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23 rd International Conference on The First Year Experience Maui, Hawaii June 10, 2010. Promoting Academic Student Success (PASS): Academic Support for Probationary Freshmen. Speakers/Contributors to Presentation - PowerPoint PPT Presentation
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23rd International Conference
on The First Year Experience
Maui, HawaiiJune 10, 2010
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Promoting Academic Student Success (PASS): Academic Support for Probationary
FreshmenSpeakers/Contributors to Presentation
Kay Haralson, Associate Professor and Student Success Specialist, Title III Grant, Austin Peay State University
Mike Dunn, Advising Coordinator, College of Science and Mathematics and College of Arts and Letters, Title III Grant, Austin Peay State University
Susan King, Administrative Assistant, Title III Grant, Austin Peay State University
Dr. Loretta Griffy, Associate Professor of Mathematics, Director of Title III Grant, Austin Peay State University
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Austin Peay State University in Clarksville, TN is a 4-year state-supported Liberal Arts institution.Satellite campus on the Fort Campbell Army PostApproximate enrollment 10,000
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Title III Grant Award
November, 2008 APSU was awarded a $2 million Title III Grant, Strengthening Institutions, from the Federal Department of Education.
Main focus of the grant is to increase success, retention, and graduation rates of at-risk students.
One initiative supported by the grant is the Promoting Academic Student Success (PASS) program.
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Purpose of the PASS Program
To provide students the academic and personal support needed for college success
To complete an assessment of their study skills and life skills
To identify strengths and weaknesses of program participants
To provide customized support in areas of weaknesses
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At-risk Students Served by PASS
Required for students placed on probation during their freshmen year
Required for students successfully appealing an academic suspension
Recommended for students returning from academic suspension after setting out a semester
Students referred to the program by faculty or advisors
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Characteristics of Students in PASS
Poorly prepared for higher educationLack of motivationSome lack social skillsSome are introvertedUnrealistic grasp of time management Lack of outside (family, friends) support or
encouragementUnrealistic job and career expectationsUnrealistic goals or lack of goalsPoor money managementLimited involvement in university activitiesNo established connection to the institutionWork too many hours in an outside job.
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PASS Ambassadors
Each PASS class is assigned a “PASS Ambassador”, an upper classmen with a 3.0 GPA or higher, and demonstrated leadership skills.
PASS Ambassadors create a peer connection to students. set a good academic example. reflect good time management skills. maintain weekly contact with students outside of
class. lead group discussions on success skills. conduct activities with students to solidify class
topics.8
Structure of PASS 0900 Course
PASS 0900 is a 12-week, non-credit, pass/fail course
Topics addressed in the course include Time management Attitude Motivation Anxiety and stress management Learning styles Communicating with instructors Concentration Memory and selecting main ideas Information processing Study aids Test strategies and self-testing
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Assessment of Students’ Needs
Academic self-assessment Students identify obstacles negatively
impacting their college success in the areas of: • academic study skills
• study habits
• major or career uncertainty
• personal, family, or social problems
• time management and organizational skills
• motivation
A post academic self-assessment is given at the end of the course. 10
Learning and Study Strategies Inventory (LASSI)
*LASSI is both diagnostic and prescriptive and provides standardized scores and national norms for ten different scales.
*The ten scale, 80-item LASSI Inventory provides an assessment of students’ awareness about and use of learning and study strategies related to skill, will, and self-regulation components of strategic learning.
A pre-LASSI Inventory is completed at the beginning of the course.
Topics for the course are modified to address the areas in which students have the greatest need.
Students complete LASSI Instructional Modules in areas of weaknesses.
A post-LASSI Inventory is completed at the end of the course and an analysis is done of the gains/losses in each area.
*Weinstein, Claire E., David R. Palmer, and Ann C. Shulte. (2002) Learning and Study Strategies Inventory (LASSI) 2nd Ed. H & H Publishing. 11
Program Evaluations by Students
In Fall 2009 89% of students either strongly agreed or
agreed that their PASS class had helped them be more academically successful.
85% of students either strongly agreed or agreed that the LASSI Modules provided them useful information.
In Spring 2010 98% of students either strongly agreed or
agreed that their PASS class had helped them be more academically successful.
86% of students either strongly agreed or agreed that the LASSI Modules provided them useful information.
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LASSI Modules
PASS students Fall 2009 and Spring 2010 on average showed a gain in their scores in each of the areas represented in LASSI.
For Fall 2009, the largest gains were in the areas of Study Aids (37%), Self Testing (36%), and Time Management (33%).
For Spring 2010, the largest gains were in the areas of Self Testing (27%), Study Aids (25%), and Time Management (23%)
Average Change in Term GPA
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% of Students Eligible to Enroll for the Next Term
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Persistence to Next Semester
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Persistence RatesThe PASS class was required of freshmen on
academic probation beginning Fall 2009. All freshmen placed on probation Spring 2009, returning Fall 2009, had a persistence rate of 55%. (This included both the students that passed the course and those that failed the course.)
A comparable group of freshmen placed on academic probation Spring 2008, returning Fall 2008 had a persistence rate of 52%. (PASS class had not been implemented at this time.)
ChallengesFreshmen who choose not to return
after being placed on probationStudent absenteeism Student apathy and lack of motivationPoor study habits engrained over timeStudent resistance to required or
recommended tutoringStudent denial of existing problems Student unwillingness to explore
solutions18
Changes for Summer and Fall 2010
• Streamline course content• Concentrate on 5 LASSI Modules, discuss in
greater depth• Students complete two activities, a quiz, and
a discussion question on each Module• More group work and interactive class
discussion• Increase the proportion of the course grade
earned by class attendance• Tutoring optional, possible study groups held
for students by PASS Ambassadors19
Benefits of PASS Program to Students and to the University
• Throws a lifeline to students struggling in their transition from high school to college.
• Provides support for nontraditional students returning to college.
• Provides support for post-suspension students.• Gives students a person on campus who is
monitoring and cares about their success.• Improves persistence rates of students at risk
for failure.• Goal is to ultimately improve graduation rates of
at-risk students.20
References
• Weinstein, Claire E., David R. Palmer, and Ann C. Shulte. (2002). Learning and Study Strategies Inventory (LASSI) 2nd Ed. Clearwater, FL: H & H Publishing.
• Weinstein, Claire E. (2001). Becoming a Strategic Learner, LASSI Instructional Modules. Clearwater, FL: H & H Publishing.
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Thank you for your time and attention!
If you would like to contact us about the PASS Program you may email Kay at [email protected], Mike at [email protected], or Susan at [email protected].
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