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Student Success Program Assessment Report Nathan T. Menacher, Success Counselor Spring 2016 The Honors College University of Arizona

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Page 1: Write Sample-Spring 2016 Success Counseling Report

Student Success Program Assessment Report

Nathan T. Menacher, Success Counselor

Spring 2016

The Honors College

University of Arizona

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I. Introduction

The Student Success Program has been in operation in some fashion since the 2010 academic year. Starting with three counselors (originally called advisors), the program has grown to its current form of five counselors and one senior coordinator. Anecdotally, the program appeared to be achieving its stated purpose and outcomes for its’ portion of the Honors journey. However, an in-depth assessment has never been conducted on the Honors student experience and perception of the Student Success program in regards to its stated purpose and outcomes.

In Fall 2015, an assessment was developed by the Student Success Team in conjunction with the Student Engagement Team to actively gauge the student experience within the Student Success program. At the conclusion of each Spring 2016 appointment, the Counselors informed students of the assessment that would be included in their post-appointment email follow up. This was done in order to maximize the number of responses, and to provide assurance in respondent anonymity.

II. Data Overview & Limitations Starting this assessment in the middle of the academic year was not an ideal situation and provides multiple limitations to the themes that emerged from the dataset. Below is the breakdown by cohort, based on the year a student entered the Honors College, of the respondent datasets:

*students who are on Leave of Absence, Away from University, or Exempt LIMITATIONS After a quick glance of the datasets above, there are a couple of clear limitations to this assessment that need to be kept in mind when reviewing the qualitative data and the emergent themes.

The first limitation, in general, is the low response rate from all cohorts. This is in part due to when the assessment was distributed.

• Solution: start assessment collection at the beginning of the academic year and collect until the year concludes.

The second limitation is the trustworthiness of the 2015 cohort responses. Comparing the number of students who self-nominated in the spring semester with the number of students who were still available to be assessed (Population for Assessment header) – there is roughly a 50% chance that the responses recorded are of self-nominated students. Depending on when these students self-nominated in the semester could have a drastic effect on their perception of the Student Success program. In

Cohort Year

Total # Students in Database (Internal)

Total # Students seen before 1/1/16

Total # Students not seen (B2-C2)

# students not able to attend apt (not assessable)*

Population for Assessment

Assessment sample size (respondents)

Aggregate Response Rate

2161 Self nom #'s

2015 1178 914 264 81 183 36 20% 189

2014 1163 86 1077 310 767 86 11% 7

2013 749 179 570 171 399 42 11% 2

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addition, the self-nomination appointment is structurally different from the main Student Success appointment.

• Solution: In addition to the aforementioned solution, generate an assessment that allows self-nominated students an opportunity to evaluate their experience entering the Honors college and with their experience with the Senior Program Coordinator.

The third limitation is the trustworthiness of the 2014 and 2013 cohort years. With an aggregate response of 11%, caution should be exercised when reviewing the emergent themes.

• Solution: Administer the assessment for the entire academic year to maximize the number of responses for these cohorts. In addition, create separate assessments that gauge the intended learning objectives for appointments based on year in the Honors College.

The final limitation is the usefulness of the data collected on the 4th Year (2012) cohort. This cohort is not part of the Success Counseling Program and is under the guidance of faculty members within the Honors College. This ultimately renders the response data for this group irrelevant for the purposes of this assessment and its findings.

• Solution: administer an assessment that is constructed with the guidance of Honors faculty to gauge the student experience at the conclusion of their Honors journey.

III. Quantitative Responses

When reviewing the quantitative data (Appendix A), the most substantial finding is the overall positive experience with the Student Success Program from the student perspective. This is evident by the Grand Mean values for each cohort year below:

• 2015: Highest average score was a 3.81, while the lowest average score was a 3.57 and a Grand Mean of 3.71

• 2014: Highest average score was a 3.81, while the lowest average score was a 3.4 – which is also the lowest average score in the entire dataset. 2014 had a Grand Mean of 3.67

• 2013: Highest average score was a 3.76, while the lowest average score was a 3.55, and a Grand Mean of 3.66

If being measured on a 4-point academic scale, these Grand Mean results would translate into a high “A” mark. This high mark suggests that the Student Success Program is achieving its stated purpose of serving highly motivated students in their path towards personal exploration and graduation with honors by supporting personal and academic development, encouraging engagement, and facilitating reflection.

In contrast, low marks were not prevalent in the dataset. The “strong disagree” and “disagree” Likert options were selected minimally by all cohort groups for any of the ten statements posed in the assessment. There were only three statements that garnered considerable negative responses, and all three were within the 2nd Year (2014) cohort dataset.

• Five 2nd Year students indicated that they disagreed with the statement: The Counselor informed me about how to get involved with the Honors College

o This represents only 6% of the 2nd year sample.

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o An additional 2 students stated they strongly disagreed with this statement, representing an additional 2% of the 2nd year sample.

• Four (4) 2nd Year students indicated that they disagreed with the statement: The Counselor encouraged academic and/or professional interactions with other students, faculty, and staff

o This represents only 5% of the 2nd year sample. o An additional student stated they strongly disagreed with this statement, representing

an additional 1% of the 2nd year sample. • Five (5) 2nd Year students indicated that they disagreed with the statement: The Counselor

adequately informed me of engagement opportunities I could take advantage of o This represents only 6% of the 2nd year sample. o An additional student stated that they strongly disagreed with this statement,

representing an additional 1% of the 2nd year sample. The quantitative data gathered provides a foundation and context for understanding the qualitative responses that were collected in addition to the Likert scale statements. Responses were coded and categorized into thematic groups by cohort year (Appendix B). While many themes emerged from the data, only a few themes were present across the cohort years (Appendix C).

IV. Positive Emergent Themes

In the qualitative portion of the assessment, students were asked to describe what they found to be helpful, and what the found to be the most effective or meaningful aspect of their appointments. These were presented to the respondents in an open-ended format. The emergent themes for each cohort, supported by the quantitative data, suggest that the Student Success Program is successfully achieving the program’s stated purpose. Below are the positive emergent themes, broken down by individual cohort: 2015: When asked to describe 1 or more things about the Student Success appointment that the student found helpful:

• 58% of the responses indicated that the engagement conversations were the helpful. • 19% of respondents in this cohort indicated that the professionalism of the Success Counselors

before and after the appointment was also helpful. This includes the appointment reminders sent out to students prior to their scheduled meeting time, as well as the resources provided in the post-appointment follow up email.

When asked to describe what the most effective or meaningful aspect of the appointment was for the student:

• 31% of respondents indicated that the resources provided by the Success Counselors. • 31% of the respondents also found the supportive environment created by the Success

Counselors were the most meaningful. 2014: When asked to describe 1 or more things about the Student Success Appointment that the student found helpful:

• 33% of the responses indicated that the engagement conversations were helpful.

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• 29% of the responses indicated that the general resources – whether it be about engagement opportunities or honors course suggestions- were also what students found to be the most helpful in this cohort.

When asked to describe what the most effective or meaningful aspect of the appointment was for the student:

• 27% of the responses found the supportive environment created by the Student Success Counselors were effective and/or meaningful.

• 15% of responses indicated that discussing graduation with Honors was the most meaningful. • In addition, 15% of responses also indicated that conversations surrounding goal setting and

action planning were also meaningful for the students. 2013: When asked to describe 1 or more things about the Student Success Appointment that the student found helpful:

• 29% of responses indicated that the conversations centered on graduating with Honors was helpful piece of their appointment experience

• 26% of responses indicated that the general resources provided were also a helpful aspect of their appointment

When asked to describe what the most effective or meaningful aspect of the appointment was for the student:

• 21% of responses indicated that the supportive environment created by the Student Success Counselors was helpful and/or meaningful

• 17% of responses indicated that the astute professionalism of the Success Counselors was the most meaningful part of their appointment experience.

Overall, the qualitative data reinforces the suggestion that the Student Success program is meeting its stated purpose. Students appear to appreciate the ability to discuss engagement options both within the Honors College and outside of the College. They also appear to appreciate the support they receive as honors students, in regards to academics and life in general. While this data is very supportive of the Student Success program, it is important to remember the limitations of this assessment. With the low number of respondents, the trustworthiness of this data should be viewed with caution. V. Constructive Emergent Themes

In addition to the aforementioned questions that were posed to respondents, two additional questions were posed in attempt to gather data on what needed to be improved upon within the Student Success Counseling program. It is important to note that a substantial number of respondents chose to not respond or indicated that nothing needed to be changed in the program. Below are the constructive emergent themes, broken down by individual cohort: 2015: When asked what could be done to improve their Success Counseling experience:

• 36% of responses indicated that nothing needed to be done to improve their experience. • 28% of respondents did not respond to this question.

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• 11% of the responses indicated that the Success Counseling program could do a better at drawing the connection between the Honors program, their major, and future career or academic goals.

When asked for suggestions for changes that would improve the appointment: • 53% of responses indicated nothing needed to be done to improve the appointment. • 33% of responses did not respond to this question. • 8% of responses indicated that there is room for improvement on the administrative approach

to scheduling appointments and appointment reminders. 2014: When asked what could be done to improve their Success Counseling experience:

• 34% of respondents did not respond to this question. • 34% of responses indicated that nothing needed to be done to improve their experience. • 5% of responses indicated that the Success Counseling program could do a better at drawing the

connection between the Honors program, their major, and future career or academic goals. When asked for suggestions for changes that would improve the appointment:

• 51% of respondents left this question blank. • 23% of responses indicated that nothing needed to be done to improve the appointment. • 12% indicated that the Success Counseling program can improve their appointment logistics in

regards to asking more probing questions to create a more individualized experience. 2013: When asked what could be done to improve their Success Counseling experience:

• 45% of responses indicated that nothing needed to be done to improve their experience. • 29% of respondents left this question blank. • 10% of respondents indicated that changing the design of the appointment from group to

individual appointments, or a mixture of both, could improve their experience. When asked for suggestions for changes that would improve the appointment:

• 40% of respondents left this question blank. • 36% of responses indicated that nothing needed to be done to improve the appointment. • 14% of responses echoed the need for changes in the group appointment.

In each of these cohorts, it is evident that a large proportion of students did not feel that anything needed to be changed to these appointments. It is important to note that the constructive feedback provided by the respondents constitutes a very small proportion of responses and should be considered with caution. VI. Next Steps with Constructive Feedback

Based on the constructive feedback provided, the Success Counseling team has provided a few action items to encompass these suggested improvements into the program: The first action item is to overhaul our pre-appointment intake process. The old model consisted of students receiving an email with their appointment date confirmation and with question prompts to answer before the appointment. This strategy resulted in most students either ignoring or forgetting to respond to the posed questions. To help change this, the Success Team developed a new pre-

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appointment intake form through Qualtrics to help drive the appointment in the direction the student desires. The second action item is to consider altering the structure of the 3rd Year appointment. A Success Counselor is piloting an Honors thesis workshop to assist students in navigating that process. The intention is to provide a larger group of students with prescriptive information regarding the thesis and then bringing them in for an individual appointment afterwards for that much-needed support. The third action item is to encourage much more cross-department exposure between the Success Counselors and their academic advisor counterparts within the Colleges and departments. In addition to the traditional sit-down meetings with these partners – the Success Counselors will make strives to be more visible in the departments by attending relevant events, potentially getting looped into advisor meetings, and presenting at a University Professional Advising Council (UPAC) meeting about our role as Success Counselors in relation to academic advising. The fourth action item is to compose a more comprehensive assessment that gauges the experiences of each type of student within the Honors College through an individualized quantitative and qualitative assessment including: 1st year freshman, 2nd year sophomores, 3rd year juniors, 4th year students, self-nominated students from the current academic year, and transfer students. This will hopefully lead to more trustworthy datasets that can provide deeper insights into the experiences of Honors students within the Student Success program. VII. Conclusion

In summary, the Student Success program in its current iteration is, based on the data received, achieving its stated purpose as being the place to guide Honors students in navigating their time here at the University of Arizona in successful and impactful ways. Based on the data provided, there are no glaring changes that need to be made in regards to the overall approach to the Success Counseling program. There are some minor adjustments that need to be made, which have been noted and will be adjusted as resources allow. The results of this Spring 2016 Honors College Success Counselor Services Assessment will help guide the Success program for the next academic year. With the creation of a more in-depth assessment developed for the 2016-2017 academic year, there is an even greater chance of adjusting this program to serve its students in the most effective and supportive ways possible.

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APPENDIX A1st Year

(Freshman)2nd Year

(Sophomore)3rd Year (Junior)

4th Year (Senior) Total

Strongly Disagree 1 1 2 0 4Disagree 1 0 0 0 1

Agree 4 13 9 0 26Strongly Agree 31 72 31 4 138

Mean 3.76 3.81 3.64 4Total 37 86 42 4 169

Strongly Disagree 1 1 2 0 4Disagree 0 1 0 0 1

Agree 4 14 8 0 26Strongly Agree 32 70 32 4 138

Mean 3.81 3.78 3.67 4 -Total 37 86 42 4 169

Strongly Disagree 1 2 1 0 4Disagree 0 3 2 0 5

Agree 11 22 7 2 42Strongly Agree 25 59 32 2 118

Mean 3.62 3.6 3.67 3.5 -Total 37 86 42 4 169

Strongly Disagree 1 2 1 0 4Disagree 0 5 3 0 8

Agree 8 36 10 2 56Strongly Agree 28 43 28 2 101

Mean 3.7 3.4 3.55 3.5 -Total 37 86 42 4 169

Strongly Disagree 1 3 2 0 6Disagree 0 1 0 0 1

Agree 7 20 8 0 35Strongly Agree 29 62 31 4 126

Mean 3.73 3.64 3.66 4 -Total 37 86 41 4 168

Strongly Disagree 1 2 1 0 4Disagree 1 1 0 0 2

Agree 6 19 10 0 35Strongly Agree 29 64 31 4 128

Mean 3.7 3.69 3.69 4 -

Class Standing (1-4 Likert Scale)

The Counselor clearly communicated with me

throughout the appointment

The Counselor seemed interested in my success

I understand the difference between my Honors

Student Success Counselor and my Academic Advisor(s) in my home department(s)

The Counselor informed me about how to get involved

with the Honors College

The Counselor was helpful in providing assistance with my academic / career aspirations

The Counselor informed/updated me of my Honors requirements

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Strongly Disagree 1 1 1 0 3Disagree 1 2 1 0 4

Agree 11 19 8 0 38Strongly Agree 24 64 32 4 124

Mean 3.57 3.7 3.69 4 -Total 37 86 42 4 169

Strongly Disagree 1 1 1 0 3Disagree 1 4 0 0 5

Agree 7 15 8 0 30Strongly Agree 28 66 33 4 131

Mean 3.68 3.7 3.74 4 -Total 37 86 42 4 169

Strongly Disagree 1 1 3 0 5Disagree 0 5 1 0 6

Agree 6 20 8 1 35Strongly Agree 30 60 30 3 123

Mean 3.76 3.62 3.55 3.75 -Total 37 86 42 4 169

Strongly Disagree 1 2 1 0 4Disagree 0 1 1 0 2

Agree 5 17 5 0 27Strongly Agree 31 66 34 4 135

Mean 3.78 3.71 3.76 4 -Total 37 86 41 4 168

Grand mean/av. 3.71 3.67 3.66 3.88Highest Indiv.

Average3.81 3.81 3.76 4

Lowest Indiv.Average

3.57 3.4* 3.55 3.5

* Lowest average score in assessment

The Counselor adequately informed me of

engagement opportunities I could take advantage of

I felt supported as a student during this session

The Counselor clearly explained the requirements for graduating with Honors

The Counselor encouraged academic and/or

professional interactions with other students, faculty,

and staff

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APPENDIX B

1st Year Qualitative Responses, N = 36

Question 1st Year Response Codes [# of mentions] Category

Q1. Describe 1/more things about the Student Success Appointment that you found helpful.

Left Blank = 5/36 Idk/none/nothing/No/NA = 0/36

Internship Opportunities [7/36] Research Opportunities [4/36] Resources Provided (General) [4/36] Interest-specific Engagement Opportunities [3/36] Study Abroad Opportunities [3/36]

Engagement Discussions [21/36]

Answering questions 2/36 The follow up email 2/36 Gen ed update 1/36 Active listening 1/36 Flexibility of ssc’s 1/36

Professionalism (Before/After Appointment) [7/36]

Navigating UAccess 1/36 Honors Resources 1/36 Scholarships 1/36 Thesis 1/36

Academic Resources [4/36]

Honors Planning 1/36 Action Planning [1/36]

Q2. Describe one or more things that the Success Counselors could do to improve your experience

Left Blank =10/36 Idk/none/nothing/No/NA = 13/36

Linking Major to Honors Program – 2/36 Major/career exploration counseling 1/36 Knowledge of Depart. Changes 1/36

Honors – Major – Career Linking [4/36]

More efficient email reminders 1/36 Schedule-preparation 1/36 Active Listening 1/36

Improve Professionalism [3/36]

Remaining HNRS Units Takeaway sheet – 2/36 Tangible Resources [2/36] Increase Counselor Meetings – 2/36 Administrative Changes [2/36] Honors Contract Explanation 1/36 Honors College Policy / Procedure Changes [1/36]

Q3. What was the most effective/meaningful aspect of the appointment for you?

Left Blank = 6/36 Idk/none/nothing/No/NA = 0/36

Learning about engagement opportunities = 9/36 Resources Provided: 2/36 Resources Provided [11/36]

Care about student success = 8/36 Ease of Conversation: 2/36 Connecting over shared interests = 1/36

Supportive Environment [11/36]

Honors Graduation Conversation: 5/36 Honors Thesis Discussion: 2/36 Graduating with Honors Discussion [7/36]

High Quality Follow Ups = 1/36 Professionalism [1/36] Eller Direct Admission Info = 1/36 Knowledge of Academic/Department [1/36]

Q4. What are your suggestions, if any, for changes that would improve these appointments?

Left Blank = 12/36 Idk/none/nothing/No/NA = 19/36

Better email reminders 1/36 Active Listening 1/36 Schedule Appts before registration 1/36

Improve Administrative Approach [3/36]

Snacks/Food for students 1/36 Provide Food [1/36]

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Q5. Do you have any additional comments or clarifications to make regarding your responses to any...

Left Blank = 34/36 Idk/none/nothing/No/NA = no changes = 0/36

See separate sheet for additional comments See separate sheet for additional comments

Q6. Do you have any additional comments or suggestions that go beyond issues addressed on this assess...

Left Blank = 34/36 Idk/none/nothing/No/NA = 0/36

See separate sheet for additional comments See separate sheet for additional comments

2nd Year Qualitative Responses, N = 86

Question 2nd Year Response Codes [# of mentions] Category

Q1. Describe 1/more things about the Student Success Appointment that you found helpful.

Left Blank = 13/86 Idk/none/nothing/No/NA = 0/86

Alternative engagement options Counselor advisor on professor contact Clear explanations of opportunities available Engagement opportunities (+6) General engagement opportunities (+2) Interest-specific engagement opportunities Internship advice/referral/resources (+8) Involvement resources (+4) Study Abroad opportunities (+2)

Engagement Discussion [25/86]

Connecting to cross campus resources Information received (+2) Interest-specific resources (+2) List of resources Provided (+7) Scholarship Resources (+2)

General Resources Provided [14/86]

Felt Supported/Cared for/Comfortable (+4) Genuine interest in student Interested in student success Personalized appointment/support (+4) SSC Availability

Supportive Environment 10/86

Active Listening Appointment Preparedness Follow Up email (+3) Gen ed reminder Pre-appointment questions Rapport building Use of technology

SSC Professionalism 10/86

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Decision making assistance Goal setting/planning (+2) Honors cred planning/discussion (+2) Honors Unit update Interest-specific minor suggestions Internship + Honors credit Big picture conversation

Action Planning/Goal Setting 9/86

General Advice Helpfulness (+2) Navigating UAccess Relevant Advice (+2) Taking the time to explain Understanding common cohort interests/trend

Helpfulness 8/86

Honors thesis discussion (+4) Thesis Discussion 4/86 Honors college financial resources Info on honors support Honors College Resources 2/86

Career information/discussion Career planning/advice Career Discussion 2/86

Linking Honors to Major Major-Honrs-Career Link 1/86 Detailed honors contract explanation HC Policy/Procedure Explanation

Q2. Describe one or more things that the Success Counselors could do to improve your experience

Left Blank = 32/86 Idk/none/nothing/No/NA = 29/86

Honors course suggestions for majors Connecting student to honors program Major related connections Major to honors linkage

Major-Honors-Career Link 4/86

Scholarship information (Deadlines) Scholarships (earlier appts to respect deadlines) Scholarships (study abroad)

Scholarship Resources/Info 3/86

confused how last year I had a different advisor counselors changing every year See one advisor consistently meet with the same Honors Success Counselor

SS Counselor Retention (3/86)

Length of appt (too long) Longer apt time Recruit 2nd years earlier

Appointment Time 3/86

Tangible flyers (for honors events) Tangible flyers (General) Tangible Resources 2/86

Ask more question will help in my academic success as I left feeling discouraged and unsupported ** not whole response

Rapport Building 2/86

4 year planning Discuss 4 year plan Action Planning 2/86

Knowledgeable about individual College/Dept In-depth Cohort Knowledge 1/86 Recent thesis advisors for major More Thesis examples 1/86

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Resumes sent to SSC before apt Pre-appointment questions Pre-Appointment Improvements 1/86

Q3. What was the most effective/meaningful aspect of the appointment for you?

Left Blank = 19/86 Idk/none/nothing/No/NA = 1/86

Active interest in student Active listening Explaining from a different perspective Friendly/informative conversation Invested in student success +10 Knowledgeable of student concerns Non-judgmental environment No-pressure environment Supportive career discussion Talk about aspirations with someone Transfer discussion Interest specific conversation +3

Supportive Environment (23/86)

Honors College Experience conversation Honors credit planning/options (+2) Honors engagement options (+2) Honors Grad reqs (+3) Honors program updates Honors scholarships Honors thesis planning (+2) Thesis advisor

Graduation with honors Discussion (13/86)

Engagement Info/opportunities (+6) Internship opportunities/resources (+5) Engagement Discussion (11/86)

Advisement report Finding honors credit Different ways to earn honors credit Goal setting +2 Knowing academic standing Major + Honors reqs/planning Planning +4

Action Planning / Goal Setting (11/86)

Graduate School resources Information provided (+7) Resources provided Scholarships resources

General Resources Provided (10/86)

Questions answered Rapport built Personal connection High quality follow up

SSC Professionalism (4/86)

Career goal planning Career resources Career Planning/Resources (2/86)

Q4. What are your suggestions, if any, for changes that would improve these appointments?

Frequency of Appointments +4 Length of Appt Appointment Logistics (10/86)

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Left Blank = 44/86 Idk/none/nothing/No/NA = 20/86

Longer appointments +2 Shorter appts Make them a bit shorter Send in resume before appointment Ask more questions regarding courses taken Catered to student interests Getting to know student more via questions Know student major interests Make them meaningful

Improve Appointment Approach / Professionalism (5/86)

More info on specific major success stories Know more about college/major Honors credit suggestions within major/dept

Major – Honors Link 3/86

Department/office liaisons for student referrals Campus Partnerships (1/86) same counselor for all four years SS Counselor Retention (1/86) HC resources and organizations improvements General Honors College Improvements (1/86)

Q5. Do you have any additional comments or clarifications to make regarding your responses to any...

Left Blank = 23/42 Idk/none/nothing/No/NA = 13/42

See separate sheet for additional comments See separate sheet for additional comments

Q6: Do you have any additional comments or suggestions that go beyond issues addressed on this assess...

Left Blank = 54/86 Idk/none/nothing/No/NA = 18/86

See separate sheet for additional comments See separate sheet for additional comments

3rd Year Qualitative Responses, N = 42

Question 3rd Year Response Codes [# of mentions] Category

Q1. Describe 1/more things about the Student Success Appointment that you found helpful.

Left Blank = 9/42 Idk/none/nothing/No/NA = 0/42

Continuing honors education discussion Future in honors convers. HC reqs Honors resources Honors unit reqs Honors Thesis database Honors thesis discussion (+4) Thesis strategies Thesis/prospectus conversation

Honors Graduation Discussion (12/42)

Academic Resources Funding resources / for goals (+2) Grant/Scholarship resources Post-grad opportunities

General Resources Provided (11/42)

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Relevant Resources Resources provided (+5) Characteristics and behavior of success counselor Counselor enthusiasm Easy to make appt Encouragement on future goals/plans Flexibility of counselor Follow up email Persistence for appt Questions answered

SSC Professionalism (8/42)

Ease of conversation Feeling heard Interested in student success (+2) Positive feedback [given to student]

Supportive Environment (5/42)

Honors study abroad info Interest related engagement opportunities and resources Internship resources

Engagement Discussion (3/42)

Important deadlines Interest-related discussion Action Planning/Goal Setting (2/42)

Reflection exercises (+2) Reflection (2/42) Appt with other students Group Appointments (1/42)

Q2. Describe one or more things that the Success Counselors could do to improve your experience Left Blank = 12/42 Idk/none/nothing/No/NA = 19/42

Group apps by major Individual appts (+2) Location of SSC offices

Appointment Design (4/42)

Having 1 counselor [each year] (+2) SS Counselor Retention (2/42) Honors College Plan In-depth Cohort Knowledge (1/42)

Tips for last year of college Information (1/42)

Q3. What was the most effective/meaningful aspect of the appointment for you?

Left Blank = 10/42 Idk/none/nothing/No/NA = 1/42

Active listening by SSC (+3) Encouragement for thesis idea Getting support from SSC’s Having SSC as supporter Kindness/interest of counselor Supporting student aspirations/goals (+2)

Supportive Environment (9/42)

Able to converse w/ student Building rapport Communicating with SSC Questions answered (+4)

SSC Professionalism (7/42)

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Thesis conversation Thesis discussion (+4) Thesis planning

Graduation with Honors Discussion (6/42)

Engagement opportunities Engagement planning Interest specific opportunities Study abroad resources More opportunity presentation (sic)

Engagement Discussion (5/42)

Interest specific resources provided Connected to online resources Resources provided (+2)

General Resources Provided (4/42)

Current status Discussing ambitions Goals discussion + planning Post-grad opportunities

Action Planning/Goal Setting (4/42)

Inter-group conversation Post-grad discussion w/ group Creating community discussion Tangible skills discussion

Group Appointment Conversations (4/42)

Q4. What are your suggestions, if any, for changes that would improve these appointments?

Left Blank = 17/42 Idk/none/nothing/No/NA = 15/42

Group appt by major Group appt optional Individual component built in More group and individual appointments Move 4rd year appt to academic advisor in Dept Shorter group appt No group appts – only 1:1

Group Appointment Changes (7/42)

Increase # of appts (+3) Frequency of Appointments (3/42)

Q5. Do you have any additional comments or suggestions that go beyond issues addressed on this assess...

Left Blank = 23/42 Idk/none/nothing/No/NA = 13/42

See separate sheet for additional comments See separate sheet for additional comments

4th Year Qualitative Responses, N = 2

Question 3rd Year Response Codes [# of mentions] Category Q1. Describe 1/more things about the Student Success Appointment that you found helpful.

Left Blank = 2/4 Idk/none/nothing/No/NA = 0/4

Answers to questions SSC Professionalism

Felt Heard, not pressured to continue in honors Supportive Environment

Better recruiting practices Pre-Appointment Improvements

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Q2. Describe one or more things that the Success Counselors could do to improve your experience

Left Blank = 2/4 Idk/none/nothing/No/NA = 0/4

Knowledge of Department + Honors Major-Honors-Career Link

Q3. What was the most effective/meaningful aspect of the appointment for you?

Left Blank = 2/4 Idk/none/nothing/No/NA = 0/4

Counselor interest in student’s academics Invested in student success Supportive Environment (2/2)

Q4. What are your suggestions, if any, for changes that would improve these appointments?

Left Blank = 4/4 Idk/none/nothing/No/NA = 0/4

N/A N/A

Q5. Do you you have any additional comments or clarifications to make regarding your responses to any...

Left Blank = 4/4 Idk/none/nothing/No/NA = 0/4

N/A N/A

Q6. Do you have any additional comments or suggestions that go beyond issues addressed on this assess...

Left Blank = 4/4 Idk/none/nothing/No/NA = 0/4

N/A N/A

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APPENDIX C

Question 1st Year 2nd Year 3rd YearQ1. Describe 1/more things about the Student Success Appointment that you found helpful.

1. Engagement Discussions (58%)2. Professionalism (Before/After Appt) (19%)

1. Engagement Discussion (33%)2. General Resources Provided (29%)

1. Honors Graduation Discussion (29%)2. General Resources Provided (26%)

Q2. Describe one or more things that the Success Counselors could do to improve your experience

1. Nothing (36%)2.[Left Blank (28%)]3. Honors-Major-Career Linking (11%)4. Improve Professionalism (8%)

1. [Left Blank 34%]2. Nothing (34%)3. Honors-Major-Career Linking (5%)4. Appointment Time Adjustments (3%)5. SS Counselor Retention (3%)

1. Nothing (45%)2. [Left Blank 29%] 3. Appointment Design (10%)4. SSC Retention (5%)

Q3. What was the most effective/meaningful aspect of the appointment for you?

1. Resources Provided (31%)2. Supportive Environment (31%)

1. Supportive Environment (27%)2. [Left Blank 22%]3. Graduating with Honors Discussion (15%)4. Action Planning / Goal Setting (15%)

1. Supportive Environment (21%)2. SSC Professionalism (17%)

Q4. What are your suggestions, if any, for changes that would improve these appointments?

1. Nothing(53%)2. [Left Blank (33%)]3. Improve Administrative Approach (8%)

1. [Left Blank 51%]2. Nothing (23%)3. Appointment Logistics (12%)4. Improve Appt Approach/Professionalism (5%)

1. [Left Blank 40%]2. Nothing (36%)3. Group Appointment Changes (14%)4. Frequency of Appointments (7%)

Question 4th YearQ1. Describe 1/more things about the Student Success Appointment that you found helpful.

1. Supportive Environment

Q2. Describe one or more things that the Success Counselors could do to improve your experience

1. Pre-Appointment Changes2. Major-Honors-Career Link

Q3. What was the most effective/meaningful aspect of the appointment for you?

1. Supportive Environment (100%)

Q4. What are your suggestions, if any, for changes that would improve these appointments?

1. Left Blank 100%

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