beyond the classroom a comprehensive fye counseling program
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Beyond the Classroom: A Comprehensive FYE Counseling Program. Mount Ida College Newton, Massachusetts. 1. Mount Ida College. Baccalaureate college 1400 students 8 miles from downtown Boston Professional preparation with liberal arts base Student:faculty ratio of 14:1

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mount ida college
Mount Ida College
  • Baccalaureate college
  • 1400 students
  • 8 miles from downtown Boston
  • Professional preparation with liberal arts base
  • Student:faculty ratio of 14:1
  • Very low discount rate
mount ida college3
Mount Ida College
  • 25 majors in animal science, business, arts and sciences, design, and funeral service education
  • From Potential to Achievement
  • 538 new students in fall 2005
  • 51% from Massachusetts
  • 25% of students are varsity athletes
premise
Premise
  • Small college – very hands on approach
  • Enrollment management and marketing responsible for recruitment and retention
  • Focus on “walking across the stage”
  • Not about getting in – it is about getting out
enrollment issues
Enrollment Issues
  • Academic readiness
  • Financial readiness
  • Financial ability (individual and institution)
  • Career direction and focus
  • Millennial Parents and Children
  • Transition from high school to college
fye counseling model
FYE Counseling Model
  • Enrollment Management and Marketing
        • Admissions
        • Financial Aid
  • Student Affairs
        • Residence Life
  • Academic Affairs
        • Academic Services
        • Athletic Department
  • Finance and Administration
        • Bursar
fye counseling model assessment
FYE Counseling Model Assessment
  • Retention Audit
    • Established need and model premise
  • CIRP Survey
  • Noel Levitz Student Satisfaction Inventory
  • Noel Levitz Institutional Priorities Survey
  • Parent Survey (admitted/enrolled)
  • Financial Aid Leveraging Study
36 month plan
36 Month Plan
  • Process Oriented Information
  • Affordability
  • Student and Alumni Success Stories
  • “Walking Across the Stage”
messaging
Messaging
  • Tailor messages to various audiences
  • Repeat messaging utilizing dynamic method of delivery:
    • Publication Collatoral
    • Technology (i.e. e-mails, MySpace, website)
    • Counseling
what works
What Works!
  • Success Academy (EMM)
  • First-year Experience Counseling (EMM)
  • STAR Days (summer orientation) (campus)
  • Freshman Book Experience (campus)
  • MySpace (EMM)
  • CC101/Freshman seminar (AA)
  • Wadsworth Lecture Series (SA/EMM)
counseling
Counseling
  • FYE Counseling begins at time of application
  • FYE Counseling ends with enrollment in sophomore class
series of counselors and advisors
Series of Counselors and Advisors
  • Admissions counselor
    • Goals are to accept, enroll and have student be financially clearable
  • Financial aid counselor
    • Makes award, works with admissions counselor and does intrusive financial counseling for enrolled first years –goal enroll student in sophomore class
series of counselors and advisors14
Series of Counselors and Advisors
  • Peer advising from upper class students
    • Orientation Leaders
    • Resident Assistants
    • The Learning Circle
    • Balfour Peer Leaders
  • Academic advisors are assigned during first semester
  • Financial aid counselors are assigned for period of enrollment (4 years)
it impacts retention
It Impacts Retention…
  • Athletics
  • Mount Ida College Newsletter and Inside Mount Ida
  • The Learning Circle/TRIO
  • Community Interactions
it s not about whether the students get in
It’s Not About Whether the Students Get In
  • Admissions and financial counseling focuses on “right fit” and potential for achievement
  • Admissions Counselors are first point of contact and remain with student throughout enrollment process
  • Collaborative “case management”
  • Maintain contact for four years
early alert is designed to
Early Alert Is Designed To…
  • Identify first-year students early in the semester who are having difficulty in the classroom
  • Coordinate a supportive community response to address the student’s challenges
  • Increase retention and promote academic success for all students
how early alert works
How Early Alert Works
  • Faculty member meets with student to discuss challenges
  • Faculty member completes and submits form on College website
  • Form is automatically sent to several pre-determined key staff
  • Any contact made with the student is reported back to the Early Alert Coordinator
  • Follow-up by Coordinator when necessary
the early alert form
The Early Alert Form
  • On line and interactive
who uses the form
Who Uses The Form?
  • First Year Seminar Faculty
  • Adjunct Faculty
  • Faculty Teaching Developmental Courses
early alert can be initiated by any community member
Early Alert Can be Initiated by any community member
  • Enrollment Management Committee meeting
  • E-mail to VPEMM
who receives the form
Who Receives the Form?
  • Representatives from:
    • Academic Services (Program Directors)
    • Financial Aid Office
    • Residence Life
    • Counseling Center
    • Athletic Department
statistics
6% of first-year student names were been submitted to the program between 9/12/06 and 10/15/06

80% of the issues were resolved (successfully made contact)

Statistics
conclusions
Conclusions
  • Program is most successful when the form is submitted within the first five weeks of the semester
  • Quick action and feedback are key to faculty involvement
  • Explanation of the Early Alert Program should be included in the syllabi of the professors who use the program
  • Explained at parent orientation
results thus far
Results thus far . . .
  • Retention increased 5 points
    • 63% to 68%
    • Goals was to reach 68% retention by fall 2007
  • Comprehensive Program assessment in 2006-2007 using Stufflebeam Program Assessment model.
mount ida college27
Mount Ida College
  • www.mountida.edu
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