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Student Success Project. P 3 : Past, Present, Projected Santa Monica College April 30, 2001 Brenda Johnson-Benson Judy Penchansky Erica LeBlanc Merril Simon Esau Tovar. Need for Project. To address the high probationary rates and low persistence rates of SMC students

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Student success project

Student Success Project

P3: Past, Present, Projected

Santa Monica College

April 30, 2001

Brenda Johnson-Benson

Judy Penchansky

Erica LeBlanc

Merril Simon

Esau Tovar


Need for project
Need for Project

  • To address the high probationary rates and low persistence rates of SMC students

    • Using an innovative orientation program and specialized instructional modules, the projectexamined the effect on first semester students’ GPA, Retention, Persistence and Probationary status


Interventions
Interventions

  • Special Orientation

    • Presented by teams of counseling and instructional faculty

    • 7.5 hours (vs. control group of 2 hours)

    • Available for course credit


Interventions con t
Interventions (con’t.)

  • Classes Offered:

    • Collaboratively taught English &math classes

    • Courses from other disciplines

    • Student Success Seminar (Human Development 20)

  • Out-of-Class Activities


Interventions cont d
Interventions(cont’d.)

  • Follow-up Services

    • Follow-up Orientation

    • Developmental Advising/

      Counseling (academic,

      personal, & career)


Results
Results

Highlights:

  • Participants in the SSP Orientation are more likely to:

    • complete a greater number of units

    • attain a higher GPA

    • be retained

    • persist

    • have lower academic and lack of progress probation rates


Highlights lowlights cont d
Highlights/ Lowlights(cont’d)

Lowlights:

  • The two factors most often  mentioned by students as  success inhibitors were:

    (1) job responsibilities and

    (2) commuting

  • Challenges working with individual faculty


Ssp grant year 2
SSP Grant Year 2

  • Continue to track SSP students in study groups and compare their outcome with those who attend the general orientation or no orientation at all.

  • Provide more inservice training to student services faculty and increased use of intrusive advisement.

  • Provide professional development for faculty on teaching/learning approaches with special emphasis on collaborative learning.

  • Implement out-of-class activities that promote collaborative approaches and relate to in-class learning/assignments.



Next steps new grant
Next Steps…(new grant)

  • Develop program that uses successful SSP interventions with first-time probationary students:

    • Outreach

    • “Re-Orientation”

    • Solution-Focused Advisement

    • Collaboratively Taught Classes

    • Academic & Social Integration


Needed resources
Needed Resources

  • Personnel

    • Project Director (1 full-time)

    • Counselors (4 half-time)

    • Supportstaff:

      • Secretarial support

      • Counseling aides

      • Teaching assistants

      • Student workers


Funding sources
Funding Sources

  • FII Grant (plan to apply)

  • Matriculation

  • Title III

  • District

  • PFE



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