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Transforming Lives Through Outreach in Academic Advisement

Transforming Lives Through Outreach in Academic Advisement

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Page 1: Transforming Lives Through Outreach in Academic Advisement

Transforming Lives Through Outreach in Academic Advisement

Page 2: Transforming Lives Through Outreach in Academic Advisement

Academic Advisement Initiative

One of five initiatives receiving a high priority from ATD Leadership Team.

A number of new programs and enhancements to improve availability and effectiveness of advisement services, therefore improving student success, persistence and retention.

Four discussed today: Probation Outreach Live Chat Distance Advising Pre-Assessment Success Seminar (P.A.S.S.) Withdrawal Outreach

Page 3: Transforming Lives Through Outreach in Academic Advisement

Probation Outreach: Overview

Spring 2009 outreach included currently enrolled students on academic probation who were enrolled in at least one developmental class.

In Fall 2009, Spring 2010 and Fall 2010, the target population narrowed to currently enrolled students on academic probation enrolled in either or both developmental reading and writing.

Page 4: Transforming Lives Through Outreach in Academic Advisement

Probation Outreach: Overview

THE PROCESS: Outreach begins about week 6 of the semester. An e-mail is sent

encouraging students to meet with an advisor. 

After scheduling initial appointments via the e-mail, within about 2 weeks peer advisors begin calling students on the list who haven’t come in or scheduled an appointment.

Advisors use the Appreciative Advising Theory to discuss with students successes they’ve had in their life and how they can apply the same strategies to achieve success in other areas of their life to college and aid the students in creating an academic plan.

After outreach, we also survey students regarding their satisfaction with the meetings.

Page 5: Transforming Lives Through Outreach in Academic Advisement

Probation Outreach: Participation & Evaluation

Spring 2009

Fall 2009 Spring 2010

Fall 2010

Student Participants

64 49 42 46

Non Participants 488 179 122 159

SURVEY DATA: 57% indicated poor study habits were the reason for the lack of success. Lack of family support, planning, test anxiety and academic preparedness all

four tied for the second highest reason for the lack of success. 72% indicated they did have the necessary supplies and text for the class. 81% suggested they purchased their text before the semester began. 50% stated that they did nothing different to improve their academic standing

beyond an increase in their own personal motivation.

Page 6: Transforming Lives Through Outreach in Academic Advisement

Probation Outreach: Outcomes

Outcome Students Seen

Students Not Seen

09F Success (Developmental Class Fall 2009)

58.7% 40.6%

09F Persistence Spring 2010 81.6% 36.9%

09F Retention Fall 2010 51.0% 29.1%

10SP Success (Developmental Class Spring 2010)

36.0% 40.0%

10SP Persistence Fall 2010 35.7% 23.0%

Page 7: Transforming Lives Through Outreach in Academic Advisement

Lessons Learned and Plans for the Future

Continue outreach efforts to currently enrolled students on academic probation enrolled in one or both developmental reading and writing.

Update resource workbook.

Consider ways to involve the peer advisors more actively in the process.

Continue to improve communication and improve participation in the outreach efforts.

Page 8: Transforming Lives Through Outreach in Academic Advisement

Distance Advising: Overview

General Email – [email protected] 24 hour responses, fall 2006.

Health Professions Email – [email protected] 24 hour responses, summer 2009.

Live Chat – www.occc.edu/ACS Real time, secure, SightMax, 10 hours per week.

Page 9: Transforming Lives Through Outreach in Academic Advisement

Distance Advising: Main Page

Page 10: Transforming Lives Through Outreach in Academic Advisement

Distance Advising: Live Chat Student View

Page 11: Transforming Lives Through Outreach in Academic Advisement

Distance Advising: Live Chat Operator View

Page 12: Transforming Lives Through Outreach in Academic Advisement

Distance Advising: Participation

GeneralHealth

ProfessionsLive Chat

FY2011 To Date

866 95 95

FY2010266*

*May have been a tracking issue?

80 --

FY2009 548 -- --

FY2008 616 -- --

FY2007 419 -- --

Page 13: Transforming Lives Through Outreach in Academic Advisement

Distance Advising: Evaluation

Survey Results September 2010 83.7% indicated they received they help they

desired through distance/online advisement. 37% would not have sought to receive

academic advisement if not for online advising services.

89% indicated online academic advising services helped them be more successful in college.

Page 14: Transforming Lives Through Outreach in Academic Advisement

Lessons Learned and Plans for the Future

Develop a marketing plan to improve student awareness of online academic advising services.

Expand hours of availability of Live Chat service.

Page 15: Transforming Lives Through Outreach in Academic Advisement

PASS: Overview

The Pre-Assessment Success Seminar was designed to introduce students to the format and sample questions from the reading, writing and math pre-assessment instruments.

The goal was to increase the likelihood that students would do their best on the instruments, thus increasing the opportunity to accurately place them into courses.

Sessions occurred every 30 minutes during regular hours of operation throughout July & August 2010 and again in January 2011.

Page 16: Transforming Lives Through Outreach in Academic Advisement

PASS: Overview

New students were directed from the admissions office to a waiting area to attend the workshop before testing. Students that could not test immediately after being admitted signed up to attend a later workshop.

Students who did not attend the seminar and did not test, were contacted by the Admissions Office.

Math lab and communication lab tutors presented the seminars.

Students were provided tutorial resources for reading, writing and math following each seminar if they desired to refresh their skills prior to taking the assessments.

Page 17: Transforming Lives Through Outreach in Academic Advisement

PASS: Participation

Summer 2010 Total # of Participants: 735 students 100 additional students signed in to attend the seminar but did not. Of the 100 that did not attend PASS, 7 did not take the assessment, 4

are unknown. Therefore 7% of the 100 did not test, which is only .8% of students that

were asked to test.

January 2011 Total # of Participants: 112 students 14 students signed in to attend the seminar but did not. Of the 14 that did not attend pass, 2 did not take the assessment. Of the 112 students who did attend, 6 did not take the assessment. That is a total of 6% of students who did not take the assessment.

Page 18: Transforming Lives Through Outreach in Academic Advisement

PASS: Evaluation

Students were asked to rate their knowledge of the pre-assessment instrument both prior to and after the success seminar. Choosing: 5=Very high, 1=Very low

Students were asked whether or not their attendance at the seminar was more or less likely to help them do their best on the assessment. Choosing: 5=Much more likely to do my best, 4=More likely to do my best, 3=It made no difference, 2=More likely to do worse, 1=Much more likely to do worse.

Prior Knowledge Post Knowledge

Spring 2011 3.33 4.14 (+.81)

Summer 2010 3.24 4.15 (+.91)

Perceived Result

Spring 2011 4.11

Summer 2010 4.30

Page 19: Transforming Lives Through Outreach in Academic Advisement

PASS: Evaluation & Conclusions

Students were asked which portion of the seminar was most helpful and what they might change.

90% of respondents noted no change was needed. Among the changes recommended by 10% of those surveyed,

additional examples was the most frequently cited change that was desired.

While prior and post knowledge remained consistent, there was a notable drop in the overall satisfaction of the workshop from summer 2010 to spring 2011.

The most likely explanation, which was observed by the facilitators, is that the video was used in place of the live presentation. It is believed that this change made the workshop less dynamic.

Consideration will be given to only using the video during non-peak enrollment periods and continuing the live presentation during the formal PASS workshops.

Page 20: Transforming Lives Through Outreach in Academic Advisement

Withdrawal Outreach: Overview

Pilot in Fall 2010 Students who had withdrawn from a developmental

reading and/or writing course. Week 3 through 12 (10 weeks) of the fall 2010 semester.

This time frame was chosen as it was after the add and drop period and ran through the last day to withdraw from a 16-week course.

Weekly calls were made to the students in an effort to encourage them to visit the Office of Academic Advising.

Page 21: Transforming Lives Through Outreach in Academic Advisement

Withdrawal Outreach: Participation & Persistence

TARGET POPULATION

N=234

43 % Partially Withdrew Students who dropped

some, but not all of their courses.

57% Totally Withdrew Students who dropped all

courses for fall 2010.

PARTICIPATION & PERSISTENCE

18% Participated Of these 74% persisted to

spring 2011.

82% Did Not Participate Of these 24 students or

13% persisted to spring 2011.

Page 22: Transforming Lives Through Outreach in Academic Advisement

Withdrawal Outreach: Findings

28% - Wrong Phone Number or Disconnected Phone 28% - Left Message, Unable to Speak w/ Student 13% - Unknown, Student Did Not/Would Not Give Reason for Withdrawal 10% - No Voicemail, Unable to Leave Message 5% - Financial Issues 5% - General Confusion (didn’t know when classes started, didn’t know they

were enrolled, etc.) 2% - Moved Out of State or Area 2% - General Busy Life 1% - Transportation Issues 1% - College Is Not For Them, Do Not Want to Return .8% - Family Illness .8% - Trouble w/ Online Class (lost internet, their computer broke down) .4% - Personal Illness .4% - Childcare Issues .4% - Academically Unprepared

Page 23: Transforming Lives Through Outreach in Academic Advisement

Conclusions & Observations

Increase Participation Send emails Second Telephone Calls

Once Enrollment Opened.

Observed Participation Increased When Contacted 2 or More Weeks Following the Withdrawal