This document outlines a program at Youngstown State University that provides mandatory academic intervention services to at-risk first-year students. It describes the university and student demographics, retention data, and the conditional admission policy. It then details the intervention services, which include individual meetings using motivational interviewing techniques to develop study skills and address challenges. Examples of session topics and case studies are provided to illustrate how the program provides tailored support to help students persist academically.

1. Retaining At-risk Students
Through Mandatory
Academic Intervention
Services
Rebecca McMenamin
Mike Poljak
Graduate Assistant Interns
Center for Student Progress,Youngstown State University

2. Outline
 Youngstown State University Profile
 Center for Student Progress
 Intervention Services Overview
 First-year students demographics
 Retention Data
 Conditional Admission Policy
 Predictors of first-year college persistence
 Motivational Interviewing techniques
 Outline of study skill topics
 Activity
 Case Studies

3. Youngstown State University
 University Facts
 Mid-size Urban Research Institution
 Over 115 undergraduate programs, 44
masters programs and 3 doctoral
 $7,900/year in-state tuition & fees
 Student Demographics
 13,381 total students; 1,203 grad
students
 46% male, 54% female; 18% minority,1.5%
international students
 95% are from within 8 miles of the campus
 25% are from 6 local high schools

4. Center For Student Progress
 Founded in 1996
 Services Include:
 Orientation Services
 First-year Student Services
 Individual Intervention
 Multicultural Student Services
 StudentTutorial Services
 Supplemental Instruction
Services
 Disability Services
CSP Staff
BeckyVarian, Director
10 Coordinators
4 Admin Support
6 Graduate Assistants

5. First-Year Student Profile
 61% take developmental
classes
 Over 77% work more than
half time
 90% commute toYSU
 20% are conditionally-
admitted
 56% are 1st-generation
 32% are non-traditional
 54% receive Pell Grant
 21% are underrepresented
population
 Average H.S. GPA
 2014 – 3.11 (new admission
policy)
 2013 – 2.97
2014-2015 Peer
Mentors

6. Usage and Retention Data 2013-2014
 Served 5,880 individual students
 Provided over 43,200 contact hours with students
Fall to Fall Retention of 1st year Students

7. Conditional Admission (CA) Policy
 H.S. GPA is below a 2.00 Or composite ACT is below a 17
 Transfer GPA is below a 2.00
 Requirements:
1. Cannot start during summer session
2. Must attend freshman orientation
3. Must be classified as a “undetermined” major
4. Must fulfill a contract with the Center for Student Progress,
including weekly meetings with a coordinator and two
appointments with academic advisor
5. Cannot take more than 14 credit hours
6. Students placed in RSS 1510A, B or ENGL 1539, 1540 must
take these courses in 1st semester and may not withdraw
unless they completely exiting the university
7. Restricted to an approved list of courses
8. Achieve a 2.00 or higher to be fully-admitted

8. Individual Intervention Services
 Individual meetings with a “Success Coach”
 Holistic approach that focuses on the individual
 Campus referral process
 Starfish® EarlyWarning program resolves class
attendance and poor grades.

9. Motivational Interviewing (MI)
 Person-centered, directive counseling approach that
focuses on resolving ambivalence and enhancing
motivation for change.
 Collaboration builds rapport and facilitates trust
 Draw out the individual’s own thoughts and ideas
 Lasting change is more likely to occur when the student discovers
their own reasons and determination to change
 True power for change rests within the student
 Principles
 Express Empathy
 Support Self-Efficacy
 Roll with Resistance
 Develop Discrepancy
(Rollnick & Miller, 1995)

10. Sample MI Questions and Statements
 For Reflective Listening
 “You’re feeling frustrated with…”
 “So, if I understand you so far…”
 For Developing Discrepancies
 “If things worked out exactly as you like, what would be different?”
 “What difficulties have you encountered in trying to change your…”
 For Rolling with Resistance
 “It’s okay if you don’t think any of these ideas will work for you, perhaps you’ve
been thinking about something that might work instead?”
 “Ultimately, it’s your decision. So, what would you like to try?
 Supporting Self-Efficacy
 “How important is this to you?”
 “It sounds like to want to…? What personal strengths do you have that will help
you succeed?”
 Reinforcing Positive Change-talk and New Behaviors
 “That sounds like a great idea.”
 “That’s a great point.”
 “You’ve really changed the way you… How do you feel about that?”
(Rollnick & Miller, 1995)

11. Benefits of Mandated Individual Interventions
 Tailored approach for each individual
 Mandated Students = great opportunity
 Rapport and trust building
 Personal cheerleader/advocate
 “One-stop” support service
 Fosters change and independent
learning
 Prevents / Diffuses crisis

12. Session Topics
 Intake: Develop action
and goal Plan
 Time Management
 Syllabus Review
 Learning Style
 Test-taking strategies
 Note-taking strategies
 Reading the textbook
 Managing stress
 Registration
 Writing Process
 Presentation skills
 Midterm reflection
 Finals preparation
 Wrap-up – review of goals
and accomplishments

13. Sample Lesson:
Learning Styles Inventory
Beatrice, Jonelle A. Learning to StudyThrough CriticalThinking.
Irwin: Chicago, 1995

15. Case Study 1
 Amanda
 18 years old – traditional student
 White, middle-class
 2.53 high school GPA
 13 composite ACT – 8 in Math
 Major: Early Childhood Education, Special Education Certificate
 Amanda feels confident about her academic abilities, except in
math. She understands math problems in class and on the
homework, but fails the weekly tests. She does not see the
point of taking math in college and it makes her question why
she is atYSU.

16. Case Study 2
 Patrick
 24 years old, non-traditional student
 Veteran, Marine infantry
 2.10 high school GPA
 Major: Mechanical Engineering
 Patrick reports that he is having trouble staying focused in class
and feels like he is getting behind. He continually shakes his leg
rapidly up and down as he sits in your office. He also remarks
on how college is way different from the military and how it’s
difficult to connect with professors and peers. He also
experiences a lot of frustration with relearning math and
writing skills that he learned in high school.

17. Case Study 3
 Mario
 18 years old, traditional student
 Latino, first-generation student, low SES
 2.50 high school GPA
 Major: Business
 Mario reported that he needs help managing time. His family
expects him to contribute financially and also help with
younger siblings. He has been missing classes because of
working 3rd shift, but receives the notes from classmates.
Attendance is not graded so it’s not a major concern. He feels
like he knows the material, but has done poorly on the last two
exams.

18. Questions?
 Contact us!
 Rebecca McMenamin
 rmcmenamin@student.ysu.edu
 Mike Poljak
 mjpoljak@student.ysu.edu
(330) 941-3538
Center for Student Progress
Youngstown State University

19. References
 Iarussi, M. (2013). Examining how motivational
interviewing may foster college student development.
Jounal of College Counseling, 16, 158-175.
 Kahn, J.H., & Nauta, M. M. (2001). Social-cognitive
predictors of first-year college persistence;The
importance of proximal assessment. Research in
Higher Education, (42)6, 633-652.
 Rollnick, S., & Miller,W.R. (1995). What is motivational
interviewing? Behavioural and Cognitive
Psychotherapy, 23, 325-334.