Counselor cop deck 4 26

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  • Vets- Service Members Opportunity Colleges
  • U of Michigan staff resources available to studentsUniversity College- Cork
  • Counselor cop deck 4 26

    1. 1. MetLife Phase 2:Counselor Community of PracticeVirtual Session April 26, 2012
    2. 2. Today’s Emphasis2
    3. 3. Agenda – Virtual Session #2  Introductions (10 min)  Education Expressway (50 min)  What support services are available for mature students?  How do they know about them?  Persistence Parkway (15 min)  Do your policies support students’ efforts?  Your Best Ideas from Today (10 min)  Confirm next COP topics (5 min)3
    4. 4. Services for Mature Students How are their needs different?  Sandwich generation  Disability issues  Health insurance  Veterans affairs  PLA  Remedial courses  Study skills  Technology assistance  Financial Aid
    5. 5. Innovation in Student Services Financial aid specifically for mature students Match students with others who can help Child care/elder care assistance for students and staff Transportation solutions  Public transportation pass  Parking/Escort to car  Safety workshops  Inter-campus shuttle Mature Student Officer Social Networking Sites
    6. 6. Getting the Word Out  Orientation  Emails  Faculty and Staff  Messages through online courseware  Bulletin boards- Actual and electronic  Texting6
    7. 7. Keys to Persistence  Planning process tailored to students’ needs  Self- Motivation  Knowledge of available resources  Supportive network7
    8. 8. One Study- Eight Themes  Major life transitions  Multi-faceted educational goals  Awareness of personal assets  Relationships with professors  Peer relationships  Life-role conflicts  Supportive institutional infrastructure  Experiential learning opportunities8 Source: Mature Students in the Persistence Puzzle, Canadian Council on Learning, 2008
    9. 9. The Problem • Low rates of student persistence in community colleges • Community college responses to persistence frameworks, such as implementing student support services, have had minimal impact in increasing retention and persistence. Source: Institutional Policies and Student Use of Support Services: Beware Unintended Consequences, Community College Research Center, Teachers College/Columbia University9 Council for Opportunity in Education’s 27th Annual Conference, September 18, 2008
    10. 10. Influence of Support Services • Participating in support services was related to progress toward a degree – Of students using two or more services, 80% made progress toward a degree – Of students using fewer than two services, 60% made progress10
    11. 11. Differential Access to Services • Support services were generally open to everyone but not all students accessed them equally • This inequality was institutionally structured: Policies and practices actually discouraged student use of services11
    12. 12. Example: Student Success Courses • Northern Community College only required full-time students to take Student Success – “I asked if I had to take this class, the Forum, and they said no I don’t have to because I’m a part-time student. I say what if I go back and be a full time. [They said] you’re not now, so you don’t have to.” – “Sometimes they have like tutors in the building, peers. But I’ve never been to one myself personally because usually they charge.” • Part-time students are more likely to need the information provided in these classes12
    13. 13. Program Advising • College counselors – Available to everyone during mass registration. Information provided ranged from adequate to incorrect. Using them is like “throwing darts at a board.” • Program counselors or faculty advisors – Available to those who have declared a major or completed a certain number of credits. Information provided was useful but eligibility was confusing. • “Casual counselors” – Available to those who take the initiative. Information provided was most helpful but available to the13 fewest students
    14. 14. Unintended Consequences  College policies addressing student support services inadvertently leave out some students.  Access easiest for those with the most pre-existing capital  Students entering college with the greatest level of family resource used more services (2.25 v. 2.0)  Need networks to access services  Part-time, older, low-income students less likely to create networks or have a chance to participate14
    15. 15. Study Conclusions  “Open access” doesn’t mean all will participate  General advising is less effective than personalized advising  Savvy students find their own information; the students who need the information don’t have the savvy to get it  Word-of-mouth doesn’t reach all students  Students who are part of a network get the best information; but students who need the information aren’t part of networks15
    16. 16. 16
    17. 17. Next Session  Job Seeker Junction  What’s new in job search coaching?  How much counseling is reasonable?  Social networking, e-folios, video interviews  LinkedIn – “CAEL Career Pathways and Counselor Initiative”  Post and check17

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