Students Don’t Know What They Don’t Know - PowerPoint Presentation

Slide1

Students Don’t Know What They Don’t Know

Norma

Pérez-Kahler, Ed.D.

Director, TRIO – Student Support Services

Des Moines Area Community CollegeSlide2
Slide3

What is SSS?

Student

Support Services

is a TR

I

O Program, an acronym for federally funded education programs offered under Title IV of the 1965 Educational Opportunity Act.

TR

I

O programs are:

Upward Bound,

Talent Search, Educational Opportunity Centers, McNair Scholars and

Student Support Services

.

Specifically, TR

I

O

/Student Support Services

provides educational opportunity assistance for college success.

To qualify students must meet one or more of the following criteria:

Low-income students

First-generation college students

(neither parent has earned a four-year degree)

Documented physical or learning disability Slide4

TR

I

O

/

SSS

Overcoming Challenges,

   Moving Students

FORWARD

Our Mission

:

The directive of the TR

I

O/Student Support Services program is to provide underrepresented student populations with the added support mechanisms needed to meet the challenges of higher education.

Through the development of academic and personal skills,

the

program focuses on

deepening

critical thinking

competencies,

increasing student

persistence

,

and

promoting degree

completion

.Slide5

Benefits of

Membership in

TR

I

O

/

SSS

Intrusive Academic Advising

&

Coaching:

Intentional, Individual

and

In-Depth Assistance

Understanding of students

’ challenges at school and

beyond

Guidance

to establish and manage students’ educational

goals

Support

to learn about program requirements and course

selection

Career Assessment

Comprehensive

knowledge of the campus

resources

Referrals to other appropriate services

.Slide6

Benefits of

Membership in

TR

I

O

/

SSS

Intrusive Academic Advising

&

Coaching:

Intentional, Individual

and

In-Depth Assistance

Foster sense of community

Help

students develop

meaningful relationships

with

faculty and peers

Encourage

connections at various institutional

levels

Provide comprehensive assistance to develop

academic

résumé and personal essay

Information, support and referral for internship & scholarship applicationsSlide7

Benefits of Membership in TR

I

O/

SSS

Transfer Assistance

For students who are planning to transfer to a four-year institution or professional school, SSS provides:

Information about

Application processes and requirements

Tuition, housing, scholarships and other

fees

Visits

to colleges and

universities

Organize transfer fairs at Urban Campus, and

Personal advising about the transferring process as a

wholeSlide8

Benefits of

Membership in

TR

I

O

/

SSS

Financial Aid Assistance:

Help submitting the FAFSA form,

Advice about decisions that affect students’ financial

aid (now and in the future)

Financial Literacy

Assessment & Workshops

that explain the financial aid system and the variety of funding choices available to students.Slide9

Benefits of Membership in

TR

I

O

/

SSS

–

The Success

Lab

Two part-time Lab Assistants,

who are also adjunct instructors at DMACC

Ten

to twelve Peer Tutors

Hired through the work-study program

Work

4-9

hours per week

Have B+ or better in tutoring subject areas

Majority are SSS participants

Role

models/Peer

MentorsSlide10

Benefits of

Membership in

TR

I

O

/

SSS

Success Lab Services:

Supportive environment

Individual and group tutoring and supplemental instruction assistance

Resource Room & Computer Lab

Place to study, research, check email, print papers, and much more…

TR

I

O/

SSS Family

= Micro

C

ommunity within

DMACC urbanSlide11

Benefits of

Membership in

TR

I

O

/

SSS

Skill-Development

Seminars/Workshops

monthly sessions which address topics pertinent

to students

’

academic

and personal success

Cultural and

Social Engagement

Events

free of charge to our members

Attend Student Conferences

develop leadership skillsSlide12

TR

I

O

/

SSS

celebrates success!Slide13

Students don’t know

what they don’t know!

First-generation students (and others) have unique

needs and

expectations:

Absence of role models and guidance along the way

Lack of trust in society – others different from themselves

Feel the pressure to

succeed (way out)

Feel isolated ‘the only

one experiencing all that lack of knowledge’Do not know what to expectNo one to answer questions and help them navigate the systemSlide14

Students don’t know

what they don’t know!

S

tudents with unique

needs and

expectations:

Not used to making financial decisions that impact their future

Unsure how to establish academic goals or personal goals

Misperception on how to choose the right major and

how to set academic

objectives Do not know the resources available to them and their needsNeed individualized attentionDo not know how to gain true ownership of their educationSlide15

How can faculty support the whole student

They

turn to

advisors

and/or

faculty

for answers

, guidance and supportUnderstand their unique needs and expectationsUnderstand and learn about their background, family structure, and support system (or lack of)

Sensitivity to their lack of trust in the system

Institutional responsibility – everyone at institution can assist in their success and needs to be prepared to helpInstitutional support – address the needs and issues of all students  keep them engaged = persistence and completionSlide16

How can faculty support the whole student

First-generation students (and others)

have

unique needs and expectations:

Establish community

Stay attuned to students

Develop individual connections

Create positive ‘we can do’ environment

Be a sympathetic professor – remember what it was like when we went through the college experienceHelp students establish not just academic goals but also personal goals needed to support their academic objectivesSlide17

What research shows…

Komives

and Woodard (2001) indicate that 'one of the

most powerful positive influences

on students'

persistence

in college is

individual attention'  Individual support and institutional responsiveness are also powerful factors in student persistenceStudents who feel connected and engaged will persist and be more successful

in college

Research (Campbell & Campbell, 1997; Kuh & Hu, 1991) shows that student-faculty relationships are crucial during a student’s time in college Good relationships with faculty help students feel connected with the institutionOne of the responsibilities of a good advisor/coach is to

help students develop those relationships with faculty

and encourage

connections at various institutional levelsSlide18

What research shows…

Faculty are often among the

first to notice

when students are

experiencing problems

and sometimes those are problems we are not able, nor qualified, to

address

To

help our role in addressing students’ needs, develop a list of information/links to the resources our institution provides:academic advising and coaching peer tutoring and study groups – specific schedules, location and subjectswalk-in and individual tutoring – location of center

supplemental instruction

information (seminars schedules/handouts) on: note-taking; time-management; test anxiety; exam preparation; stress management; résumé/interviewing, dinner etiquette; balancing life: work, family, academics and fun; self-care, mental health, etc.academic organizations and student clubs, local chapters of national/state organizations for college access and successmental health counseling and resourcesSlide19

table discussions:

Based on information above, what can we do better to support the whole student

?

… as Faculty

?

… as

Institution?

… as

Alliance?Slide20
Slide21

resources

The Ohio State University — Center for Higher Education Enterprise -

CHEE's

primary activities include research, policy analysis, and outreach that will help make higher education more accessible, affordable, engaged and all-around excellent. Click the images below to learn more about CHEE's focus areas.

http://

chee.osu.edu/who-we-are/about-chee.html

https

://chee.osu.edu/what-we-do/resources/students-of-color-in-stem.pdf

https://chee.osu.edu/what-we-do/resources/black-male-collegians.pdfSlide22

resources

NACADA

http://www.nacada.ksu.edu

/

https://

www.heacademy.ac.uk/resources/detail/inclusion/wprs/WPRS_retention_synthesis

http://

nsse.indiana.edu/pdf/NSSE2005_annual_report.pdf

Education Advisory Board https://www.eab.com/areas-of-expertise/student-success

Center for Student Opportunity (CSO

)  I’m First: http://www.imfirst.org

/

RPGroup

:

www.rpgroup.org/projects/student-support

http

://

rpgroup.org/sites/default/files/StudentSupportRedefined-10WaysFacultyCanSupportStudentSuccess-Summer2013.pdf