Using Survey-Based Assessment to Inform First-Year Student Interventions in the Center for Academic Excellence, University of Wisconsin-Madison
|
|
- Sophie Brown
- 8 years ago
- Views:
Transcription
1 Pa Her, Advisor, Pathways Student Academic Services Aygul Hoffman, Tutoring Coordinator Steve Kosciuk, Data Consultant Statistician The Center for Academic Excellence (CAE) at the University of Wisconsin-Madison (UW-Madison) works with first-generation, low-income, and underrepresented students of color to make their Wisconsin Experience a reality. Launched by the College of Letters and Science Office of Student Academic Affairs in 2010, the Center for Academic Excellence promotes the values of a liberal arts education and finds new ways for students to make a difference locally, nationally, and globally. The Center is comprised of a few different programs: The Academic Advancement Program (AAP), the longest-standing academic support program on campus The Pathways Student Academic Excellence, a two-year academic enrichment program Summer Collegiate Experience (SCE), a high-impact, first-year experience summer program Four student-service coordinators who work with four underrepresented populations on campus Pre-law, pre-health advising, networking, and enrichment CAE offers college-readiness initiatives, academic advising, instructional support, and other information to help students transition to campus after high school and to make decisions about their majors and careers. Our mission is to make the Wisconsin Experience 1 a reality for first-generation and underrepresented students of color on campus. The essential components of the Center are high-impact, integrative learning experiences, community building, mentoring, and intrusive (high-touch) advising. Students in AAP participate in SCE the summer before their first fall term. In the fall, they engage with other students and the faculty in smaller class sizes through the First-Year Interest groups or engage in research as they enter fall semester. Pathways students also have a choice of living in the residential learning communities in their first year. Given the nature of the high-touch approach we exercise with our students, getting to know the students and what they bring to college, as well as anticipating their challenges, are crucial for the work of the Center s advisors. The first encounters with the students during their first semester are critical, both to establish a close studentadvisor connection and to guide the students decisions about course enrollment, social life, and career choices. This is also the time to help students build ties to the campus community and resources. The College Student Inventory (CSI) provides us with a tool that supports these goals for the first semester. In addition, the Mid-Year Assessment (MYSA) provides us with an opportunity to assess the impact of our interventions on the students and continue building the right path for the student. Most important, the MYSA tells 1 The Wisconsin Experience describes what's unique about getting a degree from UW Madison together, we create and apply learning inside and outside the classroom to make the world a better place. UW Madison produces graduates who are creative problem solvers, able to integrate empirical analysis and passion, seek out and create new knowledge and technologies, adapt to new situations, and engage as world citizens.
2 Page 2 us about the impact of the intentional support interventions such as first-year interest groups, research, and summer program, as well as the effects of intrusive academic advising and mentoring components of the Center. The Center began using the Noel-Levitz retention tools in 2010, when all AAP students took the CSI before the start of the first summer term and the MYSA at the end of the fall semester. In 2011, both the CSI and MYSA were administered to all students in the Center. Both assessments were repeated for 2012 CAE incoming freshman cohort. Although we have not been very prescriptive in the use of the survey reports by advisors, we see three threads in our use of the data collected from the CSI and MYSA: 1. The advisors individual use of student and advisor reports during one-on-one meetings with students. 2. An extensive analysis of the aggregate results has developed an overall picture of SCE and CAE students preparedness for college, and informed the development of first-year programming. 3. In addition, linking student responses to student record data has revealed some significant contrasts in firstyear outcomes disaggregated by the survey responses. The Center s task force looked at such contrasts and found that they were informative for developing our programming and practice. First Thread: Using individual student reports in the advising practice To gather qualitative data to illuminate and assess our use of the CSI and MYSA student reports in the context of one-on-one advising, we conducted an advisor roundtable discussion. The discussion revealed two modalities in how Center advisors used student reports: as a resource that informed the initial meetings with students, or as a platform for a more detailed discussion of the specific scales with the student. Most advisors used the student report in the first modality, perusing the student survey responses primarily to shape the conversation with the student and treating certain critical survey scores as flags signaling areas of concern to watch more closely as the semester progressed. On the other hand, some advisors felt comfortable discussing details of the reports with students, even addressing the scales where a student scored low. In these cases, advisors found it important to discuss the why behind any particular score, e.g., whether the score was consistent with a student s understanding of the scale or not and how the score might best be interpreted. Interestingly, the data from the surveys, (whether discussed or not with the students), tended to reflect a student s particular attributes/desires/motivations characteristic at the point when the survey was conducted. For instance, advisors reported that indicators such as math/science confidence, verbal/writing confidence, desire to finish college, receptivity to assistance, and others were consistent with students attitudes, behaviors, and actions. Nevertheless, there were a few cases in which students felt the survey scores did not reflect their personalities and intentions. Any high-touch advising practice requires the development of a trusting student-advisor relationship. In certain contexts, advisors may feel that showing students their reports might undermine the foundation of the relationship with the student, especially if the advisor does not feel that discussion of the low scores on the student report is appropriate, before building a trusting relationship with the student.
3 Page 3 Another theme noticed in our practice is the simple lack of time to go through the report with the student and discuss it in depth, as suggested by the creators of the tool. Thus, even though advisors find value in the reports in terms of framing their interactions with students and adding awareness about the particular challenges students may experience, other, more pressing decisions in their college career (such as enrolling in classes, checking on the program requirements, etc.) may take precedence over devoting the whole session to discussing the report. In summary, although advisors have found value in the individual student reports, they tend to feel more comfortable using aggregate reports to inform the design of programmatic interventions for the whole cohort. Nevertheless, the Center advisors do think that there should be continued discussion around the best use of the data. For instance, one suggestion that generated considerable discussion was to educate the students in a group setting about the concepts from the CSI prior to sharing the results and discussing them with advisor. Second Thread: Developing programming for student success The Center has also used the Noel-Levitz data in the contexts of the enrollment management and the development of programming for first and second-year students. One CAE committee oversees the development of programming for first and second-year students to assist them in their transition from high school to college, to connect students with campus resources, and to help them advance academically by successfully completing their courses. This committee investigated Noel-Levitz data to understand individual students needs in aggregate, which, in turn, helped identify common programming needs of the sister programs: Pathways Student Academic Services and the Academic Advancement Program. In addition, the Noel-Levitz data have helped to identify those campus partners whose services are best matched to the needs of CAE students. The committee began looking at the aggregate data in 2011, when CSI and MYSA were administered to all Center students. In spring of academic year, MYSA results drove our programming, by addressing students challenges with study habits, writing skills, and making career choices. We have become even more explicit in the use of aggregate data in the fall of During the beginning of the fall semester, the Noel-Levitz task force compiled aggregate data based on student responses on the CSI. Disaggregating the data by various groups of students helped the enrollment management committee better understand the needs of all Center students. For example, it was useful to develop cohort profiles based on student demographic information, such as high school GPA, parental education, degree sought, etc. In addition, the task force analyzed the relationships between key variables and the Noel-Levitz scales, such as students gender and their receptivity to various kinds of assistance or social engagement. These analyses informed the design and planning of a series of co-curricular programming events in fall 2012 focused around students personal and academic interests and needs. For example, many students reported a strong need for help with selecting an academic program and discussing qualifications for occupations; many also indicated a need for assistance with time management and study skills. The first event simply welcomed students to the UW campus and to their CAE community through an informal gathering in the student union. The second event partnered with a campus tutorial service to speak to students on the importance of seeking tutorial services early on and the role tutorial services play in helping students to have a successful first year. This event also focused on time management and study skills. The third event led by the Career Exploration Center facilitated students understanding of a major and the relationship between major, career, and student interests, values, and goals. Finally, the last event of the semester centered on the skills employers seek and how students could improve or acquire such skills in their first year. At this last event, CAE staff also took time to celebrate and acknowledge student accomplishments thus far.
4 Page 4 For spring semester 2013, the co-curricular events will focus on other areas of interest to students as indicated in their CSI responses, such as financial aid, scholarships, jobs, study abroad, research and volunteer opportunities, and resume building. Third Thread: Analyzing aggregate patterns in Noel-Levitz survey responses As mentioned in the previous section, the aggregate Noel-Levitz reports were useful for determining, on average, what support services students wanted most, such as exams, study, time management, math, and writings skills. Similarly, other survey scales indicated that many students wanted help with financial aid and finding part-time jobs. In addition, contrasts in responses by demographic factors, such as gender and first-generation college status, also guided first-year programming. For example, many strategic planning discussions wrestled with the issues surrounding the fact that male students tend to be less receptive to academic assistance, as well as social engagement opportunities, than female students. Interestingly, both of these two receptivity scales were discovered to be highly correlated with academic outcomes, in particular, students cumulative GPA after the first two semesters. Since database development, management, and analysis were essential for this aspect of using the Noel-Levitz surveys, the process is described below in greater detail. Student IDs were uploaded to our Noel-Levitz account data, and so it was a simple matter to link or join student responses to their academic records. This allowed us to examine survey responses by data elements such as ACT or Placement scores, GPAs, and course grades. The data for this project were extracted from several data views maintained in the university data warehouse The Microsoft Access application within Microsoft Office was used to extract the student data and join it with the Noel-Levitz survey responses, which were extracted with the download utilities on the Noel-Levitz Web site. Student-level data from several sources were collated by a single MS-Access query that served as the data source for an Excel pivot table. Of course, student confidentiality is protected by FERPA, and we maintained strict compliance with the federal regulations. We also took great care to protect the student data via encryption and storage on secure servers. The main thrust of this effort was to investigate in what ways survey responses were related to student academic outcomes. The Excel pivot table utility allowed our Noel-Levitz task force to quickly discover relationships between survey responses and academic outcomes. For example, using Excel pivot tables it was easily determined that the relationship between, say, receptivity to academic assistance and cum GPA/Credits existed across all levels of prior achievement as measured by ACT scores. This sort of aggregate analysis of the Noel-Levitz survey responses linked to student data was able to inform both the use of Noel-Levitz responses in one-on-one student-advisor meetings as well as cohort programming. For example, prior to meeting with a student, an advisor could quickly check whether a given student was flagged by a low receptivity score and structure the conversation with the student accordingly. Likewise, the cohort programming team could structure feedback from cohort co-curricular activities to see whether they were effective for students with low receptivity scores. The Center for Academic Excellence hopes to continue to build on the knowledge and experience using the College Student Inventory and Mid-Year Student Assessment in our student support practice. These are the goals that we have established for the continued use of the data and adjusting it to our practice:
5 Page 5 - Continue developing first and second-year co-curricular programming based on student needs and interests data; - Continue educating our students about study skills, finding best ways to integrate the teaching of study skills into their day-to-day academics; - Continue broadening leadership and involvement opportunities for students in their first and second years, and beyond; - Create events and opportunities that foster student-faculty interaction; - Use high-touch advising with students identified as at-risk by Noel-Levitz data and, given low grades or dropped courses, discuss their progress at staff meetings; - Continue having conversations with advisors about finding best ways to utilize individual student reports in advising practice; - Further develop the student records component of our use of the Noel-Levitz surveys; - Continue educating ourselves and our staff about the Noel-Levitz research nationwide and find best practices that match the Center s needs; - Track benchmarks indicating student persistence and success. We are also hoping to broaden the scope of our use of the students individual and aggregate data to extend it to our campus partners to address the students needs and challenges in their first year and beyond. We look forward to continued use of the CSI and MYSA tools and to find new and better ways to engage our students, to develop their talents, and to be their best supporting resource. By partnering with our colleagues across the nation, we hope to further develop our mission to make the Wisconsin Experience a reality for firstgeneration and underrepresented students of color on campus.
Graduation. Nursing. Pre-Nursing
EVALUATION AND TECHNICAL SUPPORT CAPACITY XXXXXX has agreed to lead assessment efforts. The evaluation of the project will be greatly enhanced by Dr. XXXX expertise in evaluation, research design and knowledge
More informationAcademic Planning - Step One: Find Your Place Make a list of the major(s) and certificate(s) that interest you. Course Selection:
Academic Planning - Step One: Find Your Place The transition to UW-Madison is both exciting and challenging. There are so many new people to meet and things to learn! Establishing good study habits, staying
More informationFreshmen Exit Interview Study. Heidi Arbisi-Kelm, University of Wisconsin-Madison Yang Zhang, Director of Institutional Research, Edgewood College
Freshmen Exit Interview Study Heidi Arbisi-Kelm, University of Wisconsin-Madison Yang Zhang, Director of Institutional Research, Edgewood College 1 Presentation Plan Research initiative and survey protocol
More informationThe Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community
The Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community Michele J. Hansen, Ph.D., Director of Assessment, University
More informationLearning Communities at Lamar University
Learning Communities at Lamar University Lamar University, Beaumont, TX. Member of Texas State University System 9000 students enrolled Spring 2007 Majority commuter students 61% of LU freshmen are firstgeneration
More informationStrategic Plan 2010-2015 for GVSU Student Academic Success Center
Strategic Plan 2010-2015 for GVSU Student Academic Success Center Mission of the University: Grand Valley State University educates students to shape their lives, their professions, and their societies.
More informationDIVISION OF STUDENT AFFAIRS. Office of Excellence and Multicultural Student Success
DIVISION OF STUDENT AFFAIRS Office of Excellence and Multicultural Student Success Office Mission The mission of the Office of Excellence and Multicultural Student Success is to create a campus environment
More informationEagles Taking Flight: Designing a First Year Experience Program at FGCU A Quality Enhancement Plan Proposal. Submitted By:
Page 1 Eagles Taking Flight: Designing a First Year Experience Program at FGCU A Quality Enhancement Plan Proposal Submitted By: Andrew Cinoman, Ph.D.; Director, New Student Programs R. Marc Laviolette,
More informationStudent Success at the University of South Carolina: A comprehensive approach Category: Academic Support
Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support Summary: The University of South Carolina Student Success Center offers a comprehensive array of
More informationHow To Be A Successful Transfer Student
The Attitudes and Motivations of College Transfer Students Dr. Mari Normyle Assistant Vice President for Retention Solutions All material in this presentation, including text and images, is the property
More informationUsing Data to Identify At-risk Students and Develop Retention Strategies
UNIVERSITY LEADERSHIP COUNCIL Using Data to Identify At-risk Students and Develop Retention Strategies Custom Research Brief Research Associate Bryan Beaudoin Research Manager Priya Kumar June 2012 2 of
More informationIncreasing Degree Completion for General Studies Majors through Intrusive Advising
Title: Project Leader: Increasing Degree Completion for General Studies Majors through Intrusive Advising Amy Schmidt, Director of Academic Advising, Dalton State College, aschmidt@daltonstate.edu, 35
More informationUniversity of North Georgia
INSTITUTIONAL MISSION AND STUDENT BODY PROFILE University of North Georgia The University of North Georgia (UNG), a 4-campus institution of over 16,000 students, was created in January 2013 from the consolidation
More informationThe New Student Experience
Valencia College Quality Enhancement Plan: The New Student Experience Fall 2014 Report Prepared by Dr. Christina Hardin Director, New Student Experience Initial Goals and Intended Outcomes Valencia s New
More informationHispanic and First-Generation Student Retention Strategies
ACADEMIC AFFAIRS FORUM Hispanic and First-Generation Student Retention Strategies Custom Research Brief Research Associate Amanda Michael Research Manager Nalika Vasudevan November 2012 2 of 10 3 of 10
More informationUniversity of North Georgia
University of North Georgia INSTITUTIONAL MISSION AND STUDENT BODY PROFILE The University of North Georgia (UNG), a 4-campus institution of over 15,000 students, was created in January 2013 from the consolidation
More informationEarly Alert System: Where Faculty Advising Meets First-Year Student Success
Early Alert System: Where Faculty Advising Meets First-Year Student Success Subbu Kumarappan, Ph.D. Ruth Montz, C.F.L.E. Presented at Focusing on the First Year Conference 2014 Columbus, OH February 28
More informationInventory of Program Effectiveness Indicators
Inventory of Program Effectiveness Indicators (1) ATHLETICS 1. Improved Leadership Skills Will be published in annual report Will be part of future student athlete survey Athletic administration To develop
More informationUndergraduate Education
Undergraduate Education Organization of Undergraduate Education How do the pieces fit together? Provost Office Deans/Chairs University Senate Undergraduate Council FTFT Student Cohorts Undergraduate Colleges
More informationBARBARA R. ALLEN, Dean
1 THE COLLEGE OF GENERAL STUDIES BARBARA R. ALLEN, Dean THE COLLEGE of GENERAL STUDIES offers a baccalaureate and associate degree in General Studies for students who desire a plan of study not found in
More informationEffective Programming for Adult Learners: Pre-College Programs at LaGuardia Community College
Effective Programming for Adult Learners: Pre-College Programs at LaGuardia Community College Amy Dalsimer, Director Pre College Academic Programming October 18, 2013 LaGuardia Community College Division
More informationAction Project 11. Project Detail
Action Project 11 Title: "Ready, Set, College!" - GED Transition Program Version: 1 Institution: Blackhawk Technical College Status: Active Submitted: 2014-08-06 Category: 2 - Meeting Student and Other
More information2013 Student Retention and College Completion Practices Report for Four-Year
Noel-Levitz Report on Undergraduate Trends in Enrollment Management 2013 Student Retention and College Completion Practices Report for Four-Year and Two-Year What s working to increase student retention
More informationUndergraduate. Education. Explore Your Passion and Expand Your Future. www.oue.gatech.edu OFFICE OF
Undergraduate OFFICE OF Education www.oue.gatech.edu Explore Your Passion and Expand Your Future www.oue.gatech.edu Georgia Tech Office of Undergraduate Education The Georgia Tech Office of Undergraduate
More informationAssociated Colleges of Illinois: Peer Mentoring Initiative A collaboration between Augustana College, Dominican University and North Park University
Associated Colleges of Illinois: Peer Mentoring Initiative A collaboration between Augustana College, Dominican University and North Park University What brings you to this session today? + Your most hoped-for
More information7.1 Assessment Activities
Admissions Outreach Assessment To determine the effectiveness of campus outreach efforts in attracting and preparing then for higher education. High school and community college participating in outreach
More informationJuly 6 - August 7, 2015 Summer Bridge
July 6 - August 7, 2015 Student Tuition Assistance and Readiness Tracks/Pathways a letter from the president Greetings: At Philander Smith College, our aim is to move this great institution to new heights.
More informationExamples of Diversity Programs at the University of Washington
Examples of Diversity Programs at the University of Washington Diversity Area Strategy Examples Diversity Blueprint Goal 1: Leadership & Commitment to Diversity Demonstrate commitment Diversity in mission
More informationProposal Guidelines. Projects with Scholarship Component
Proposal Guidelines Projects with Scholarship Component These proposal guidelines are intended to help you prepare your proposal and gather the required documentation. The guidelines include a checklist
More informationRegents Teaching Excellence Award. Nominee Floyd College Dental Hygiene Department Portfolio
Regents Teaching Excellence Award Nominee Floyd College Dental Hygiene Department Portfolio January 13, 2003 Departmental Statement Philosophies, Goals, and Strategies: Making a Difference in the Academic
More informationPractical Steps to Improving Retention and Graduation Rates by The Florida State University Student Success Team
Practical Steps to Improving Retention and Graduation Rates by The Florida State University Student Success Team Retention and graduation should be a key concern for our country and our universities. The
More informationNSF S-STEM Scholarship Grant for Engineering and Applied Technology Majors to Increase Enrollment and Retention
Paper ID #10662 NSF SSTEM Scholarship Grant for Engineering and Applied Technology Majors to Increase Enrollment and Retention Dr. Kenan Baltaci, University of Wisconsin, Stout Kenan Baltaci is an Assistant
More informationRichard Bland College Honors Program Handbook 2014-2015
Richard Bland College Honors Program Handbook 2014-2015 Table of Contents Mission 3 Vision 3 Goals and Student Learning Outcomes 3-4 Introduction 5 Honors Scholars FAQ s 5-7 Honors Program Requirements
More informationUtilizing Technology to Support Campus Initiatives to Improve Graduation and Completion Rates. Jonelle Beatrice Executive Director, Student Life
Utilizing Technology to Support Campus Initiatives to Improve Graduation and Completion Rates Jonelle Beatrice Executive Director, Student Life Agenda Overview of Youngstown State University Early Warning
More information2015-16 Living Learning Community Application
2015-16 Living Learning Community Application Although each LLC is unique, benefits may include providing students with a mutual support network, evening events about interesting topics of specific interest
More informationStrategic Plan 2013-2016
Strategic Plan 2013-2016 Strategic Plan 2013 2016 Mission Statement Kutztown University s mission is to provide a high quality education at the undergraduate and graduate level in order to prepare students
More informationStudent Learning and Development Report 2013-2014
Date: October 31, 2014 Reporting Unit: Report Prepared by: Assessment Plan Information Student Learning and Development Report 2013-2014 Student Financial Services Division of Student Affairs Tammie Reger
More informationThe Urban Transfer Research Network (UTRN) is a collaborative multiinstitutional
Project Overview The Urban Transfer Research Network (UTRN) is a collaborative multiinstitutional research project focused on low-income and minority students who begin their postsecondary careers at community
More informationBringing Equity and Quality Learning Together: Institutional Priorities for Tracking and Advancing Underserved Students Success
Bringing Equity and Quality Learning Together: Institutional Priorities for Tracking and Advancing Underserved Students Success Key Findings from a Survey and In-Depth Interviews among Administrators at
More informationCollege of Education. Administration. Undergraduate. Admissions. Freshmen. Transfer Students. International Students. Exploratory Courses
University of Missouri 1 College of Education Administration Daniel Clay, Dean and Joanne H. Hook Dean s Chair in Educational Renewal Kathryn Chval, Associate Dean, Academic Affairs Matt Burns, Associate
More informationImprovement Plan Update
Improvement Plan Update KEY AREAS OF FOCUS Metric 4. Six-Year Graduation Rate for Firsttime-in-College (FTIC) Students Metric 5. Academic Progress Rate Metric 9. Baccalaureate Degrees Awarded Without Excess
More informationComplete College Georgia Plan 2012-13
Part I: Goals and Data Analysis Complete College Georgia Plan 2012-13 Complete College Georgia furthers the mission 1 of Bainbridge College, particularly our emphasis upon accessible and excellent education.
More informationGuide to Using Results
Guide to Using Results Contact Information For assistance, call ACT Engage Customer Service at 319.337.1893, 8:30 a.m. 5:00 p.m., central time, Monday through Friday, or email engage@act.org. Resources
More informationCommunity College Survey of Student Engagement
Community College Survey of Student Engagement 2010 Key Findings Table of Contents Introduction 2 Benchmarks of Effective Educational Practice 3 Areas of Highest Student Engagement 4 Areas of Lowest Student
More informationORGANIZATION DESCRIPTION
ORGANIZATION DESCRIPTION St. Catherine University (SCU) is the most racially diverse of all ranked Minnesota colleges and universities and the most economically diverse of top-ranked schools in the region.
More informationDelta Courses. *The College Classroom. The College Classroom: International Students, International Faculty. Diversity in the College Classroom
COURSE CATALOG Contents Introduction... 3 Delta Courses... 4 The College Classroom... 4 The College Classroom: International Students, International Faculty... 4 Diversity in the College Classroom... 4
More informationTexas Higher Education Coordinating Board
Texas Higher Education Coordinating Board Master s Universities Success Accountability Measures Introduction The Texas Higher Education Coordinating Board has organized the Master s Level Universities
More informationThis Academic Advising Syllabus details important information regarding your ACADEMIC SUCCESS!
Mountain View College Academic Advising Syllabus YOUR KEY TO SUCCESS! Welcome to Mountain View College! This Academic Advising Syllabus details important information regarding your ACADEMIC SUCCESS! Following
More informationAgenda Items I.1.a.(1) and I.1.a.(2)
June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA
More informationFlorida College System. Developmental Education Implementation Plan Template
DEV ED PLAN Florida College System Developmental Education Implementation Plan Template Section (s.) 1008.30, Florida Statutes (F.S.), excerpt: (6)(a) Each Florida College System institution board of trustees
More information2011 Student Retention Practices at Four-Year and
Noel-Levitz Report on Undergraduate Trends in Enrollment Management 2011 Student Retention Practices at Four-Year and Two-Year Institutions What s working in student retention at the undergraduate level?
More informationWelcome to North Shore Community College.
WELCOME TO NORTHSHORE COMMUNITY COLLEGE Spring 2016 Online Orientation Welcome to North Shore Community College. At NSCC we require new and transfer students to complete a New Student Orientation before
More informationUNIVERSITY OF BRADFORD Faculty of Social Sciences Division of Economics Programme title: MSc in Financial Economics
UNIVERSITY OF BRADFORD Faculty of Social Sciences Division of Economics Programme title: MSc in Financial Economics Awarding and teaching institution: Final award and interim award(s): Programme title:
More informationExternal Review Panel Report on the Department of Psychology BA in Psychology and MA in Industrial-Organizational Psychology. East Carolina University
External Review Panel Report on the Department of Psychology BA in Psychology and MA in Industrial-Organizational Psychology East Carolina University Prepared for Academic Program Planning and Development
More informationACES (Achieving Collegiate Excellence and Success Program)
BOARD OF REGENTS SUMMARY OF ITEM FOR ACTION, INFORMATION OR DISCUSSION TOPIC: ACES (Achieving Collegiate Excellence and Success Program) COMMITTEE: Advancement DATE OF COMMITTEE MEETING: May 14, 2014 SUMMARY:
More informationKean University School of General Studies General Education Mentor (GEM) Peer Leadership Program Undergraduate Student Employment Application
General Education Mentor (GEM) Peer Leadership Program Undergraduate Student Employment Application This application packet contains the following: General Job Description and Expectations Mission, Goals,
More informationRedefining At-Risk Through Predictive Analytics: A Targeted Approach to Enhancing Student Success
Redefining At-Risk Through Predictive Analytics: A Targeted Approach to Enhancing Student Success Amilcah Gomes Assistant Director, Academic Services Center Eastern Connecticut State University Predictive
More informationProposed Organizational Structure for Leadership
Proposed Organizational Structure for Leadership The recommendations for changing the nature of academic advising at Southeastern Louisiana University are based on the total intake model. In this model
More informationUniversity of North Carolina Pembroke Department of Nursing
University of North Carolina Pembroke Department of Nursing Discover Nursing: Living Learning Leading Community (DNL³C) 1 University of North Carolina Pembroke Department of Nursing Discover Nursing: Living
More informationFaculty Mentoring Program
Faculty Mentoring Program Annual Report 2009-2010 Prepared by: Marie Thomas and Sonia M. Perez FMP Annual Report 2009-2010 Page 1 of 9 INTRODUCTION The Faculty Mentoring Program (FMP) is a campus program
More informationUSG Incubator RFP: Coastal Connection Initiative
USG Incubator RFP: Coastal Connection Initiative Proposal Project Lead: Heidi Leming, Vice President for Student Affairs, hleming@ccga.edu, 912-279- 5970 Other Team Members: Dr. Phil Mason, Vice President
More informationThe Undergraduate Education Office and First-Year Offerings
UNIVERSITY LEADERSHIP COUNCIL The Undergraduate Education Office and First-Year Offerings Custom Research Brief TABLE OF CONTENTS RESEARCH ASSOCIATE Joe LeMaster RESEARCH MANAGER Sarah Moore I. Research
More informationInvesting in What Works: How Federal TRiO Programs Can be Used to Enhance the STEM Pipeline
Investing in What Works: How Federal TRiO Programs Can be Used to Enhance the STEM Pipeline A Presentation for the Building Diversity in Higher Education: Strategies for Broadening Participation in the
More informationBest Practices in Implementing ACCUPLACER//MyFoundationsLab
Best Practices in Implementing ACCUPLACER//MyFoundationsLab June 2013 2013 The College Board. College Board, ACCUPLACER, SAT and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT
More informationReport of Efforts Concerning Timely Graduation
Report of Efforts Concerning Timely Graduation 1. For each undergraduate degree program, the average number of semester credit hours attempted and the average number of fall and spring semesters attended
More informationNorth Carolina Community College High Altitude Balloon Payload Competition
North Carolina Community College High Altitude Balloon Payload Competition Application Packet Sponsored by the North Carolina Space Grant and NASA Do you excel in science and math? Are you a problem solver?
More informationUWG Vision Statement: UWG aspires to be the best comprehensive university in America sought after as the best place to work, learn and succeed!
1 UWG Vision Statement: UWG aspires to be the best comprehensive university in America sought after as the best place to work, learn and succeed! Strategic Imperative #1: Student Success Enhanced Learning,
More information2015 NWCCU Accreditation Mid-Cycle Evaluation Report
2015 NWCCU Accreditation Mid-Cycle Evaluation Report August 27, 2015 Table of Contents Overview 1 Part I: Assessment Process for Mission Fulfillment 1 Part II: Examples of Mission and Core Theme Planning
More informationThree Forms of the Global Perspective Inventory 2013 2014 2014 2015
Global Perspective Institute Inc. Dr. Larry A. Braskamp, President http://gpi.central.edu 260 E. Chestnut Street STE 3307, Chicago IL 60611 Tel 312.420.1056 Fax 312.943.4457 Three Forms of the Global Perspective
More informationTailoring First-Year Seminars for Computing Majors. Quick Intros
Tailoring First-Year Seminars for Computing Majors Penny Rheingans, Marie desjardins, Susan Martin, Carolyn Seaman 21st National Conference on Students in Transition Denver, CO, October 20, 2014 Session
More informationINNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN ST. JOHNS RIVER STATE COLLEGE. Jobs for the Future November 2015
INNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN ST. JOHNS RIVER STATE COLLEGE Jobs for the Future November 2015 In 2013, the Florida Legislature passed Senate Bill (SB) 1720, which called for all developmental
More information2006 PERFORMANCE REPORT St. Augustine College
SECTION I: INSTITUTIONAL CONTEXT Mission Statement is an independent, bilingual (dual language) institution of higher education created under the auspices of the Episcopal Diocese. goals are: To make the
More informationNORTH DAKOTA STATE COLLEGE OF SCIENCE OCCUPATIONAL THERAPY ASSISTANT PROGRAM DEPARTMENT ASSESSMENT REPORT
NORTH DAKOTA STATE COLLEGE OF SCIENCE OCCUPATIONAL THERAPY ASSISTANT PROGRAM DEPARTMENT ASSESSMENT REPORT Program: Occupational Therapy Assistant Contact Person: Beth Schlepp, M.Ed, COTA/L Year/Assessment
More informationDeveloping the STEM Education Pipeline
Developing the STEM Education Pipeline Developing the STEM Education Pipeline For almost 50 years, ACT has played a pivotal role in promoting student access into and success in science, technology, engineering,
More informationCareers, Academic Support, Service-Learning, Community Service and related
Award Title SmartStart: A Successful Transition Program for Underprepared Community College Students Awards Categories Careers, Academic Support, Service-Learning, Community Service and related Executive
More informationFaculty in Action. Department: MESA1 BACK
Faculty in Action Department: MESA1 BACK 1. What initiative is your department currently involved in that promotes equity in course completion and/or retention? If you have more than one initiative that
More informationS.T.R.I.P.E.S. (Student Tigers Rallying, Interacting, and Promoting Education and Service) - It's a Tiger Tradition!
Award Title S.T.R.I.P.E.S. (Student Tigers Rallying, Interacting, and Promoting Education and Service) - It's a Tiger Tradition! Awards Categories Enrollment Management, Financial Aid, Orientation, Parents,
More informationC.A.R.E. Program College Access and Readiness for Everyone
C.A.R.E. Program College Access and Readiness for Everyone Creating Pathways for all D.C. Students Overview of C.A.R.E. Dual Enrollment Student Success Experience Recruitment through Enrollment Review
More informationAssessment Coordinator: Bill Freese 214 Reid Hall 994 3072
MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department
More informationCOLLIN COUNTY COMMUNITY COLLEGE DISTRICT NURSING PROGRAM NURSING EDUCATION PERFORMANCE INITIATIVE RECOGNIZED BEST PRACTICE DISSEMINATION PLAN
COLLIN COUNTY COMMUNITY COLLEGE DISTRICT NURSING PROGRAM NURSING EDUCATION PERFORMANCE INITIATIVE RECOGNIZED BEST PRACTICE DISSEMINATION PLAN SEPTEMBER 2009 Education Performance Initiative Page 2 Education
More informationSEI Case Stud y June 2013
Degree Compass Course Recommendation System SEI Case Stud y June 2013 Institution: Austin Peay State University, a four-year public, master s university with more than 10,000 students that offers programs
More informationUW-MADISON CRIMINAL JUSTICE CERTIFICATE PROGRAM CRIMINAL JUSTICE FIELD OBSERVATION HANDBOOK
UW-MADISON CRIMINAL JUSTICE CERTIFICATE PROGRAM CRIMINAL JUSTICE FIELD OBSERVATION HANDBOOK The Criminal Justice Field Observation is an internship opportunity that combines community engagement with classroom
More informationkaplan University to help you Succeed
kaplan University Real-World Knowledge and Skills to help you Succeed LETTER FROM THE PRESIDENT CELEBRATING 75 YEARS: A LEGACY OF INNOVATION IN HIGHER EDUCATION In 1937, the founding campus of Kaplan University
More informationStudent and Academic Support Services Assessment Information Packet
Student and Academic Support Services Assessment Information Packet Assessment Plan and Status Report Format for Student and Academic Support Services Review Schedule Examples of Assessment Activities
More informationPresented at the 2014 Celebration of Teaching, University of Missouri (MU), May 20-22, 2014
Summary Report: A Comparison of Student Success in Undergraduate Online Classes and Traditional Lecture Classes at the University of Missouri Presented at the 2014 Celebration of Teaching, University of
More informationCollegiate 100 Program Information Sheet
What is COLLEGIATE 100? Collegiate 100 Program Information Sheet The Collegiate 100 is an auxiliary organization that extends the 100's mission on college and university campuses across America. Students
More informationThe Summit Country Day School. College Counseling Freshman Handbook
The Summit Country Day School College Counseling Freshman Handbook Overview of The Summit Country Day School College Counseling Team STAFF: Maureen Ferrell Director of College Counseling 513 871-4700 x226
More informationBusiness Analytics and Data Warehousing in Higher Education
WHITE PAPER Business Analytics and Data Warehousing in Higher Education by Jim Gallo Table of Contents Introduction...3 Business Analytics and Data Warehousing...4 The Role of the Data Warehouse...4 Big
More informationCOMPLETE COLLEGE GEORGIA PROGRESS REPORT DALTON STATE COLLEGE JUNE 2013. Updates, Programs, Future Work. Partnerships with P-12 Systems
COMPLETE COLLEGE GEORGIA PROGRESS REPORT DALTON STATE COLLEGE JUNE 2013 Updates, Programs, Future Work Partnerships with P-12 Systems During the 2012-13 academic year we engaged in several activities to
More informationTransfer Student Orientation
Advising Center! Transfer Student Orientation Welcome to the University of Pittsburgh s Dietrich School of Arts and Sciences! Welcome to the Advising Center The Advising Center: ü Consists of 25 full-time
More informationAdmissions, Attrition, Retention and Excel: Data Matrix and Report
Admissions, Attrition, Retention and Excel: Data Matrix and Report Presented by Director of Enrollment and Academic Services Barb Miller IMSA Board of Trustees Data Retreat - Focus on the Questions January
More informationE-COMMERCE & WEB DESIGN TECHNOLOGY Plan for Assessment of Student Academic Achievement 2004-2005
E-COMMERCE & WEB DESIGN TECHNOLOGY Plan for Assessment of Student Academic Achievement 2004-2005 From the Mission of Hocking College To prepare learners for technical careers or for transfer to other institutions
More informationTENNESSEE STATE BOARD OF EDUCATION
TENNESSEE STATE BOARD OF EDUCATION HIGH SCHOOL POLICY 2.103 ELEMENTS OF SCHOOL-WIDE REFORM The following policy will be effective beginning with the ninth grade class entering high school during the 2009-2010
More informationHow To Help High School Students Prepare For College
The University of Texas at El Paso University Response to HB 1172: Timely Graduation Report November 26, 2008 Pursuant to HB 1172, this document reports The University of Texas at El Paso s UTEP efforts
More informationT.E.E.M. SCHOLARS. Tomorrow s Educators for Equity in Madison. FORWARD Madison - T.E.E.M. Scholars
T.E.E.M. SCHOLARS Tomorrow s Educators for Equity in Madison 1 2 Why teaching? 3 What is FORWARD Madison? 4 What is T.E.E.M. Scholars? Tomorrow s Educators for Equity in Madison New program focused on
More informationTraditional College Retention Strategies & New Initiatives
Traditional College Retention Strategies & New Initiatives Presented by: Tosha Lewis, Senior Program Manager & Matthew Avery, Senior Retention Advisor About DC-CAP The DC College Access Program (DC-CAP)
More informationBusiness Honors Program. Achieve!
Business Honors Program Achieve! Learn Today... A Bright Business Future If you are a talented and highly motivated student committed to getting the most out of your collegiate experience, you need look
More informationThe School Counselor s Role in College and Career Readiness
College and Career Readiness Counseling for All Students 1 The School Counselor s Role in College and Career Readiness Judy Petersen, M. Ed. Director, College and Career Readiness Granite School District
More informationSIS Data Importer Guide for Administrators 1.0 (Beta) Contents
SIS Data Importer Guide for Administrators 1.0 (Beta) Contents Overview Data Elements Data Refresh SIS Data Flow Calculating the preparedness indicator Displaying a set of SIS data elements in the student
More information