“real-time” student engagement: how faculty feedback ... · pdf...

“Real-Time” Student Engagement: How Faculty Feedback Through Progress Reports Leads to a

Pro-Active Approach to Supporting Students

University of Hawaii, Manoa Student-Athlete Academic Services (SAAS)

Presenter

Presentation Notes

Both to talk Introduce ourselves, who we are and what we do

Outline

• Student Retention and Student Engagement • Background on SAAS • What is GradesFirst? • Progress Report Campaigns • Advisor/Student Connection • Action Plans • Impact on Academic Advising • Case Study • Concluding Thoughts

Presenter

Presentation Notes

(KARI)

Hot Topics: Student Retention & Engagement

• “We have long since left in the dust the notion that simply opening our doors to students is enough, that, once here, they can negotiate their own way through our often byzantine, labyrinthine curriculum, processes, and hallowed halls.” (Drake, 2011).

• 3 Critical Elements for Student Persistence (Drake, 2011):

– Academic Advising – First-year Programming – Learning Support Systems

Drake, J.K. (2011). The role of academic advising in student retention and persistence. About Campus, 16(3), 8-12. Available from:

Academic Search Premier, Ipswich, MA. Accessed September 8, 2014.

Presenter

Presentation Notes

(KARI) As advisors, we know the work we do is important to students and that we make a difference but what type of evidence do we have that our work makes an impact on retention for a University campus. Jayne Drake, a former NACADA president, vice dean and associate professor of English at Temple University, wrote an article in About Campus (July-August 2011) titled “The Role of Academic Advising in Student Retention and Persistence”. In this article, she desccribed the role academic advisors have on student retention and why what we do is important “READ QUOTE”. As many of us in this room know, student retention, persistence, and graduation rates are hot topics in higher education. With state funding support declining (public institutions), tuition costs rising (public and private institutions), and the public officials and private students demanding more “accountability” for “their dollar”, institutions are have trimmed “nonessential” academic and support services for students and ultimately we are expected to do more with less. So how do we provide evidence that the work we do is important. Luckily, as Drake points out, scholars like Vincent Tinto, George Kuh, Ernest Pascarella and Patrick Terenzini research student persistence and retention and they have identified 3 critical elements “READ QUOTE” Tinto: “All effective retention programs have effective advising at their very core” (NACADA National Conference, 1988).

Background: SAAS

• About 500 student-athletes

• 6 Junior Specialist Faculty Advisors (including Learning Specialist)

o Primary Advisor for undeclared students

o Work in collaboration with major advisor(s)

Presenter

Presentation Notes

Kari (present) 6 Junior Specialist faculty advisors (one who serves as a learning specialist) who report to the assistant vice chancellor for undergraduate education. We work with students during their entire duration as a student-athlete. Work as the primary advisor for undeclared students and in collaboration with advisors across campus for students who have a major We have mandatory advising each semester and register our students If students would like to make changes to all of our students schedules they have to see us before making changes to their schedule for a compliance check). Comprehensive advising including learning services, eligibility coordination, and other programming that we will talk about in a bit. WHO WE SERVE: Demographic evenly split between men and women Student body has scholarship, partial scholarship, non-scholarship athletes from 18 different sports.

Background: SAAS

• NCAA eligibility rules • SAAS monitors academic progress and

success of each student-athlete (SA) • SAAS developed many support programs

• Mandatory advising • Learning Services: peer tutoring/study

groups, peer mentoring, writing center • Summer bridge • Orientation • Freshmen seminars

• SAAS begins using GradesFirst in February 2013

Presenter

Presentation Notes

Garrett - to present

GradesFirst: What is it?

• Web-based • Early alert system to help identify and

support at-risk students • Links students, advisors, faculty, and other

support staff to facilitate the academic progress of students

• Provides a good forum for communication and feedback

• Assists with the management of learning services

Presenter

Presentation Notes

Progress reports Coordinating learning services Organizing group activities (advising, study groups, seminars, etc.) Communicating with students Monitoring student traffic Time management (calendar) Search functions Generating reports

Progress Report Campaigns

• Generated twice a semester • Faculty receive an email with

a link to GradesFirst o Includes identified students o Select estimated grade,

provide comments, and assess whether each student is at-risk of failing their course

• Completed reports are visible to each student and their assigned advisors

Presenter

Presentation Notes

-How we did these in the past - Progress reports campaigns are requested twice a semester starting around 6th week. - Faculty receive an email with a link that has each class they teach and the students whose information is being requested. Faculty are asked to select an estimated grade, provide comments, and assess whether each student is at-risk of failing their course. - Completed progress reports are then visable to both students and advisors. Quotes from faculty Notes: The GradesFirst system enables advisors to reach out to faculty members mid-semester via progress report campaigns. Faculty are asked to select an estimated grade, provide comments, and assess whether each student is at risk of failing their course. Completed progress reports are then visible to both students and advisors

Presenter

Presentation Notes

-old system vs. new system

Progress Reports: Advisor/Student Connection

• “So What?” • Connect with student(s) • Get student perspective on what is going on:

– Learning issues – Course content – Attendance – Time management and impact of other

commitments – Relationship with professor – Personal issues

• Reality Check

Presenter

Presentation Notes

Notes: Once students are identified as at-risk through GradesFirst, advisors reach out to students to set up an appointment and assess students' academic progress. Topics included: learning issues,content of coursework, attendance, time management, impact of other commitments, relationship with professor, and personal issues The flexibility of how you use this information.

Progress Reports: Action Plans

• Create an “Action Plan” o Self-Accountability & Effort?!?!? o Connect with professor o Learning Services plan

Mentor Tutor Writing Center Create study groups

o Referral to campus resources Counseling Disability Services Tutorial Services Career Center Student Support Services

o Withdraw?

Presenter

Presentation Notes

Notes: various action plans created and implemented for both short term and long term academic goals. These action plans include: referral to campus resources (tutoring center, mentoring program, counseling services), meeting with faculty, adjusting academic plans/goals, and forming learning communities.

Progress Reports: Impact on Academic Advising

• “Real-Time” academic advising

• Student-centered approach

• Honest conversation

• Sharing options

• Aligning academic programs and courses with students’ interests and abilities to build confidence

• Student engagement

Presenter

Presentation Notes

Notes: advising identified students for more informed sessions and follow-up, including a rationale for documentation used in learning services. Documentation is a tool used to ensure action plans are being followed. Additionally, this information leads to more informed advising sessions and generating more realistic academic plans to set up the student for success.

Case Study – Background Info

• Male, Freshman, Local • Went to small private

school • Admitted to College of

Engineering (Electrical) • Non-scholarship athlete • Enrolled in the following

courses: ENG 100, MATH 140, CHEM 161/Lab, GEOG 102, SOC 100

• Learning services?

General Tests Test Date Test Type Test Score 2012-06-01 ACT English 24

2013-06-01 ACT Math 25

2013-06-01 ACT Reading 23

2013-06-01 ACT Science Reasoning

24

2013-06-01 ACT Composite 24

2013-07-31 Manoa Chemistry Placement

1

2013-07-29 Manoa Math Placement

1

Case Study – Progress Report

Progress Report #1

Course At Risk? Number of absences Grade Comment Date Submitted

SOC100-1-Introduction to Sociology No F

did not do first assignment, need to work on quiz grades, and papers. 10/04/2013 02:16 PM

ENG100-9-Composition I

Yes 1 F

<Student's> grade scares me. He has a 29% primarily because he has not turned in work. If he does turn in the work that is still allowed to be turned in, I am confident that he will pull his grade up.

10/06/2013 05:39 PM

CHEM161-3-General Chemistry I Yes F

didn't complete homework, both exam were way below the class average 10/07/2013 10:50 PM

MATH140-4-Precalculus Yes 4 F

10/10/2013 01:37 PM

GEOG102-1-World Regional Geography No 3 C

missing two homeworks 10/15/2013 09:25 AM

Case Study – Action Plan

• 10/14/2013 – Advisor emailed student to request a meeting • 10/16/2013 – Student/advisor discuss the progress report

• Attendance, time management, work ethic, rigor of coursework • Mentor and tutor assigned • Withdraw options for courses • Student was confident that he could pull his grades up despite his rocky start

• 10/17/2013 – Student decided to withdraw from CHEM 161 • 11/7/2013 – Pre-registration advising

• How are you doing in your coursework now? How much time are you spending? • Student wants to stick with engineering; enrolls in Math 140, CHEM 161, ECON 130 and Engineering Seminar despite my reservations • Student agrees to meet before spring 2014 to make necessary changes

Case Study – Progress Report 2

Course At Risk? Number of absences Grade Comment Date Submitted

GEOG102-1-World Regional Geography Yes 2 D+

Earned Cs on Midterms; but have missed four homework assignments 11/18/2013 11:10 AM

SOC100-1-Introduction to Sociology No C-

large lecture so do not take regular attendance, missed one day last week

11/15/2013 05:05 PM

MATH140-4-Precalculus Yes 9 D

11/12/2013 12:58 PM

ENG100-9-Composition I

Yes 3 F

<student> has dug himself into a whole so deep there is no way he can get out. He is simply missing too many assignments. 11/12/2013 01:39 PM

Progress Report #2

Case Study – Advising

• 12/9/13 – Student/Advisor meet, change courses spring semester • What courses could you enroll in

to build your confidence? What are you good at?

• Explores new major options (Travel Industry Management?)

• CAS 111 course designed to explore major/career options

• TIM 101, CAS 111, HAW 100, HWST 107, SPAN 101, WS 151, MUS 121D

Fall 2013 CHEM 161 3 W CHEM 161L 1 D

ENG 100 3 F GEOG 102 3 B- MATH 14- 3 D- SOC 100 3 C-

Cumulative GPA 1.25 GPA Credits GPA Points CUM GPA SEM GPA

13 16.30 1.25 1.25 Spring Credit GPA Points CUM GPA NEEDS SEM GPA

17 43.7 2.00 2.571

Case Study – Spring Semester

• GOALS: Improve GPA, explore major options, gain confidence

• Student was assigned an academic mentor at beginning of semester

• Student was to check-in with me on a weekly basis

• TIM 101, CAS 111, HAW 100, HWST 107, SPAN 101, WS 151, MUS 121D

Case Study – Final Thoughts

• Final Spring Grades

• Advisor’s perspective

• Retention. Would this student have been retained without this support?

Spring Grades CAS 111 1 A+

HAW 100 3 B- HWST 107 3 A MUS 121D 1 A+ SPAN 101 3 C TIM 101 3 C WS 151 3 A

Semester GPA 3.06 Cumulative GPA 2.28

Concluding Thoughts

•Progress reports are critical to the work we do as advisors

•Proactive vs. Reactive •“Real-time”

Questions? Mahalo!

Presenter

Presentation Notes

How would define an at-risk population in your department? How do you identify and support struggling students? Other options? It builds confidence as an advisor when business student is doing well in his pre-business courses to know that he/she is on the right path. Questions about GradesFirst – pull it up on screen We are very fortunate to not have the larger advising loads that other advisors have but

“real-time” student engagement: how faculty feedback ... · pdf...

Documents