A LowTech Method to Assist Academically AtRisk Students Ann Gamble Director of University Collaborations at the Community College of Baltimore County Introductions Name Institution Biggest barrier to academic success at your institution ID: 774278
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A Low-Tech Method to Assist Academically At-Risk Students Ann Gamble, Director of University Collaborations at the Community College of Baltimore County
Introductions NameInstitution Biggest barrier to academic success at your institution?
Session Overview The Program ModelThe Program CriteriaReview of the DataThe ProblemThe Solution The ResultsLessons Learned
Towson University (TU) Profile Over 13,500 applicationsAvg. weighted GPA for admitted students: 3.70 Avg. 2-score NEW SAT for admits: 1169 Avg. ACT score: 23 30.6% of applicants are from Out-of-State 82.8% of the out-of-state applicants are from DE, NJ, NY, and PA Current acceptance rate is 67.8%.
CCBC Profile Located in Baltimore County, MD. Three main campuses and three extension centers. Serve approximately 65,000 students through credit and non-credit offerings a year. Number one feeder school to Towson University for transfer students.
The Program Model What is a Freshman Transition Program?Enrollment Management Initiative Hybrid Institution Students are primary benefactors Smooth Transition Win-Win-Win
TU FTP Transition Criteria Fall to Spring Transition Criteria (One Semester) 3.0 GPA No grade less than a “C” 9 transferable credits Pass in dev. ed. courses Spring to Fall Transition Criteria (Two Semesters) 2.5 cumulative GPA 15 transferrable credits Pass in dev. ed. courses
TU FTP Transition Data 2008-2013 One Semester Students Two Semester Students Total Transitioned Semester # % Fall 2008 39 26 71% Fall 2009 151 108 74% Fall 2010 183 138 75%Fall 201120115078%Fall 201227221781% TotalTransitionedSemester#%Spring 20098787%Spring 2010272177%Spring 2011282382%Spring 2012352160%Spring 2013321959%
Spring Transition Rates
The Uphill Battle with Spring Semester Group of academically weak studentsLack motivation, poor attitude from fall semester difficultiesSmall cohort/class sizes foster disruptive hyper-bonding Spring semester = cold, dark
Brainstorming… Spring 2012 (60% transition rate)Only one professional staff member, me!- pulled between supporting spring students and incoming fall students. Hire an advisor to focus on academic support and pilot intrusive advising model
Spring 2013: Can you relate? Advising Meetings Academic Reality
Back to Brainstorming… Clear disconnect between student perceptions and student behaviors/abilitiesAdvising meetings need to be based on direct feedback from instructorsNeed feedback sooner than mid-semesterDevelop a more structured intrusive advising model:Advising meeting within first two weeks of spring – reflect on fall and develop SMART goals for spring Mandatory monthly advising meetings Monthly progress reports from FTP faculty
FTP Faculty Progress Reports
Spring 2014 Results Total Transitioned Semester # % Spring 2009 8 7 87% Spring 2010 27 21 77% Spring 2011 28 23 82% Spring 2012352160%Spring 2013321959%Spring 2014 402972%
Making sure it wasn’t a fluke… Spring 2016 AdvisingSpring orientation during the first weekAdvising meeting within the first two weeksMonthly progress reportsMonthly advising meetings Additional Component: Partner with TU’s Academic Achievement Center to administer Learning and Study Strategies Inventory (LASSI) during spring orientation
Why the LASSI? 10-scale, 80-item assessment measuring:Attitude Motivation Time management Anxiety Concentration Information processing Selecting main ideas Study Aids Self-Testing Test Strategies
Spring 2015 & 2016 Results Total Transitioned Semester N # % Spring 2009 8 7 87% Spring 2010 27 21 77% Spring 2011 28 23 82%Spring 2012352160%Spring 2013321959%Spring 2014 402972%Spring 2015181794%Spring 2016*313491%
TU FTP Spring Transition Rates
Lessons Learned Students don’t know what they don’t know.Depending on self-disclosure won’t work for at-risk studentsNeed to get direct feedback from what’s actually happening in the classroomNeed to help students develop meta-cognitionDon’t need fancy student success trackers Direct and regular communication from the faculty to the advisor Constructive advising conversations to resolve issues present inside or outside the classroom
Wrap Up Question: What low tech/high touch approaches have you used?
Questions