1. Advising from Coast to Coast Supporting your Out of State Student Population 2012 NACADA Region 4 ConferenceJenna NobiliUniversity of Central Florida
2. Learning Outcomes• Understand the structure and key campus partners that are essential in building such a program• Recognize the successes and challenges of the program• Reflect on the relevancy of the program in reference to the out-of-state population and dynamic at your institution• Identify student populations at your institution who may benefit from targeted services
3. OSSM (pronounced "awesome") is the Out of State StudentMentoring program at UCF. The OSSM program is structured as a Living-Learning Community, where participatingstudents live together on the same residence hall floor andhave unique opportunities and experiences that help themget involved at UCF and connect to the Orlando community.
4. Institutional ProfileUniversity of Central Florida• Location: Orlando, FL• 2nd largest institution in the nation• Over 90 undergraduate degree programs• Over 100 graduate degree programs• Florida Resident Tuition & Fees: $5,200/ academic year• Nonresident Tuition & Fees: $19,800/ academic yearFall 2011 Profile• Total Student Population: 58,587 (49,900 undergrad)• Incoming Freshman Class: 6,336• Average SAT: 1384 ~ Average ACT: 30• Out of State Population: 4%
5. OSSM: The Beginnings• 2003/2004: Low out of state first-second year retention rates compared to overall FTIC • Overall first-second year retention rates (averaging ≈ 84%) • Out of state retention rates (averaging ≈75%)• 2005- Out of State Student Mentoring Program created • Peer Mentor program only • First Year Experience office• Qualitative feedback- Feelings of isolation; peers not in same situation • Low percentage of out of state in comparison to institution size (typically 4%-6% of first year class is out of state) • Florida roommates were going home often on weekends
6. OSSM: Living-Learning Community2008- Expansion to Living-Learning Community (LLC)• Accommodated 56 students living on same residential floor• Collaboration with Housing and Residence Life• 6 Peer Mentors; 2 Resident Assistants• 1 section of Composition 1 (English) course
7. OSSM: Academic Advising2009- First Year Advising and Exploration partnership• Assigned academic advisor• Expanded course options to include Composition II and Strategies for Success courses• Common reader between Composition I and Success course in fall• Academic support- advising in community; workshops• Additional professional staff member to assist with programming and recruitment efforts
8. Living-Learning Community Expansion2011- Doubled size of LLC from 56- 112 residents• LLC now has their own residence hall building• 13 peer mentors; 4 Resident Assistants• Graduate Assistant• More course options from General Education Program: Psychology, Human Species, U.S. History, American National Government, and Cinema Survey
9. Support from Academic Advisor• OSSM Information Sessions at Orientations during summer• Registration in OSSM-reserved course work• Mandatory advising appointment in fall semester• Advising intake form• Academic Support- Workshops in residence halls from Peer Mentors, Graduate Assistant and Advisor• Knights Achievement- Out-of-State students on scholarship • Scholarship requirements • GPA Calculations • Goal Setting • Action Plans
10. Other Support from Advising• Assistance with recruitment/marketing efforts each spring• Follow-up with students in summer• Connection with students in attendance at summer B term• August- Out of State Orientation and Lunch• Peer Mentor Training• Attendance at social activities• Community Service events
11. Current Structure of OSSM Living-Learning Community OSSM Living-Learning First Year Peer Mentors Experience (12-13) Community Coordinator 112 students OSSM Graduate Assistant Housing and First Year Advising Residence Life & Exploration Area Coordinator Academic Advisor Support to scholarship recipientsAdmin support Reservedfrom Assistant Resident Assistants (3-4) course work Director (7-8 course options/year)
12. Budget• Support from Housing • Peer Mentor stipend • Labor Day trip • T-Shirts• First Year Experience- August orientation lunch• Grants • Recruitment/Marketing materials • Additional programming• Division/Office Support for Graduate Assistant
13. Success of OSSM Program: Retention DataCohort OSSM General Difference Overall FTIC Retention Rate Out of State Retention Rate Retention Rate2010-2011 87.2% 78.8% + 8.4% 87.3%2009-2010 87.2% 76.1% + 11.1% 86.7%2008-2009 87.8% 79.5% + 8.3% 87.1%
14. Success of OSSM Program: GPAs Cohort OSSM All FTIC Average GPA Average GPA Fall 2011 3.16 3.0 2010/2011 3.18 2.9 2009/2010 3.19 2.9 GPA reported is the institutional “UCF GPA”OSSM students taking at least one OSSM-related course averaged a 3.22 GPA for the fall 2011 semester.
15. Success of OSSM Program: Qualitative Data Data from Fall 2011 End-of-Semester SurveyTop 3 OSSM Services that aided in Top 3 Benefits of Taking an OSSM coursethe student’s transition to UCF 1. Provided student with the opportunity1. Living with other out of state to make friends students 2. Enhanced overall quality of class2. Working with an OSSM academic 3. Gave student an instant network of advisor people to study with3. Taking classes with out of state students 97% of students “agreed” or “strongly agreed” that living in the OSSM building helped them have a smooth transition to UCF
16. Success of OSSM Program: Qualitative Data Student Comments from Fall 2011 End-of-Semester Survey“Living with OSSM is a great way to establish communitywith other students who are going through the sametransition as you” “It allowed me to enjoy my first semester without feeling like I was the only out of state student”“The OSSM dorm keeps me up to date with on-campusevents and sporting events” “I have made a bunch of new friends with people from all around the United States”“OSSM becomes a family that helps youcram for midterms and throws birthdayparties”
17. Challenges of OSSM Program• Inconsistent budget!- Hard to plan each year• Faculty Collaboration with common course work- “Buy In”• Reserved course work only optional• Low attendance for events • Spring events- drop in attendance • Could increase in size be hurting the program?• “Hyper-Bonding”- Conduct Issues• Living-Learning Community Structure at UCF • Currently no “point person” or office to report to • New Position in Housing- Assistant Director for Academic Initiatives• Tracking- How University/offices “define” out of state• Advising Load- Balancing demand with time
18. How is this relevant to MY institution?• Out-of-state students in Florida • State limit on out of state attendance • State incentives: Bright Futures Scholarship program and Florida Prepaid College program• National Trend: Out of state students as revenue streamHoover, E. & Keller, J. (2011). More students migrate away from home. Retrieved from The Chronicle Website: http://chronicle.com/article/the-cross-country-recruitment/129577Wilmath, K. (2011). Florida’s state universities look at new revenue streams. Retrieved from St. Petersburg Times Website: tampabay.com
19. Florida Institutions: Out of State Populations As reported by NCES College Navigator (Fall 2010 Enrollment) http://nces.ed.gov/collegenavigator/ Florida Institution Out of State Population University of Central Florida 4% Florida International University 3% University of Florida 4% University of South Florida 5% Florida State University 8% Florida Atlantic University 8% University of North Florida 2% Florida Gulf Coast University 8% University of West Florida 7% Florida A&M University 19% New College of Florida 20%
20. Region 4 States: Out of State Populations As reported by NCES College Navigator (Fall 2010 Enrollment) http://nces.ed.gov/collegenavigator/Institution Out of State State PopulationUniversity of Georgia 11% GeorgiaGeorgia State University 4% GeorgiaValdosta State University 2% GeorgiaKennesaw State University 3% GeorgiaUniversity of Alabama-Birmingham 10% AlabamaAlabama State- Montgomery 37% AlabamaThe University of Alabama-Tuscaloosa 42% AlabamaUniversity of North Alabama- Florence 11% AlabamaMississippi State University 34% MississippiUniversity of Southern Mississippi 21% Mississippi
21. Questions to Consider Institutional Needs1. Are out-of-state students a minority population at my institution?2. What are the retention rates of these students?3. Has any qualitative feedback been collected from out-of-state students about their transition and experience at my institution?4. Are there any current programs or initiatives that exist to support out-of-state students?
22. Questions to Consider for Implementation1. What offices or departments would be the “key players” in developing an out-of-state program or living-learning community at my institution?2. Is there a budget to support this initiative?3. What additional layers of support can be provided for free?4. Considering the model reviewed today and issues discussed, are there other populations at your institution that could benefit from any of the following services? • Assigned academic advising • Targeted advising services • Peer mentor support • Living-learning community