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Connecting Students to Success
- 1. Leveraging Learning Center Resources to Connect Students to Success Michael Dial Coordinator, Student Success Center The University of South Carolina mdial@sc.edu Mia Cherry Coordinator, Student Success Center The University of South Carolina aecherry@mailbox.sc.edu Scott McDonald Coordinator, Student Success Center The University of South Carolina csm4@mailbox.sc.edu
- 2. Session Agenda Today we will discuss…. • USC – State of the Institution • Theory • The Stages of Change (Transtheoretical Model of Intentional Human Behavior Change) • Intrusive Advising • Motivational Interviewing • The Success Connect Model • Learning Strategies
- 3. UofSC by the Numbers Goal: Enroll 100 additional first-year students in each cohort for ten years. Freshman Class (as of Fall 2015) Applied: 25,736 Enrolled: 5,190 GPA (high school average): 4.01 SAT mid-range: 1130-1280 ACT mid-range: 25-30 (USC Office of Undergraduate Admissions) Enrollment Undergraduate: 25,237 Total: 32,027
- 4. UofSC Challenges Year State $ % of Total Funds FY2001 $250,561,700 40% FY2009 $223,310,213 21% FY2010 $169,763,896 16.3%
- 5. (IPEDS) 87% 88% 92% 96% 97% 97% 82% 84% 86% 88% 90% 92% 94% 96% 98% Tennessee South Carolina Clemson Georgia Tech North Carolina Virginia Retention 1st to 2nd-Year
- 6. Retention Increase Financial Benefit Over 4 Years Additional Students 1% $1,720,383 46 2% $3,440,722 92 3% $5,161,155 137 UofSC First to Second-Year Retention Rate 88%
- 7. Leverage Existing “High Impact” Practices (Kuh,2005) Existing Resources: • Supplemental Instruction • Peer Tutoring • Peer Writing • Academic Consulting • Financial Literacy • Support for Special Pops. Existing Technology: • Tutortrac - SAGE module
- 8. Help Seeking is… • An important developmental skill • An important self-regulated learning skill • Unique among learning strategies
- 9. Stages of Change (Prochaska & DiClemente, 1984) Pre-contemplation Contemplation Preparation Action Maintenance Relapse Transtheoretical Model of Intentional Human Behavior Change • Behavior change occurs through a progression of stages • Includes specific and varied tasks
- 10. Stages of Change – Phase 1 Pre-contemplation Contemplation Preparation Action Maintenance Relapse Precontemplation • Earliest stage in the stages of change • Student is unaware of problem behavior or is unwilling to change Types of Pre-Contemplators • Reluctant • Needs more information • Rebellious • Control issues • Resigned • Lacks optimism • Rationalizing • Has all the answers
- 11. Stages of Change – Phase 1 Pre-contemplation Contemplation Preparation Action Maintenance Relapse Contemplators • Acknowledge that there is a problem • Considering doing something about it * Many campus resources are designed for these students
- 12. Intrusive Advising (Earl, 1987) • First-year students likely have more support available to them than ever before • Responsibility falls on the student’s shoulders Intrusive Outreach • Action-oriented model • Identification of students at “crisis points” • Connections to resources when most appropriate
- 13. 3 Postulates of Intrusive Advising (Earl, 1987) SA staff can be trained to identify students who need assistance Students DO respond to direct contact in which their concerns are identified and help is offered Deficiencies in a student’s “fit” can be treated
- 14. Intentionally designed, personalized emails from a dedicated Success Consultant Walk-in/Student Scheduled Appts Intentional communication with faculty and campus partners. Identifying students in need of assistance. Faculty/Staff Referrals Identified in collaboration with campus partners, targeted outreach to students who may not persist Campus Partner Referrals Success Connect First Year Outreach Faculty Target Populations
- 15. First-Year Student Outreach Learning Strategies Campus Resources University Navigation • All first-year students are assigned a Success Consultant • Intentional email outreach • Walk-in / Student scheduled appointments
- 16. Fall Semester Spring Semester Email #1: Email # 8: • Welcome to the University • Welcome back to campus • Introduce Success Consultant role • Welcome back to campus • Explain Success Consultant & Strong Push to Schedule Appt • "W" Date Reminder • Are you coming back to USC • Question about goals • Deadline to add or drop classes Email #9: • Internships Email #2: • Link: Career Center • Supplemental Instruction & Tutoring • Reasons to Schedule Success Consultations Email #10: • Faculty Referral Process • Importance of engaging faculty • Link: Tutoring • Help with courses • Link: Supplemental Instruction • Link: Tutoring and SI • Link: Out-to-Lunch Faculty Engagement Email #3: • Academic department advising information Email #11: • WF deadling extension • "WF" Date - March 3, 2015 • Info about Counseling • Info about NSE • Link: Advising • Importance of study abroad • Link: Counseling and Psychiatry Center • Link: Study Abroad Email #4: Email #12: • Tutoring: online, drop-in, appointments • UAC - Change of major advising • Peer Leader applications • Transient study process • Link: Tutoring • Link: University Advising Portal • Link: Peer Leader application Email #13: Email #5: New Email • Final exam preparation Reduce Stress • Workshop Info Link: Campus Wellness • Finals Frenzy • Sophomore Bridge Email #6: • Success Consultation - finals study plan Email #14: • Finals Frenzy schedule • Congrats - 1 year down! • What are you doing this summer? Email #7: • Graduation with Leadership Distinction • Congrats - first semester is done 1st Year Curriculum
- 18. • Leverage partnerships with – SI faculty – ENGL101/102 – UNIV101 • TutorTrac SAGE Module Faculty/Staff Referrals
- 19. • Targeted outreach to populations of students identified in collaboration with campus partners • Examples: – LIFE Scholarship Students (State funded scholarship) – Pell Grant recipients who borrow additional money – At-Risk Orientation Leaders – IAP Students Target Populations
- 20. Intervention Model: Success Consultation • 1-hour one-on-one meetings with a trained SSC team member • Structured intervention that can be tailored to each students needs • Focus on self-regulated learning strategies • Grounded in motivational interviewing Review Circumstances Macro Micro Identify Challenges Course Progress Personal Environmental Co-Create Action Plan Skill development Practice task Connect to resources Changes in behavior
- 21. Motivational Interviewing (MI) Motivational Interviewing is a directive, student centered, counseling style for eliciting behavior change by helping students explore and resolve ambivalence/resistance.
- 22. Stages of Change – Phase 2 Pre-contemplation Contemplation Preparation Action Maintenance Relapse Preparation • Ready to make changes • Need to develop a plan Action • Students begin to overtly modify behavior Maintenance • Student works to consolidate gains Relapse • Student may “recycle” through the stages
- 25. Goal Setting
- 26. Goal Setting
- 27. Goal Setting
- 28. Goal Setting
- 29. Goal Setting
- 30. Goal Setting
- 31. Time Management
- 32. GPA Calculation
- 33. Prioritization
- 34. • Navigation of: • Blackboard • Transcript • Syllabi • Academic bulletin • Referrals to campus resources like: • Career Center • Counseling • Financial Aid • Registrar • Faculty Other Topics
- 35. Promising Practice • Confluence of an intrusive approach to retention and the appreciative approach to intervention • Developmentally, Success Connect targets students as they transition to college in the first year, assigning a Success Consultant as an early point of contact • High percentage of email opens (>60%) and email responses to Success Consultants (18% of 5,128 students in fall 2014)
- 36. Promising Practice • Faculty referrals in high DFW, SI supported courses: – Provides reinforcement of the standards and expectations – Creates student perception that faculty are engaged in their academic success
- 37. 1. What resources do you have access to on your campus or in your office that you could tap into? 2. Who are the “at-risk” students on your campus? How do/could you identify them? How could you make contact with them? What type of intervention is necessary? 3. How could you make use of peers in reaching out and intervening with at-risk students?
Editor's Notes
- Help Seeking is: An important developmental skill An important self-regulated learning skill Unique among learning strategies Help seeking is unique because for many students it may represent a deficiency in their abilities, where in fact the awareness of one’s own need and willingness to ask for help is a trait of a developmentally mature individual – we may have trouble with this as highly educated adults. So why don’t college students ask for help: Feeling of deficiency Don’t know who to ask – not connected to someone to ask Procrastination – too late to ask
- Reluctant – Needs more information Lack of knowledge/do not want to consider change Rebellious Aware of the problem Often invested in the problem/problem behavior Invested in making their own decisions – “don’t tell me what to do” Resigned Lack of energy or investment Given up on the possibility of change Overwhelmed by the problem Rationalizing Appears to have all the answers Not considering change because of personal risk May believe their problems are someone else’s fault
- First-year students likely have more support available to them than ever before With development and its associated expectations of independence, the responsibility often falls on the student’s shoulders Often, Students are unaware of their own need to seek help
- Intrusive Advising seeks to connect with students
- Preparation Ready to make changes Need to develop a plan Commitment doesn’t mean that change or help-seeking is guaranteed Change methods may not be effective (that’s ok!) Action Students begin to overtly modify behavior Students begin to put plans into practice Maintenance Final stage in the process of change* Student works to consolidate gains Struggles to prevent relapse Relapse Student may “recycle” through the stages This is okay! And normal! Shouldn’t be considered a failure, rather a step back