The document proposes updates to Central Connecticut State University's early intervention program to improve student success and retention. It recommends implementing a new StudentPRO system to provide students with self-assessments and notifications about their academic progress. Faculty would use the system to flag at-risk students, who would then be required to meet with an advisor ("PRO") to develop a success plan connecting them with campus resources and support services. The proposal aims to increase collaboration between faculty, staff and administrators to better engage and support students through an early intervention program.

1. Early Intervention Programsat Central Connecticut State University How Can they positively impact student success & retention? Michele DeVoe Alison ValoneSuhocki Laura Rogalski

2. Capstone Project Story Board Step 1: Defining The Problem

3. Part One What Will You Know? Why student success is important in higher education What student development theories support institutional focus on student success & retention What other institutions are doing to support student success and retention What CCSU is currently doing to support student success and retention

5. Audience Participation Why Does This Matter? In your area of work, name one thing that you specifically do to contribute to student success?

7. Engaged

8. Supported

9. Motivated to succeedTHEY WILL NOT FEEL A SENSE OF DEDICATION TO THEIR WORK AND WILL NOT BE SUCCESSFUL IN COMPLETING THEIR EDUCATION.

10. Student Development Theories Psychosocial & Identity Development: Chickering (1987)– Seven Vectors (Developing Competence, Managing Emotions, Moving through Autonomy toward Interdependence, Developing Mature Interpersonal Relationships, Establishing Identity, Developing Purpose, Developing Integrity) Cognitive-Structural: Perry (1968) – Theory of Intellectual and Ethical Development Dualism (Stages 1-3), Relativism Discovered (Stages 4-6), Development of Commitment in Relativism (Stages 7-9) Epistemological Reflection Baxter Magolda (1992) – Internal Authority (“Self Authorship”), which allows us to define our beliefs, identity & social relations “It was a shift from accepting knowledge from authorities to constructing knowledge herself, made possible by a shift from defining herself through others’ perceptions to defining herself based on internally constructed values.” (Baxter Magolda, 2003; p 231)

11. Model Program: Purdue University SIGNALS Program

12. Current Program at CCSU Early Academic Warning (EAW) Program: Banner operating system Faculty flag students, who are then directed to two (2) different offices, based on the following characteristics: The student will be contacted by individuals in either office to set up a meeting to discuss academic performance. Students are contacted by e-mail, phone and/or a postcard When/If the student responds, administrators meet with the student and determine the present issues, what steps to take, and what other resources to utilize on campus. In the near future: Piloting an Early Academic Warning website that will allow students to take more responsibility in taking advantage of support services on campus If “Other” is indicated, it is up to the discretion of the department to meet with the student, depending on other flagged characteristics.

13. Current Program at CCSU What is working? Genuine concern for student success at CCSU, but not supported campus-wide Students who do meet with the Learning Center and Student Affairs are responsive to the concerns of the staff and feel supported by the efforts of the staff. CCSU is able to identify students at-risk CCSU has developed a comprehensive Academic Probation program to track their success What is not working? Students are not aware of the Early Academic Warning program A majority of students flagged are non-responsive to the communication techniques utilized by the EAW program Staffing and physical space are inadequate for the amount of students flagged through the system, as well as for the total population of attending students at CCSU The assessment data thus far has shown only a slightly significant increase in semester GPA after receiving support services from the Learning Center Assessments on the effectiveness of the EAW program are limited at this time and there is not an adequate idea of whether or not the students are more successful after receiving interventions

14. Part Two What is the responsibility of Central Connecticut State University in regards to the success and retention of it’s student population?

15. Why Is This Important? Central Connecticut State University’s Strategic Plan Objective 1.6 Increase collaboration and partnerships between Academic Affairs and Student Affairs to promote student learning. Objective 2.1. Improve the retention rate for first-time, full-time students between their freshmen, sophomore, and junior years. Objective 2.2: Improve six-year graduation rate for first-time, full-time students. Objective 2.5: Establish standards for the quality of academic advising, and promote their adoption and evaluation throughout the university. Objective 6.4: Increase the value of endowment.

16. Why Is This Important? Financial Implications: Retention and graduation rates are utilized as indicators of performance for the institution and performance budgeting or financing (Titus, 2006). As outside sources of funding have decreased, more and more institutions are relying on tuition for revenue, making the need to improve retention rates much more critical (Titus, 2006). SO, by increasing retention rates, specifically in these times of economic crisis, institutions can increase revenue by maintaining the income sustained by tuition payments, thus sustaining themselves without worrying about outside funding or support. Cost to the University

17. Updated Program outcomes & Recommendations for the early academic warning program at Ccsu Recommendations for the Future

18. Program Outcomes Students will understand the importance of Early Academic Warning and what it means for them. How will they know? – The university will provide students with information regarding methods to improve academic performance through the university website, via email, and through workshops and individual meetings. Assessment – Students will be able to effectively communicate an understanding of the process of Early Academic Warning to their advisor and/or staff members .

19. Program Outcomes Students will demonstrate an ability to utilize campus resources available to support them in improving academic performance. How will they know? – The University will require the student to complete specific steps in order to demonstrate their use of and participation in campus resources. Assessment – Students will be able to demonstrate an ability to utilize campus resources after completing the Early Academic Warning Success Plan forms.

20. Program Outcomes Students will establish a relationship with an administrator, faculty member, counselor or advisor on campus. How will they know? - The EAW process will require communication and meetings with campus staff This will provide students with the opportunity to develop a relationship with a staff member, which will give students the support they need to improve academic performance. Assessment – Staff/administrators will develop a relationship with students during their initial meeting, and will see improvement in the student’s progress based on the student’s completion of their individual Success Plan.

21. Program Outcomes 4. The campus community will be knowledgeable of and play an important role in the Early Academic Warning program. How will they know? - Provide workshops for faculty/staff/administrators, monthly updates, a newsletter, and reports with statistical data each semester Assessment - Administration will document communication between students and staff/ faculty regarding the Early Academic Warning process.

22. Future of CCSU Roles of faculty/staff/administration Make students aware of their role and responsibility in the Early Academic Warning program Engage students in meaningful learning activities Provide a supportive campus environment and encourage relationships Administration should offer incentives to faculty & staff to engage students Provide feedback to students regarding academic progress in course Be aware of and incorporate different learning styles to meet the needs of students in each course Implementation of “Intrusive Advising” methods – allows institutions to be proactive in assisting and supporting students Institutions: Purdue University, George Mason University, Ursinas College, Fayetteville State University, Wheaton College, University of Wyoming, Western Kentucky University “The single best predictor of student satisfaction with college is the degree to which they perceive the college environment to be supportive of their academic and social needs.” – NSSE

23. How can we make this happen? Implement the SunGuard software system to provide self-assessment for student’s academic progress Communicate the positive attributes of the new Early Academic Warning program, StudentPRO, to the campus community Offer workshops for faculty, staff and administration on effective utilization of intrusive advising techniques, cross-campus collaboration and support services Create a comprehensive guide to intrusive academic advising Recommendations Change “Early Academic Warning” program name to “StudentPRO Success” program

24. StudentPRO System Plan of Action Create a team of advisors focused on at-risk students, PRO’S Success Team (Professional Retention & Organization Specialists) Faculty will utilize the StudentPRO system to notify students of academic progress StudentPRO system will notify each student of risk-factors affecting performance in each course through BlackBoard Vista, their email, to their cell phone, or through an automated voicemail (Campus notification system) System will include information on what the indicated level of progress means and the resources needed to address the issue/concern After a certain period of time, the system will automatically place an enrollment hold on the student’s account, thereby placing responsibility on the student to schedule a mandatory advising meeting with a PRO PRO’Swill be available to assist students with support Via email, phone, online chat, in-person, tutoring sessions, workshops, programs, etc.

25. StudentPRO System Collaboration: Deans and administrators mandate faculty and staff participate in the early intervention program, StudentPro, through incentives Work with FYE instructors to provide workshops/ information sessions for students Create Student Success team Member of Residential Life, Registrar, Bursar, Student Affairs, PRO Specialist, Academic Affairs, Counseling & Wellness and Learning Center will meet on a bi-weekly basis A weekly summary of the more critical at-risk students flagged will be forwarded to the Student Success Team for review and, if necessary, they will create a Plan of Action. “The success of institutional retention efforts ultimately results in the institutions capacity to engage faculty and administrators across in a collaborative effort to create an environment where students are engaged in learning.” (Tinto, 2005)

26. Conclusion Through the implementation of the StudentPRO Success system, Central Connecticut State University will see an increase in: Student engagement Student satisfaction Four-year graduation rate Morale of faculty and staff Deeper connection with campus community Utilization of campus support services Relationships among faculty/staff/students “It is the responsibility of all members of an institution, faculty and staff, to be committed to serving the needs of students.” (Tinto, 2005)

27. StudentPRO: Progress & Retention Operating System “Come work with the PRO’S!” Thank you for attending our presentation! Questions/Comments?