1 early alert team: connecting support networks for retention june 7, 2007
TRANSCRIPT
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Early Alert Team: Connecting Support Networks for RetentionJune 7, 2007
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Background
Kay Stokes, Director of the Learning Center, Assistant Professor of English
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Hanover College
Liberal Arts with Presbyterian affiliation.
Enrollment around 1,000. Residential (including many faculty) Small-town location. Academically challenging.
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Background: A Tale of Four Periods
1. Retention Grant: 1996-19992. Loss of Focus: 2000-20033. Vision Implementation: 2004-54. Early Alert Team: 2005-6
Retention Rate by Entering Cohort
40
50
60
70
80
90
100
Ret
enti
on
Rat
e
1st-Year
2nd-Year
3rd-Year
1st-Year 82 81 84 82 86 84
2nd-Year 73 70 74 71 75 73
3rd-Year 71 68 70 69 72 70
1994 1995 1996 1997 1998 1999
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A Tale of Four Periods
1. Retention Grant: 1996-19992. Loss of Focus: 2000-20033. Vision and Focus: 2004-54. Early Alert Team: 2005-6
Retention Rate by Entering Cohort
40
50
60
70
80
90
100
Ret
enti
on
Rat
e
1st-Year
2nd-Year
3rd-Year
1st-Year 82 81 84 82 86 84 78 75 75
2nd-Year 73 70 74 71 75 73 68 64 62
3rd-Year 71 68 70 69 72 70 67 60 59
1994 1995 1996 1997 1998 1999 2000 2001 2002
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A Tale of Four Periods
1. Retention Grant: 1996-19992. Loss of Focus: 2000-2003
3. Vision: 2004-54. Early Alert Team: 2005-6
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Vision Implementation: 2004-6
Marketing focused on “Challenge.” Price restructuring to address “fit.” Enrolled huge, talented class. Vision:
August Experience. LADR curriculum and small classes. Great Works first-year sequence.
But…A rough transition.
Retention Rate by Entering Cohort
40
50
60
70
80
90
100
Ret
enti
on
Rat
e
1st-Year
2nd-Year
3rd-Year
1st-Year 82 81 84 82 86 84 78 75 75 78 77
2nd-Year 73 70 74 71 75 73 68 64 62 65
3rd-Year 71 68 70 69 72 70 67 60 59
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
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The Early Alert Team
Katy Lowe Schneider, Associate Dean and Director of First-Year Programs
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Goals of the Early Alert Team
Help students Retain students Inform advising Inform Admissions Gather and interpret accurate
retention information
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Early Alert Team Personnel
Registrar Assoc. Dean of Students and Director
of First-Year Programs Faculty Liaison for the First-Year
Experience (Associate Professor of Psychology)
Special Assistant to the President
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What we do: Work behind the scenes to connect
students with support Receive reports about individual students Meet weekly and stay in contact frequently
throughout the week Gather additional information about the
reported students Suggest possible approaches appropriate
persons might use to help students Maintain spread sheet Share information with relevant groups
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Early Alert Team: Year 2
Registrar Assoc. Dean of Students Faculty Liaison Special Assistant to the President (half-
year)
Learning Center Director Dean of Admission & Financial
Assistance
Name ID Class Alert Level
Advisor Report Issue Action Who
Action What
Joe Smith 42 F-Y 1 Jones Stokes Miss 3 tutor appts
Coach ChangeAppt Time-AttendMon, Friday
EAT Spreadsheet
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Results
Skip Dine Young, Faculty Liaison to First-Year and Associate Professor of Psychology
Retention & Graduation Rates(First-year cohorts by year of entry)
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40
50
60
70
80
90
1st-Year
2nd-Year
3rd-Year
Grad (5-yr)
1st-Year 83 82 81 84 82 86 84 78 75 75 78 77 85 84
2nd-Year 64 73 70 74 71 75 73 68 64 62 65 68 78
3rd-Year 63 71 68 70 69 72 70 67 60 59 63 65
Grad (5-yr) 62 69 67 70 67 71 69 64 58
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
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Early Alert Team Activity
Fall 2005 69 46 67%Winter 2006 60 31 52%Fall 2006 121 57 47%Winter 2007 103 48 46%
Year Students First-Year Percent
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Early Alert Team ‘Hit’ Rate
The % of students who left who were on EAT list:
Fall 2005—11 of 17 (65%). Winter 2006—11 of 23 (48%). Fall 2007-23 of 28 (82%). Winter 2007- 19 of 25 (76%).*
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‘Types’ of Students Referred Academically Struggling:
Lack of Motivation Lack of Skills (Writing, Reading,
Mathematical, etc.) Learning Disability
Socially Struggling: Lack of peer group/Isolated Lack of direction Emotional problems
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‘Types’ continued
Medically Struggling Financially Struggling Family Issues “Thinking about Transferring”/Needs
not Being Met
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Case Studies
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“Alicia”
Almost 1400 SAT. Self-styled “Rebel.” Several minor judicial violations. “Bad attitude” in class. “Asking” to be dismissed.
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“Alicia” Results
Connected with the theater department.
Connected with new advisor. Retained; making friends; cum GPA
rose from 2.0 in fall to 2.5 in winter.
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“Nettie”
Sheltered; only child. Trauma history (couldn’t sleep in
room). Medical problems (missed some
classes).
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“Nettie” Results
Connected with Counseling Services. Professors informed; worked with her
individually on catching up. Retained; currently working way off
probation, but becoming more secure.
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“Henry”
Not strong academically (but well within Hanover’s range).
From out of state; close to mother. Football player. Struggled to make friends outside of
football.
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“Henry” Results
Got a tutor; made appointments with faculty for help.
Dropped class. Met regularly with advisor; worked
with coach. Retained; cum GPA rose from 1.11 to
1.81.
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“Scarlet”
First-year student; solid academic abilities.
“Overwhelmed” by second day of class; not sleeping because of reading load.
Problems with roommate. Going home every weekend.
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“Scarlet” Results
Advisor contacted; communicated with course professors.
Tutor helped with study skills and reading tips.
RA and Peer Advisor contacted; offered encouragement and advice.
Began seeing Counselor, stayed on campus, peer group.
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What We’ve Learned
Kay Stokes
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Interdepartmental Collaboration
Student’s Faculty Great Works Faculty Faculty Advisor Student Life Staff Athletic Staff Chaplain’s Office Financial Aid and Business Office Peers Learning Center
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Student Privacy Broad Terminology
Eating disorder- “Sarah is struggling with some difficult issues in her personal life.. . ”
Academic- “John has had some challenges making the transition to Hanover’s academic expectations. . .”
Unmotivated- “Jill has missed several of her classes this past week. . .”
Use Phone or Personal Visits for Confidential Information
EAT Invisible Network of Support
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Individualized Treatment Discuss each student and the Players
Specifically Level of Alert Determines Nature of
Response Each student initially entered as “1” Remains at “1” –target connections specifically Moves to “2”- revisit on bi-weekly basis for
updates Moves to “3”- revisit at key times- mid-terms,
advising and finals
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Key Times
Mid-term GradesTwo or more Ds or Fs
Course SchedulingAdvising Appointment
Deposits for Next Year First Few Weeks of the Year
First-year students first six weeks
Faculty/Staff reminders
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Questions and Answers
15 Minute Break- Return to Working Session
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Working Session
Skip, Kay and Katy together with you
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Getting Started Identify an Organizer/Initiator
Enrollment Management, Advising Center, First-Year Programs
Assemble a TeamWho’s affected by student retention?Who has direct contact with students?Who provides support services?
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Getting Started continued
Garner SupportLogistical
ConversationsStatistics/InformationCreate Urgency
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Support Continued
CulturalWhy it Matters?
Address Concerns
“Big Brother”
Hand-HoldingToo ComplicatedToo Much TimePrivacy Issues
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Getting Started continued Infrastructure
Staff/Faculty TimeBudgetJurisdiction/Purview
OrganizationalContact ProcedureSharing Info w/TeamMeeting Time
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Contact Information
Dr. Skip Dine [email protected], 812-866-7319
Kay [email protected], 812-866-7215
Katy Lowe [email protected], 812-866-6840