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Transforming Lives Through Outreach in Academic Advisement

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  • Transforming Lives Through Outreach in Academic Advisement

  • Academic Advisement InitiativeOne 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 OutreachLive Chat Distance AdvisingPre-Assessment Success Seminar (P.A.S.S.)Withdrawal Outreach

  • Probation Outreach: OverviewSpring 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.

  • Probation Outreach: OverviewTHE 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 havent come in or scheduled an appointment.

    Advisors use the Appreciative Advising Theory to discuss with students successes theyve 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.

  • Probation Outreach: Participation & Evaluation

    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.

    Spring 2009Fall 2009Spring 2010Fall 2010Student Participants64494246Non Participants488179122159

  • Probation Outreach: Outcomes

    OutcomeStudents SeenStudents Not Seen09F Success (Developmental Class Fall 2009)58.7%40.6%09F Persistence Spring 201081.6%36.9%09F Retention Fall 201051.0%29.1%10SP Success (Developmental Class Spring 2010)36.0%40.0%10SP Persistence Fall 201035.7%23.0%

  • Lessons Learned and Plans for the FutureContinue 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.

  • Distance Advising: OverviewGeneral Email [email protected] 24 hour responses, fall 2006.Health Professions Email [email protected] 24 hour responses, summer 2009.Live Chat www.occc.edu/ACSReal time, secure, SightMax, 10 hours per week.

  • Distance Advising: Main Page

  • Distance Advising: Live Chat Student View

  • Distance Advising: Live Chat Operator View

  • Distance Advising: Participation

    GeneralHealth ProfessionsLive ChatFY2011 To Date8669595FY2010266**May have been a tracking issue?80--FY2009548----FY2008616----FY2007419----

  • Distance Advising: EvaluationSurvey Results September 201083.7% 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.

  • Lessons Learned and Plans for the FutureDevelop a marketing plan to improve student awareness of online academic advising services.Expand hours of availability of Live Chat service.

  • PASS: OverviewThe 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.

  • PASS: OverviewNew 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.

  • PASS: ParticipationSummer 2010 Total # of Participants: 735 students100 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 students14 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.

  • PASS: EvaluationStudents 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 KnowledgePost KnowledgeSpring 20113.334.14 (+.81)Summer 20103.244.15 (+.91)

    Perceived ResultSpring 20114.11Summer 20104.30

  • PASS: Evaluation & ConclusionsStudents 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.

  • Withdrawal Outreach: OverviewPilot in Fall 2010Students 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.

  • Withdrawal Outreach: Participation & PersistenceTARGET POPULATION

    N=234

    43 % Partially WithdrewStudents who dropped some, but not all of their courses.

    57% Totally WithdrewStudents who dropped all courses for fall 2010.

    PARTICIPATION & PERSISTENCE

    18% ParticipatedOf these 74% persisted to spring 2011.

    82% Did Not ParticipateOf these 24 students or 13% persisted to spring 2011.

  • Withdrawal Outreach: Findings 28% - Wrong Phone Number or Disconnected Phone28% - Left Message, Unable to Speak w/ Student13% - Unknown, Student Did Not/Would Not Give Reason for Withdrawal10% - No Voicemail, Unable to Leave Message5% - Financial Issues5% - General Confusion (didnt know when classes started, didnt know they were enrolled, etc.)2% - Moved Out of State or Area2% - General Busy Life1% - Transportation Issues1% - 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

  • Conclusions & ObservationsIncrease Participation Send emails Second Telephone Calls

    Once Enrollment Opened.

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

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