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Our role in retention

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  • In 2000, 2,308,186 Veterans received Disability; in 2010, there were 3,210, 261 recipients In 2000, 3,427,925 Veterans were patients; in 2010, 5,351,873 were. In 2007–08,48 percent of all military undergraduates were married, and 47 percent were raising children either with or without a spouse.

Our role in retention Our role in retention Presentation Transcript

  • Our Role inRetentionThe Library as Liaison to “At Risk” StudentsMiami University HamiltonKathleen Pickens-French, Krista McDonald, Mark Shores, & Polly Whitaker
  • Adult Learners Videos have been removed to protect the student’s privacy
  • Adult LearnersFace challenges that may not affect younger students as much• Not as computer/technology savvy• Less recent classroom experience• Full time jobs or careers• Family responsibilities – raising children, elder care• Health issues• Involvement in community and church
  • Bad News Good NewsThese challenges lead to Adult learners• Anxiety • Bring life experience to• Frustration learning process • Have made the decision• Self consciousness to learn• Lack of confidence• Neediness / As a result, they are often Overdependence • Highly motivated• Lack of time to seek • Self-directed assistance • Interested and dedicated students
  • Adult Learners by the NumbersMUH Student population• 23 and older – 38% Fall 2011• Hold down jobs – 66%MUH Nursing Students• 23 and older – 55%*• Hold down jobs – 78%**Nursing Survey average 2010/2011
  • How can we help these students?Have the right attitude• Be friendly – make a connection• Show empathy and understanding• Be respectful – not patronizing or condescending• Work with them patientlyGuide them toward independence• Lead them through research process• Be prepared to show them several times• Set boundaries• Help them understand the importance of information literacy in their daily lives
  • How can we help these students?Offer services that accommodate them• Research appointments• Video tutorials & guides• Frequent Users card• Circulate equipment overnight• Offer Library Research course for credit• Quiet space to study
  • When they don’t come to the library…find out whyTop reasons given by nursing students• Lack of time – 60%• Distance from nursing building – 43%• Library hours – 27%• Lack of child care – 9%• Online class - not on campus – 6%• Find information elsewhere – 67%• Unaware of what library offers – 26%Nursing Survey average 2010/11
  • Meet them where they are• Offer library office hours in other buildings• Be available online for research help – IM / Chat reference• Offer assistance in course sites• Create a targeted organization page on course management system (Blackboard)• Attend student organization meetings
  • Make sure they knowwhat we offer• Connect with faculty• Offer workshops that meet a specific need – e.g. NCLEX• Reach out through creative marketing• Collaborate with other campus offices – e.g. Learning Assistance
  • Foster Care Alumni• 75% of foster youth WANT to go to college• Only 7-13% actually enroll (compared to 60% of general population)• 67% of those who enter drop out before graduation Source: Casey.Org
  • Less than 2% willcomplete their degree(compared to 20% of the general population)
  • Unique Needs• Housing• Financial• Support Systems
  • Ohio ReachOur Role• Tours for visiting students• Working with Ohio Reach Liason• Access to Community Resources• Educating Faculty & Increasing Awareness Number of Foster Care Alumni Enrolled at Miami: Hamilton Campus 19 Middletown Campus: 17 Main Oxford Campus: 37
  • More ResourcesState & National Local Initiatives• Ohio Reach • HEMI: Higher Education• Casey.Org Mentoring Initiative (University of Cincinnati, Cincinnati State & Great Oaks Vocational) • ISN: Independent Scholars Network from Wright State
  • Student Veterans Videos have been removed to protect the student’s privacy
  • More Start…Fewer Finish Source: U.S. Census Bureau, Current Population Surveys, annual averages 2000 to 2009. Prepared by the National Center for Veterans Analysis and Statistics
  • Barriers•Lack of Support /Camaraderie•Transition Issues•Combat StressSyndrome•Physical Injury •56% Increase in Veteran Patients •39% Increase in Disability Recipients•Cognitive Difficulties Source:
  • Cognitive DifficultiesPTSD & TBIIraq & Afghanistan Veterans have up to a 40% Risk• Attention and concentration difficulty.• Information processing challenges.• Learning and memory deficits.• Sluggish abstract reasoning.• Slowed executive functions (problem solving, planning, insight/awareness, sequencing).Other challenges often associated with difficulty in performance may include the effect of additional stressors (home, work, unit, etc.), sleep disturbance, difficulty with time management, and panic attacks. Source: American Council on Education Accommodating Student Veterans with Traumatic Brain Injury and Post-traumatic Stress Disorder: Tips for Campus Faculty and Staff
  • Creating Connections • Campus Veterans Day Event – Library Physical Display – Online Presence – Veterans Video
  • Creating Connections• MUH Student Veterans – Facebook – Blackboard• Access to Resources – www.ham.muohio.edu/library
  • LGBTQ • 64% of LGBTQ students were significantly less likely than their allies to feel very comfortable or comfortable with classroom climate • 61% of LGBTQ students have been the target of derogatory remarks • LGBTQ students are more likely to seriously consider leaving their institutionource: Rankin, Sue, Genevieve Weber, Warre Blumenfeld, and Somjen Frazer. 2010 State of HigherEducation for Lesbian, Gay, Bisexual & Transgender People. Charlotte, North Carolina: Campus Pride, 2010.
  • LGBTQ AcademicSuccess and Retention• Research shows that perception of campus climate impacts education and developmental outcomes• Reasonable to assume that this is also true for LGBTQ students
  • Climate at MUH• Faculty diversity climate survey comments and stats• Response to National Coming Out Day initiative this fall
  • Outreach to GLBTQ• Programming sponsorship• Joined Gay Straight Alliance Student Organization• Display of LGBTQ materials• Safe Zone training
  • Again…How can we help these students?Offer services that accommodate them• Research appointments• Video tutorials & guides• Frequent Users card• Circulate equipment overnight• Offer Library Research course for credit• Quiet space to study
  • Discussion Points• How can you get involved with existing campus resources for “at risk” students?• What services/resources do you already have that can be marketed to these groups?• What are additional outreach strategies?
  • Our Role inRetentionThe Library as Liaison to “At Risk” StudentsMiami University HamiltonKathleen Pickens-French, Krista McDonald, Mark Shores, & Polly Whitaker