building bridges for student and institutional success stephen roche, vp for student services dr....
TRANSCRIPT
Building Bridges for Student and Institutional Success
Stephen Roche, VP for Student Services
Dr. Don Williams, Senior VP for Academic
NASPA International Assessment and Retention Conference June 7-10 2007
St. Louis MO
Presenters
Florida Hospital College of Health Sciences
□Young – 15 years old□Small – 2000+□Faith-Based□Mission
□Nurture □Excellence□Spirituality□Stewardship
The External Expectations
□Demands of Health Care Institutions □Critical thinking□Advanced clinical preparation□Increased number of graduates
□West Point
How the bridge was built□Administrative Support
□Increased and reallocation of Budget Dollars
□Space for Student Success Center
□Student Services change of Focus
□Change in attitude□Mission Driven□Recognition of natural tensions
How the bridge was built
□Commitment to relationships □Standing Meetings□Joint initiatives□Committee memberships
□St. Service to Academic□Academic to St. Services
□Senior Administration
The Challenges
□The Student□Academic
Preparation□Grade inflation□ACT
□Academic Record/Expectations
□Boredom
□Study skills□Decrease in study
time
□Non-traditional
Grade Inflation
0
5
10
15
20
25
30
35
40
45
50
196619681970197219741976197819801982198419861988199019921994199619982000
Year
Per
cen
tag
e
A+, A, A-
C+ orbelow
0
10
20
30
40
Percentage
Preparedfor College
Unpreparedfor College
ACT Study"Rigor at Risk"Heather Zimar
Received CoreCurriculumDid not receiveCore Curriculum
Frequently Bored in Class
20
25
30
35
40
45
50
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
Year
Perc
enta
ge
Students who study or do homework for six or more hours per week
20253035404550
1987 1989 1991 1993 1995 1997 1999 2001
Year
Perc
enta
ge
The Non-traditional Student
□Changing expectations of the student□Knowledge to Application□Local to global□Lower to higher ordered thinking
□The Student Body Profile□More diverse□Older Student□Tech savvy
The ChargeIncrease retention in all academic programs
If relevant pedagogy is identified and implemented for each course of study
and appropriate student support systems are in place, then retention
in the identified courses of study would increase.
Relevant Pedagogy
□Problem Based Learning□Service Learning□Critical Thinking□Blended Learning
Student Support Systems
□Instructor to Support Personnel dialog□Advising and Tracking System completes
the feedback loop□Probationary contracts
□Strategic Hiring □Assistant Academic Dean for Distance
Education□Director of Student Success□Student Intervention Specialist
Student Support Systems
□Assistance with Life issues□Financial□Relational□Spiritual
□Assistance with School issues□Stress□Anxiety
Student Support Systems
□Professional Tutoring□Supplemental Instruction□On-line Tutoring□Focused and Tailored□Group or Individual
33
228
344
7184
0
50
100
150
200
250
300
350
Total Hours
Biology Chemistry Math Physics English
Individual
General Education Tutoring 2006-2007
15
30
45
18 16
0
5
10
15
20
25
30
35
40
45
Total Hours
Biology Chemistry Math Physics English
Group Tutoring
General Education Tutoring 2006-2007
132
190
0
50
100
150
200
Total Hours
Peer Professional
Nursing' Individual Tutoring2006-2007
142
107
0
20
40
60
80
100
120
140
160
Total Hours
Peer Professional
Nursing' Group Tutoring
Results
0102030405060708090
Number of Students
Fall 2006 Spring2007
Nursing Retention 2006-2007
Opening EnrollmentEnding Enrollment
85%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Fall 2006 Spring 2007
Per
cen
tag
eNursing Retention
References
Livingston, M. & Croft, L. (Speakers). (2006). Building Bridges between AcademicAffairs and Student Affairs (Audio conference). Magna Publications, Inc.
Doyle, J. A. (2004). Where Have We come from Where are we going? College Student Affairs Journal, 24(1), 66-81.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Elizabeth, J. (2005). Never Let It Rest. Change, 37(4), 44-57.
Philpott, J. L., Strange, C. (2003). “On the Road to Cambridge”: A case study of faculty and student affairs in collaboration. The Journal of Higher Education, 74(1), 77-95
Astin, A. W., Oseguera, L., Sax, L. J., & Korn, W. S. (2002). The American Freshman: Thirty-Five Year Trends. Los Angeles: Higher Education Research Institute, UCLA
Zimar, H. (2007). “Rigor at Risk”: Reaffirming Quality in the High School CoreCurriculum. Retrieved from www.aacrao.org May 22, 2007.
Contact Information
□Dr. Don Williamse-mail: [email protected]
□Stephen Rochee-mail: [email protected]