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From Zero to 80 in Two Years: Increasing Retention through Strengthening Academic Support

Amy Jones and Joe Roidt / Davis & Elkins College ACA Summit October 15, 2011. From Zero to 80 in Two Years: Increasing Retention through Strengthening Academic Support. Presentation Outline. D&E: A brief primer The “not so good” old days at D&E ( ‘00 - ‘07) Challenges and change (’07-’10)

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From Zero to 80 in Two Years: Increasing Retention through Strengthening Academic Support

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  1. Amy Jones and Joe Roidt / Davis & Elkins College ACA Summit October 15, 2011 From Zero to 80 in Two Years: Increasing Retention through Strengthening Academic Support

  2. Presentation Outline • D&E: A brief primer • The “not so good” old days at D&E ( ‘00 - ‘07) • Challenges and change (’07-’10) • The present

  3. D&E: A brief primer

  4. The “not so good” old days • Retention at D&E ( ‘00 - ‘07) • Lower 70th percentile (fishy numbers) • Mid 60th percentile (pretty solid numbers) • Academic support at D&E ( ‘00 - ‘07) • Underutilized • Understaffed • Entirely reactive

  5. Challenges and change – ’07- ‘08 • Cutbacks and downsizing ‘07- ‘08 • The elimination of the underutilized, understaffed, and reactive office of academic support services • Faculty committee charged with addressing issues and challenges of academic standing is groping toward more proactive practices to bolster retention

  6. Challenges and change • D&E is undertaking accreditation self-study and reflecting on its mission and identity • D&E is undertaking new initiative to boost regional enrollment • Significant enrollment gains at D&E bring corollary retention challenges

  7. Challenges and change • Fall ’09 • D&E creates electronic form enabling faculty to relay concerns about individual students in real time • Retention team is formed and begins meeting on a weekly basis for the first time • Marginally more structured academic support initiatives are introduced

  8. Challenges and change • The retention literature: Forming relationships or fitting in? • “Forming relationships” sounds preferable to “fitting in” • “Fitting in” may be equally important, in the sense that students need to feel confident that—academically speaking—they “belong” at college

  9. The present • Retention team meets weekly throughout the year • Tracking all students referred to Office of Institutional Effectiveness • Working to connect students to appropriate resources • All students placed on academic probation are automatically enrolled in Academic Skills

  10. The present • All students with multiple midterm deficiencies are automatically enrolled in Academic Skills • Students who continue to struggle academically after completing Academic Skills are placed in Structured Academic Support • Creation of broad array of tutoring services and other academic support initiatives

  11. Academic Skills (FND 103): What it is… • Academic Skills is a mandatory course that runs half a semester • It is required for students who enter the semester on academic probation • It is required for students who have two or more deficiencies (D’s or F’s) at midterm • It is a graded credit that does not count towards the graduation requirement

  12. Academic Skills (FND 103): What it is not…. • Punishment • Extra Work • A waste of time

  13. Academic Skills (FND 103): Why it works…. • Students are held accountable for their actions in a non-judgmental environment • Students are provided with the behaviors needed to succeed in the college environment • Students are provided with support and plugged into key campus resources to help them succeed

  14. Academic Skills (FND 103): BAM • Behavior • Ability • Motivation

  15. Structured Academic Support(FND 105) • Graded 1 credit hour course that does not count for graduation requirements • Requires the following: • A weekly meeting with me • Two hours of mandatory supervised study hall • A weekly action/accountability report that discusses attendance, assignments, and grades

  16. Peer Tutoring Program • Evolving • All tutoring services are FREE • Standing tutoring schedules • All tutors must have a 2.5 or higher gpa and a recommendation of a professor in the field for which they plan to tutor

  17. Study Groups “Students remember 10% of what they read, 20% of what they hear, 70% of what is discussed with others, 80% of what they experience personally, and 95% of what they teach to someone else.” William Glasser

  18. Future Directions (Tutoring Program) • Develop a tutor training program in the form of a graded course for credit • Work more closely with faculty regarding study materials, study groups, recitation sessions, and tutor development

  19. Academic SupportUnderlying philsophies • FND 103 and FND 105 rely heavily on Behavoristic and Humanistic approaches to teaching and learning • Academic support programs were designed with significant consideration given to student development theories • Academic support provides students with the opportunity for a transformative learning experience

  20. Questions? Comments?

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