA, early-alert, referrals to

• ther departments/supports/faculty, tracking

targeted populations, persistence.

Results: Data from 2012-2017 AAC101 cohorts

Ongoing data collected from 6 cohorts suggests that the collaborative network of support established between our academic support programs has a

, as measures have

indicated increased engagement, skill development, self-

efficacy & retention.

Results: Data from 2012-2017 AAC101 cohorts

Sem 1 Sem 2 % Sem 3 % Sem 4 % Sem 5 % 2012: All 556 511 91.91% 413 74.28% 395 71.04% 362 65.11% 2012:Tracked 53 51 96.23% 41 77.36% 39 73.58% 37 69.81% 2013: All 484 449 92.77% 364 75.00% 342 70.66% 312 64.46% 2013:Tracked 38 35 92.11% 31 81.58% 27 71.05% 24 63.16% 2014: All 501 464 92.61% 374 74.65% 359 71.66% 337 67.27% 2014:Tracked 33 31 93.94% 26 78.79% 23 69.7% 22 66.67% 2015: All 489 448 91.62% 389 79.55% 372 76.07% 347 70.96% 2015:Tracked 74 71 95.95% 60 81.08% 56 76% 53 72.1% 2017: All 410 2017:Tracked 80 76 95% 2016: All 437 394 90.16% 319 73% 2016:Tracked 76 70 92.11% 56 73.7% 54 71.05%

Results: Data from 2012-2017 AAC101 cohorts

LASSI: Data suggests that targeted supports have had a positive impact on

students’ perceptions of their abilities in the categories of: anxiety, attitude, concentration, information processing, motivation, self-testing, selecting main ideas, study-aids, time management and test taking strategies. All 5 cohorts have shown significant improvement across all categories when comparing pre/post-tests after the first semester. ACES/College Board GPA Prediction: Data suggests the intervention makes a difference, as most participants in 5 cohorts performed as predicted or better than the overall population during their first academic year.

Id Iden entif tify y Ne Need eds s & Ga Gaps, ps, Make ake a a plan lan to to ta targe get

Example: Analyze historical retention rates for students with specific combinations HSGPA & SAT scores

Use quantitative and qualitative data to inform next steps for planning structure and pilot

High School GPA COMBINED SAT

Practical recommendations

MAXIMIZE ACCESS TO SUPPORT FOR ALL STUDENTS

STRATEGICALLY ENGAGE IN CROSS- INSTITUTIONAL PARTNERSHIPS

Provide a structure that insists on many consistent,

intentional & meaningful contacts with individuals

that help students develop strength-focused working relationships, and who effectively facilitate the teaching & learning process.

Promote welcoming learn-to-learn environments by scaffolding supports, and building in opportunities for Peer Advisor & Peer Tutor connections

ACTIVELY COLLECT & USE DATA BEFORE, DURING, AND AFTER PLANNING, PILOTING & IMPLEMENTING

Thanks! DISCUSSION & QUESTIONS?