The document summarizes a presentation about student support and intervention relating to retention and student success. It discusses four case studies of students who received support: two with alcohol violations who were referred to programs, one seeking social involvement, and one with ongoing suicidal thoughts. It also notes that involvement sometimes does not translate to success and discusses challenges including low freshman retention and graduation rates. The role of student affairs staff in identifying and assisting at-risk students is explored.

1. Jeffrey Powell
Southern Oregon University
May 13, 2014
what does the assigned question tell me?
“The role of student support and intervention as it
relates to retention and student success.”
Support
Students
Intervene
as
Needed
Student
Success

2. 9% 10%
29%
52%
Crisis or CARE Team Response/Follow Up
Discipline or Judicial
Gatecount in the Dean of Students Office at current institution
Registration or Refund Exceptions
"Ombuds"
“High Intervention”
by staff
“Low Intervention”
by staff
“HighSuccess”
forstudent
“LowSuccess“.
forstudent..
Threats: SOU Freshman → Sophomore
Conversion Rate < 70%
SOU 6-year graduation rate
range 31-38%
Mike
all names are fictionalized.
Four Case Studies/Situations are described.
 1. Two students with excessive numbers of alcohol violations.
Students were referred into private, off-campus programs. One of
those students has returned to University and has graduated. The
other has completed work at Community College and has indicated
a plan to return.
 2. One student who had little social involvement and sought help in
finding ways to be involved and ways to be successful. Referrals
were made.
 3. One student with ongoing suicidality. A relationship was formed,
but student continued to be referred to professionals to deal with
the ongoing concern.
* Presenter is clear that cases have occurred where involvement has not
translated to success. Conversely, the presenter will assert that involvement,
in these cases, resulted in success that otherwise might not have occurred.
 Yes.
 On my campus, about 1700 documentations involving about 1350
students annually.
 About 1000 of those are alcohol-involved.
 About 16% of the 1350 students will have more-than-one violation; 84%
will have one violation. ever.
 UND institutional graduation rate is 54%. Graduation rate of students with
one or more discipline marker: 42%
Despite the anecdotal information, you also know that:
• each year, there will be four-to-six students who simply bust the curve in terms of
numbers of violations.
• (at a previous school, we called these students ‘judicial all-stars.’) Like is true in a lot
of settings, about 3-4% of your population often consumes 25-33% of your work.
• off the top of your head, you can think of thirty-ish students who have flamed out.
These students came to school with dreams, but they and alcohol conspired to
prevent their success. They left the University after one, two, in some cases three
semesters. Their success, if they’ve had it, is unknown to you.
• except this one – this one student is the one I have had with (1) this kind of alcohol
abuse who (2) turned it around, did the work, and has since graduated.
A fifth case study is presented. Student has left school and there is no indication when
s/he might return

3. Social Worker
Counselor
Policy Wonk
Investigator: "Bad Cop"
Teacher
"the Hammer"
Rabbi or Minister
Investigator: "Good Cop"
“High Intervention”
by staff
“Low Intervention”
by staff
“HighSuccess”
forstudent
“LowSuccess“.
forstudent..
Great mystery: how many of
our students come to school,
use resources without
fanfare, do their work, get
grades, and graduate?
Second Great Unknown: how
many of our students come
to school; don’t connect or
are never connected with
resources; and fail to do
their work, get decent
grades, or to graduate?
Third: how many don’t succeed, even
after getting our attention?
Student would
not have
succeeded,
regardless of
assistance we
provided.
Student did not
get enough
support. If s/he
had received
more help, they
would have
made it!
identified several students who as
either first semester presentations
or jr./sr. year presentations, have had
to leave school.
Organizing Theme:
Mental illness that prevented the
student from succeeding. Not a
student affairs issue, although
services are needed.
A second category of these students
who were arrested and are in jail or are
suspended for weapons use, drug
trafficking, or other crimes.
A third group who did not apply
themselves, academically, even
when the “chips were down.”
Student would not
have succeeded,
regardless of
assistance we
provided.
Student did not
get enough
support. If s/he
had received more
help, they would
have made it!
Support that calls
into question
whether the
student “earned”
the degree.
?

4. 9%
10%
29%
52%
Gatecount in the Dean of Students Office
How do we connect with at-risk or other students?
1. Judicial/Discipline
2. Crisis Follow Up
3. Policy Questions or students seeking help
4. Academic Early Alert
5. Engaging Faculty to identify students of concern
6. BIT team responses
7. “Involved Students”
8. Ambitiously identifying students who are “uninvolved.”
9. Create a “non-involved” list – do we approach students,
“types” or classes of students, student hang-outs?
10.Student Organizations are an important part to student
success, and have to be a part of this equation. The
attention SOU already pays to this proves “we get it.”
Student Organizations are an important part to student
success. The attention SOU already pays to this proves
“we get it.”
(UND): Our Greek Life system has a 77% graduation rate, and a near
90% freshman-to-sophomore conversion rate.
(Maine): Residence Life – how do we discuss institutional involvement
without starting here?
Principles of Practice:
1. no idea can be immediately dismissed.
2. no idea can be transferred one-campus-to-another without
adjustment.
3. always partner, always listen, always be modifying.
4. keep in mind that age-old adage,
“What is important is seldom urgent, and what is urgent is
seldom important.”
(this version attributed to Gen. Dwight Eisenhower)
1. keep in mind the basics of the office.
1. Safety. Always Safety.
2. Student Success. Encourage the Student to use her/his own academic
skills and the resources available at the Institution to build their own
success.
http://cli.ps/UXSr
* It doesn’t matter, for the most part, what the “it” is – it matters that the
student adopts an it of their own.
3. Personal Growth of Student
2. there are times to be “fearless;” we must be fearless. At these times, we
have to jump in and trust our skills and instincts.
3. help student by discussing the five things that Vincent Tinto (and Tinto-like
practitioners) tells us correlate with student success.
1. Are you managing your alcohol and drug use? Abstaining, or using
selected substances in moderation?
2. Are you involved in something, usually a social-something, that connects
you to school?
3. Do you know your academic advisor?
4. Are you spending the time necessary to perform well in your classes?
5. Do you have friends who help you make good decision?
4. Be authentic. Be available. Be reasonable. Encourage but don’t enable.
notes accessible through link posted at @drjeffreypowell