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An Integrated Model: Increasing the Retention of At-Risk Students

An Integrated Model: Increasing the Retention of At-Risk Students. Presented by Pavielle Chriss Southern Methodist University International Conference on The First-Year Experience. Opening Activity. Find a partner I ntroduce yourself Share: what interested you in this topic

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An Integrated Model: Increasing the Retention of At-Risk Students

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  1. An Integrated Model: Increasing the Retention of At-Risk Students Presented by Pavielle ChrissSouthern Methodist University International Conference on The First-Year Experience

  2. Opening Activity • Find a partner • Introduce yourself • Share: • what interested you in this topic • what you hope to gain from the discussion

  3. Presentation Overview • Background • SMU Approach • How to implement • Q and A

  4. BACKGROUND • Private university • Dallas, TX • Approximately 6,000 undergraduates • 27% diversity

  5. background • Bridge program – fall 2010 • used 10 years of data • best practices from IAS (Dartmouth) and AAP (UCLA)

  6. Approach and implementation • Proactive • Operates over academic year • Asset model • Coordinated support services

  7. Program pillars • Failure is not an option • A mediocre effort is not acceptable • Earn a minimum of a 3.50 GPA each semester • Keep appointments • Participate in program

  8. Identifying and inviting students • Using data, created query • Exclude athletes and international students • Not a condition of admission • Invite deposit paid students to participate (48% yield rate)

  9. Identifying and inviting students • Invitation letter – opportunity to maximize success in college

  10. SUPPORT SERVICES

  11. Support services: Targeted Academic Advising • Summer – Major Declaration • Work with advising center

  12. Support services:orientation • 2 ½ days, interactive activities • Led by peer counselors • Objectives: • Introduction to staff, students, faculty • Community building • Learn strategies for success • Exposed to resources on campus

  13. Support services: individual appointments • Meet 3 times a semester • Address a variety of issues

  14. Support services: Weekly Review Sessions • Once a week, 60 minutes • Hosted in tutoring center or library • Student facilitated

  15. Support services:peer mentoring • Upper class students • Volunteers • Paired with 2-3 students • Trained • Serve from summer – end of first year

  16. Support services:Learning workshops • Monthly dinners • Present key resources • Career center resume writing workshop • Study abroad • Scholarships and financial aid • GPA 101

  17. Support services:extracurricular experiences • Outings • Museum tour • Sponsor alternative spring break trips and civil rights pilgrimage

  18. Support services:blocked seats in key courses • Courses include: • General Chemistry 1, 2 • Introduction to Biology 1, 2 • Economics (Macro, Micro) • English 1, 2 • Pre-calculus • Calculus

  19. Support services:faculty feedback • Utilize GradesFirst • Report on: • Attendance • Participation • Anticipated grade • Comments • Appropriate intervention deployed

  20. Program Structure

  21. Program structure: student coordinator • Works 10 hours/week • Assist with program development and implementation • Coordinate monthly dinners • Create monthly newsletter • Assist with orientation and retreat

  22. Program structure: Peer counselors • Five students – one from each academic college • Work up to 10 hours/week • Meet individually with students once a month • Facilitate transition

  23. Program structure:peer facilitators • Earned an A in key gateway courses • Run weekly review sessions

  24. Program structure:peer mentors • Help students with transition to college • Program run by student coordinator • About 30 students

  25. Program structure: advisory committee • Individuals from across campus • Meet once a semester • Provide program updates • Receive feedback

  26. Demographics

  27. Results: grade point comparison *average GPA for at-risk students for fall 2009= 2.32

  28. Results: retention rate *projected for both groups

  29. Results: successes • Participants connected and involved on campus • Incoming students asking to participate in program • Implementing second year program: • Career exploration and preparation • Networking with alumni • Faculty engagement

  30. Results: challenges • Voluntary program • set clear expectations early on • emphasize incentives • hold students accountable • Inconsistent messaging • one advisor connected to program for students • Students not attending review sessions • moving to study hall

  31. How to implement on your campus

  32. Collecting Data • Crucial for leverage and funding • Find out who are your students: • on probation • with Ds, Fs, and Ws in key gateway courses • not returning • not graduating • Find key commonalities and proactively approach issues

  33. Key partnerships • Institutional Research • Admission Office • Student Affairs • Learning Enhancement Center • Advising Center • Faculty

  34. Closing discussion • Did the session address your areas of interest? • Any unanswered questions? • What are your key takeaways?

  35. Contact Me Pavielle Chriss Associate Director for Student Success Southern Methodist University pchriss@smu.edu 214.768.4300 Leave card for e-mail version of presentation

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