#UNTAdv14 P.A.S.S.Promoting Academic Student Success

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P.A.S.S.-Promoting Academic Student Success
#UNTAdv14 UNT Advising Conference session by Kiara Smith
May 22, 2014
Collin College - Preston Ridge Campus

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  • -GPA less than 2.0-explain academic levels-students are being held accountable more-resources were scarce-touch points throughout the semester-change labeling (yes made mistake, but given resources to correct past behaviors)
  • Utilize resources to be successful (A, B, C grades) each semester.Apply resources to complete short and long term goals, both academic and personal.
  • Pass aroundnewletter
  • -enroll in EDUC/HDEV-limit hours of enrollmentComplete 1 workshop-engagement with instructors and advisor (as needed and w/ MPR)-support services-special population (prob1)
  • Each student in the P.A.S.S. Program is added to the eCampus community NLC-Student-Success. Here they will find information related to student success and updates on the program, as well as a calendar of workshops for the semester. -Each student also received an email with important information as well (i.e. newsletter, drop deadlines, etc).
  • -although there were 772 students total, reiterate the program was revamped mid-fall semester so this is a major accomplishment-last semester offered career services workshop for undecided students
  • SP13-presentation panel w/ deans and former students (athlete)FA13-career advising and exploration workshopTime Mgmt-most participants
  • -Increase engagement and awareness-required for priority registration
  • Total of 39 students cameSecond day had to turn students away
  • -online-indirectly related to academics-explain directions-read submission paperFuture planning-videos
  • 34 survey participants
  • #UNTAdv14 P.A.S.S.Promoting Academic Student Success

    1. 1. Kiara Smith P.A.S.S. Coordinator-North Lake College UCAN Conference-May 22, 2014 P.A.S.S. Promoting Academic Student Success
    2. 2. Student retention has been, is currently, and will continue to be a hot topic within higher education. Large numbers of underprepared students enter colleges and universities each semester, and institutions have prepared by implementing student success programs. Many of these programs, however, are designed to be safeguards from academic trouble. They provide access to campus support such as free tutoring, intentional student engagement, case management and more. Often, these resources are underutilized by the very students that need the services, but for some reason or another fail to take advantage of them. This in turn leads to academic difficulties for the student and retention issues for the institution. Proposal
    3. 3. • Good • Probation 1 – Transfer-in students • Suspension • Probation 2 • Dismissal • Probation 3 • Indefinite Dismissal Academic Standing for DCCCD
    4. 4. The P.A.S.S. program is a mandatory resource for students on academic probation. The goal of the program is to promote the success of the whole student, providing them with information that should help move them toward academic and personal excellence. The student must take responsibility for assessing what it is they specifically need to do to be successful, and then applying what they learn to future semesters. Overview
    5. 5. P.A.S.S. students will be able to • Identify their personal barriers to success. • Identify resources to overcome academic challenges. • Identify relevant information to make decisions regarding academic and career goals. Student Learning Outcomes
    6. 6. • 772 students on academic probation • 441 are repeating a course for grade improvement • 239 are enrolled in one or more developmental courses • 541 received an F, D, or W in Fall 2013 The good news… • 156 (20%) utilized the resources directly offered by the P.A.S.S. program and Educational Planning Center Spring 2014 Demographics
    7. 7. P.A.S.S. Program Requirements
    8. 8. Contract Each student must meet with an advisor for registration. Mandatory requirements are explained and courses selected. Support services that best benefit the individual are discussed.
    9. 9. eCampus Community
    10. 10. Workshops Each P.A.S.S. student is required to complete at least one workshop. Workshops are offered in a blended model: on-campus and online. 7 students attended the on- campus workshop for Fall 2013. 24 students completed an online workshop.
    11. 11. Requirements: Workshops 119 students completed a workshop for Spring 2014: 39 students attended the on-campus workshop. 137 students completed an online workshop. 37 students completed two or more workshops.
    12. 12. Each student is required to meet with each of their instructors for a midterm progress discussion. The student then meets with an academic advisor for educational planning based on their mid-semester progress. Requirements: Midterm Report
    13. 13. Workshop Highlight
    14. 14. Workshop Highlight: A Reflection
    15. 15. End of Semester Data
    16. 16. • Went back to Good academic standing • Remained at current academic level – Prob1 – Prob2 – Prob3 • Used P.A.S.S. resources – Went to good standing – Remained on probation Student Success
    17. 17. • 70% agreed: Overall, the P.A.S.S. program was beneficial to my academic progress this semester. • 56% agreed: Overall, the P.A.S.S. program was beneficial to my personal/social life this semester. • 68% agreed: The workshops offered were relevant and addressed my past academic challenges. Student Feedback
    18. 18. • 59% agreed: There were enough workshops offered to meet my academic/personal needs. • 88% agreed: I now have a better understanding of what I need to do to be successful in college and accomplish my goals. • 59% contacted and advisor during the semester for assistance with an academic/personal issue. Student Feedback
    19. 19. • Workshop videos • Partnerships – Faculty – Career services • eCampus Community Future Planning
    20. 20. Q&A

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