The Persistence Pipeline: The Intersection of Advisor and Student Roles on the Path to College Success
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The Persistence Pipeline: The Intersection of Advisor and Student Roles on the Path to College Success

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Presented at the 2013 NPEA conference by: The SEED Foundation

Presented at the 2013 NPEA conference by: The SEED Foundation

http://www.educational-access.org/npea_conference_speakers2013.php

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  • G: “She keeps on top of me. She’s always contacting me to make sure my financial situation is going right … and grades … coming to check on us, visit us, twice a year is crazy … real appreciative.”G: “ There were times, where like, you would be there to help me. And then you were like trying to tell me to do things, so I could do it on my part; so I could learn. So I could do it myself just in case there was a time you wasn’t’ there.”A: “Being told that things were being taken care of, (but) going in and checking his account and still seeing that he had a bill. But being reassured from the people at _____ that everything was fine; that the money is probably coming. It’ll be fine before he leaves school.”A: “I had to not only communicate with Ms. _________, I had to go talk to her supervisor; I had to talk to her supervisor’s supervisor.”G: “ That’s the only person that really helped me through that situation … was Ms. ______.”G: “If I didn’t have the help of the CTS team, I probably would have went to the army … I probably wouldn’t have been able to go to school in the spring trimester. First of all, I didn’t know how to get the payment through without anyone else’s help… the Army was plan B anyway.”A: “It’s a constant struggle to figure out where you’re going to lay your head; that becomes your priority. How are you going to eat; that becomes your priority…. Classwork takes a back seat when you’re just trying to meet your basic needs.”G: “CTS has been extraordinary about keeping in contact with students. I’ve never met any other organization that does that. That’s really helpful to me. I see it. I can see it from my eyes that it’s helpful…It makes us feel like somebody’s there; somebody’s always wanting you to excel. That pushes you; that gives you that extra boost. ”

The Persistence Pipeline: The Intersection of Advisor and Student Roles on the Path to College Success Presentation Transcript

  • 1. The Persistence Pipeline:The Intersection of Advisor and Student Roleson the Path to College SuccessNPEA 2013 Annual Conference; April 11, 2013
  • 2. The Persistence Pipeline Introduction Study Design Data Findings Questions and Closing
  • 3. IntroductionThe SEED Foundation • Opens college-preparatory, public boarding schools designed for students who need a 24-hour learning environment to achieve their full potentialThe SEED Schools • Provide an outstanding, intensive educational program that prepares students, both academically and socially, for success in college and beyond
  • 4. IntroductionThe SEED Foundation’sCollege Transition &Support Program • Provides college transitional support by encouraging academic and personal excellence in the lives of SEED School graduates • Helps SEED graduates achieve their postsecondary goals through a variety of programs and services
  • 5. IntroductionThe SEED Foundation’sCollege Transition &Support Program• Personal, academic, financial aid, and career advising• College transition programming• Visits to graduates at college• Scholarship support• Winter and summer social activities• Professional development
  • 6. IntroductionSEED DC Demographicsand Graduate Data• Student body, grades 6-12 o 99.7 percent African American o 75 percent low income• SEED graduates o About 80 percent are first- generation college-bound o 93 percent have been accepted to a 4-year college or university o 92 percent have enrolled in college
  • 7. The Persistence Pipeline Introduction Study Design Data Findings Questions & Closing
  • 8. Study DesignIntrusive Advising• An advising style that sets an expectation and creates a safe space for students to provide access to personal, financial, and academic information for the benefit of the student o Information is also collected through other resources including family, friends, community agencies, college administration, and social media• Includes temporarily accepting roles traditionally held by the student, family, and college administration for the purpose of educating and empowering the student
  • 9. Study DesignIntrusive Advising Enablement Empowerment Educational Ownership
  • 10. Study DesignResearch Method• Case Study o Nuances o Narrative o Story
  • 11. Study DesignProtocol• Purpose: “The impact of CTS advising on the postsecondary progress of SEED graduates” o What are the hurdles impeding the post-secondary progression of our graduates? o What are the successes contributing toward the post- secondary progression of our graduates? o When and how do CTS advisors intersect SEED graduates’ post-secondary trajectories?
  • 12. Study DesignSubjects• Selection• Consent• Confidentiality
  • 13. Study DesignProcedure• Semi-structured interview protocol o Open-ended questions o Conversational style• Three interviews o Recorded• Transcription o Summary method
  • 14. Study DesignData Analysis• Collaborative Effort• Key Findings & Themes
  • 15. The Persistence Pipeline Introduction Study Design Data Findings Questions and Closing
  • 16. VictoriesBarriersGraduateAdvisor G: “ There were times, where like, you would be there to help me. And then you were like trying toGraduate/Advisor Partnership tell me to do things, so I could do it on my part; so I could learn. So I could do it myself just in case G: “CTS has been extraordinary about keeping in contact with there was a time you wasn’t’ there.” students. I’ve never met any other organization that does that. That’s really helpful to me. I see it. I can see it from my eyesSEED Foundation Leadership & Outside Resources G: “ That’s the only person that really helped me through that situation … that it’s helpful…It makes us feel like somebody’s there; somebody’s always wanting you to excel. That pushes you; was Ms. ______.” that gives you that extra boost. ”Key Roles A: “I had to not only communicate with Ms. _________, I had to go talk to her supervisor; I had to talk to her supervisor’s supervisor.” Although Vince persists, so do the systematic problems with funding and RSA. Vince and his advisor often check in with one another to keep him on track for postsecondary success. Still persisting… G: “She keeps on top of me. She’s always contacting me to make sure my financial situation is going right … and grades … A: “It’s a constant struggle to figure coming to check on us, visit us, twice a year is out where you’re going to lay your crazy … real appreciative.” head; that becomes your priority. How are you going to eat; that becomes your priority…. Classwork takes a back seat when you’re just trying to meet your basic needs.” A: “Being told that things were being taken care of, (but) going in and G: “If I didn’t have the help of the CTS checking his account and still seeing team, I probably would have went to that he had a bill. But being the army … I probably wouldn’t have reassured from the people at _____ been able to go to school in the that everything was fine; that the spring trimester. First of all, I didn’t money is probably coming. It’ll be fine know how to get the payment before he leaves school.” through without anyone else’s help… Buy SmartDraw!- purchased copies print this document without a watermark . the Army was plan B anyway.” Visit www.smartdraw.com or call 1-800-768-3729. Withdraw from school; join Army (Plan B)
  • 17. Data (summer/fall first year)• Establishing relationship
  • 18. Data (winter first year)• Obstacles surface
  • 19. Data (summer/fall second year)• Overcoming the obstacles
  • 20. Data (winter/spring second year)• Persisting
  • 21. The Persistence Pipeline Introduction Study Design Data Findings Questions and Closing
  • 22. Findings Vince’s Vince’s Barriers Relationship Victories• Systems failure Vince CTS Advisor • Uninterrupted o Systems that • Determination • Determination Progression were supposed • Fight • Optimism • Satisfactory academic to support him • Appreciation • Supportive performance hindered him • Understanding of • Consistent/accessible • Found off-campus• Financial constraints CTS supports • Various Roles housing for 3rd year of• Loss of housing • Various Roles o Parent/Coach/ school• Limited family support o Self- Teacher • Though delayed,• Lack of heuristic Advocate o Investigator balances were paid for knowledge o Student o Researcher first two years of school o Researcher o Student • Personal growth o Cheerleader o Liaison/Middle Negative Emotions Man o Advocate • Frustration o Expert • False sense of o Connector resolution • Defeat SEED DC Supports CTS Supports Independence
  • 23. FindingsApplying Research Findings to Practice • Focus on relationship building • Develop a safe and informed space for graduates to share information • Take a strengths-based approach; expect students to be capable of doing whatever needs to be done • Utilize all resources to communicate with graduates • As a program policy, require graduates to sign a third- party release form • Track student data (i.e. enrollment, expected financial aid, contact information…)
  • 24. The Persistence Pipeline Introduction Study Design Data Findings Questions and Closing
  • 25. Resources www.seedfoundation.com
  • 26. ResourcesMelissa Freedman, College Support Managermelissa@seedfoundation.comJoi Baker, College Support Advisorjbaker@seedfoundation.comTiffany Blacknall, College Support Advisortblacknall@seedfoundation.com