Capstone Presentation
7 de Sep de 2010•0 gostou•115 visualizações
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This capstone presentation was done in April 2010 with two other individuals in my cohort. We re-evaluated the Early Academic Warning Program at Central Connecticut State University and offered ideas for a more well-developed program that would better serve the students and faculty at CCSU.
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Capstone Presentation
Notas do Editor
- According to Tinto, “The factors impacting a student’s decision to leave a university are usually ‘the result more of what goes on after entry into the institution than of what may have occurred beforehand.” (Hallenbeck, 2009; pg.3)Most models that study aspects of student success include five sets of variables: “Student background characteristics, including demographics and pre-college academic and other experiencesstructural characteristics of institutions such as mission, size and selectivity;interactions with faculty and staff members and peers;student perceptions of the learning environment; and the quality of effort students devote to educationally purposeful activities.” (Kuh, 2008, pg.541)
- “the suck-it factor”Tying into theory
- Early Stages:Trust vs. MistrustFirst & second year students need to be eased into the independent lifestyle associated with college -> used to being told what to doTrust that the information given is right; not critical thinkers; black & white Need support services geared towards their developmental level Psychosocial &Identity Dev – developmental tasks/stages confronted by adults when their biology and psychology converge and “qualitatively change their thinking, feeling, behaving, valuing and relating to others and oneself Cognitive-Structural: Showcase changes in the way people think, not what they think Perry- structures that define/shape the way ppl view their experiences
- “Signals was tested in the 2006-2007 and 2007-2008 AY’s in a pilot involving nearly 2,000 students. During the test, a double-blind study found that 67% of students receiving a yellow or red warning improved their effort and grade. For students who received only a red light, 78% improved their grade and effort during the mid-term period.”
- Currently working on an EAW website that will allow students to take more responsibility into their own hands -> includes: survey, links to campus resources, info on what to do for each flagged issue, contact info for LC & SAIf the student is on, or in danger of being on, Academic Probation, a specific plan of action must be followed to ensure all probationary requirements are met.
- Strategic Plan – Objective 1.6Increase collaboration and partnerships between Academic Affairs and Student Affairs to promote student learning.Enabling Activities:Expand efforts between Student Affairs staff, faculty, and academic administrators to provide coordinated services to incoming freshmen and transfer students during Academic Advising Days and Orientation services.Involve more faculty with student organizationsHow can CCSU implement these activities?Discuss the EAW process and support services offered on campus at Academic Advising Days & Orientation (parents and students)Offer Parent Program for OrientationStrategic Plan - Objective 2.1. Improve the retention rate for first-time, full-time students between their freshmen, sophomore, and junior years. Enabling activitieis:Study char’s of both successful and unsuccessful studentsFormalize intervention strategies for at risk studentsFocus on establishing best practices, clarifying expectations for acadmeic advising, improving communicaiton, professional dev, recognition & rewards, and assessmentEstablish Early Academic Warning program to identify and support students experiencing acadmeic difficultyDefine strategies to improve quality of service todifferent populations of stduentsHow can CCSU implement these activiites?Enrollement holdsWorkshops and training session for facutly & staffObjective 2.2: Improve six-year graduation rate for first-time, full-time students.Enabling Activities:Ensure quality of service to different populations of students (i.e., residential, transfer, commuter, part-time). Conduct proactive advising and academic planning for all third and fourth year students.How can CCSU implement these activities?Implement student satisfaction survey for students to complete after utilizing servicesTrack the different populations of students to determine whether support services are being successfulImplement mandatory, campus-wide, Advising Weeks during which academic support programs and services are promoted and utilizedCommunicate support services on-campus, specifically to third and fourth year studentsStrategic Plan - Objective 2.5: Establish standards for the quality of academic advising, and promote their adoption and evaluation throughout the university.Enabling Activities:Institute professional development of academic advisors.Identify ways to reward exemplary service in advising, similar to the way excellence in teaching is recognized and honored.Implement recommendations of Academic Advising Task Force.What can CCSU do to implement these activities?Organize bi-weekly/monthly training sessions for advisors“Advisor/s of the Month” awardsDevelop a comprehensive advising manual
- More full-time students = more moneyThe more students are retained and achieve a connected and well-rounded experience at their institution, the more likely they will become active alumni, specifically, contributing to advance the endowment of Central. Connection to undergraduate students =>Successful students => Active alumni network => Increased endowment
- Examples of incentives: Participation on committees, at Orientation, at student activities Incentives: Tenure eligibility, awards, retreats, luncheons, conferences, etc.
- Immediate, clear and effective indicator for feedback Provides direct links to support servicesInteractive chat