Provide Academic Guidance To Re-Admitted Students Through The Monitored Academic Progress (MAP) Program
The MAP program will provide quality academic advice and mentoring to students who, following their suspension, are re-admitted by their respective Deans as probationary students with the goals of returning students to good academic standing, improving their grade point averages, and increasing their awareness of the benefits of academic mentoring.
Objective
Increase Academic Accountability In MAP Students
Students participating in the MAP program will realize the importance of academic skills and accountability.
Indicator
MAP Student Surveys
Students will complete surveys noting the various aspects of the program, including study skills, grade check forms, and overall effectiveness of the program.
Criterion
MAP Survey Responses
At least 75% of the students will agree/strongly agree that each element of the MAP program was effective, representing their improved outlook towards academics.
Finding
MAP Survey Findings
The survey indicates that 84.6% of those who responded agree/strongly agree that the Meeting Requirements were helpful.
The survey indicates that 84.6% of those who responded agree/strongly agree that the Grade Check Forms were helpful.
The survey indicates that 76.9% of those who responded agree/strongly agree that the Study Skills were helpful.
However, of the 852 students in the MAP program, only 52 students, 6% of the population, returned the completed survey. In addition, those who marked "Not Applicable" were counted against the program for helpfullness.
Action
MAP Survey Participation
Even though the percentages of students who understand the importance of the program exceeded the desired number, the low completion rate (6%) is worrisome. This may be explained by the introduction of a new operating system which prevented students from responding anonymously. To increase survey completion, we will notify the MAP students by:
Electronic updates through e-mail, Facebook, and Twitter;
Verbal reminders when they turn in their final Grade Check Form at the end of the semester;
And seek out a method by which they can respond anonymously.
Goal
Provide Academic Guidance To Student On Academic Probation Through The Help Eliminate Probation (HELP) Program
The HELP program will provide quality academic advice and mentoring to students who have been placed on Academic Probation, though not suspended, with the goals of returning students to good academic standing, improving their grade point averages, and increasing their awareness of the benefits of academic mentoring.
Objective
Increase Academic Accountability In HELP Students
Students participating in the MAP program will realize the importance of academic skills and accountability.
Indicator
HELP Student Surveys
Students will complete surveys noting the various aspects of the program, including study skills, grade check forms, and overall effectiveness.
Criterion
HELP Student Responses
At least 75% of the students will agree/strongly agree that each element of the HELP program was effective, representing their improved outlook towards academics.
Finding
HELP Survey Participation
The survey indicates that 87.5% of those who responded agree/strongly agree that the Meeting Requirements were helpful.
The survey indicates that 75% of those who responded agree/strongly agree that the Grade Check Forms were helpful.
The survey indicates that 68.8% of those who responded agree/strongly agree that the Study Skills were helpful.
However, of the 565 students in the HELP program, only 16 students, 2.8% of the survey population, returned the completed survey. In addition, those who marked "Not Applicable" were counted against the program for helpfulness.
Action
HELP Survey Participation
Even though the percentages of students who understand the importance of the program exceeded the desired number, the low completion rate (2.8%) is worrisome. This may be explained by both the introduction of a new operating system which prevented students from responding anonymously and no forewarning concerning a follow-up survey. To increase survey completion, we will notify the HELP students by:
Electronic updates through e-mail, Facebook, and Twitter;
Verbal reminders when the initial intake interview is conducted and when they turn in their final Grade Check Form at the end of the semester;
And seek out a method by which they can respond anonymously.
Goal
Promote Student Classroom Success Through The First Alert (FA) Program
The First Alert program provides quality academic advice and mentoring to students identified by professors as being “at risk” with the goal of preventing their failure in the course for which they were referred.
Objective
Increased Referral
As a result of more effective contact with new and returning instructors, who in return refer more students to the FA program, there will be an increase of referrals when compared to the past year.
Indicator
Faculty Involvement
Various methods of contact will be compared to determine the most effective means of recruiting professors to use the FA program. The methods will include:
1. E-mails sent to all department chairs;
2. Presentations to new faculty at the New Faculty Orientation;
3. Reminders sent to all faculty and staff via the Academic Affairs Weekly Newsletter.
Criterion
Increasing New Faculty Involvement
At least one method of contact will be 20% more effective than the other.
Finding
New Faculty Involvement
Of the 21 evaluations the First Alert Program received with this question answered, only 6 were from new faculty:
1 (16.7%) learned about First Alert from the New Faculty Orientation,
0 (0%) learned about First Alert from their Department Chairs,
0 (0%) learned about First Alert from the Academic Affairs Weekly Newsletter.
It is interesting to note that 5 (83.3%) of the new professors who responded to this question listed "Fellow Professors" as how they learned of the program.
No new (#'s 1-3) method was 20% more effective than the other; however, the presentation at the New Faculty Orientation seemed to have the greatest impact of those we instituted.
Criterion
Retaining Faculty Involvement
Faculty retention (previous faculty continuing to use the FA prog.) will be at least 85%.
Finding
Faculty Retention
During the 09-10 school year, the First Alert (FA) program was used by 111 professors referring 973 students. During the current 10-11 school year, only 55 professors used our program, but they referred 1623 students. Of the 55 professors, 31 had referred students the previous year. However, the FA program only retained 27.9% of the previous year's, 09-10, faculty.
It is important to note that approximately 20 of the unretained professors who did not refer students to the FA program were either on sabbatical, graduate students, or adjunct faculty and were not teaching during the 10-11 academic year.
Action
Increasing Faculty Involvement
Few evaluations were completed and returned, presenting only a marginal picture concerning our newly implemented contact methods. To increase the number of completed surveys, the program will send out reminder e-mails to remind the professors to complete the survey.
To increase faculty retention, we will e-mail all of the professors who had previously used the First Alert Program to remind them of our program's effectiveness. We will also e-mail department chairs with the express purpose of providing First Alert services to adjunct faculty.
Goal
Promote Student Academic Success By Means Of Living/Learning Community
Incoming first time freshmen will be able to choose a living situation that promotes academic success and universtiy involvement.
Objective
Bearkat Learning Community
Bearkat Learning Community will serve as a useful retention strategy and will also support the Closing the Gaps Initiative. All BLCers will attend a six-week study skills series. Intrusive Academic Advising will also place each participant in two core classes with other students with whom they live.
Indicator
BLC Students VS Other First Time Freshman: Outcome Comparisons
1. BLCers will be compared to FTF in respect to incoming admission scores. 2. BLCers will be compared to FTF in respect to mean GPA at the end of Fall and Spring semesters. 3. BLCers will be compared to FTE in respect to no. of hours successfully completed Fall and Spring. 4. BLCers will be compared to FTE in respect to retention Fall to Spring and Spring to Fall
Criterion
Significant Difference
Comparisons will be significantly different.
Finding
Results Of BLC Comparison To FTF End Of Fall 2011
1. BLCers had statistically significant lower incoming admission scores than FTF. 2. There was no statistically significant difference in hours successfully completed for BLCers compared to FTF. 3. There was no statistically significant difference in GPA for BLCers compared to FTF. 4. There was a statistically significant higher retention rate from Fall to Spring for members of BLC. 5. Spring analysis indicated no significant differences between FTF and BLCers in respect to GPA, hours attempted, or hours successfully completed. Retention information will not be available until the Fall.
Action
Grade Check Forms
No significant difference in BLC and FTF means the BLC is successful in leveling the field for underprepared students. (Recall that BLCers were lower in admission scores.)
Each member of Bearkat Learning Community will provide a mid-semester grade-check form so that any difficulties can be identified and addressed as soon as possible.
Goal
Provide Effective Academic Support Programs
A Study Skills series will be offered to all students to support academic performance.
Objective
Study Skills
The SAM Center will offer a series of six study skills workshops taght by students for students. Material covered will include information on overcoming procrastination; time management; and test-taking skills etc.
Indicator
LASSI
The LASSI will be administered pre and post the workshop series to assess the effectiveness of the program.
Criterion
LASSI Score Improvement
LASSI scores taken at the beginning of Study Skills will be compared to scores on the LASSI after completion of the program. Analysis will indicate a statistically significant increase on all ten measures of study skills mastery.
Finding
LASSI Results
There were significant gains from pre- to post-test except in the area of Attitude. The change was less than the change reported in 2009-2010.
Indicator
GPA
A comparison of mean GPA before participation and after participation will be conducted to evaluate the impact of the program on students' performance
Criterion
Increased GPA
Institutional Research will compare GPAs, and we estimate the there will be a statistically significant increase in GPA after participation in the Study Skills Program
Finding
Fall Study Skills Results
Analysis indicated statistically significant increase in LASSI scores for Fall semester and significant increase in GPA. Data was not analyzed for the Spring semester as the university was closed for a number of days due to weather etc and the program was not conducted in keeping with its original design.
Action
Study Skills Actions
Once again, the area of least improvement for both Series I and Series II was on the Attitude scale. The Attitude Scale assesses students' attitudes and interest in college and academic success. It examines how facilitative or debilitative their approach to college and academics is for helping them complete their work to increase the chance of succeeding in college. Students who score low on this scale may not believe college is relevant or important to them and may need to develop a better understanding of how college and their academic performance relates to their future life goals. We will research how to modify attitudes and implement specific suggestions as well as talk with previous participants regarding attitudes. Of course, six sessions may not be enough time to actually change entrenched attitudes.
The GPAs of participants indicated significant increase for those who completed the Study Skills sessions. The largest percentage of students taking Study Skills is from the College of Criminal Justice. We need to recruit other majors from the remaining colleges.
Goal
Closing The Gaps
Provide a program that addresses the disparity in retention and graduation rates for minority men.
Objective
SHSU Elite
This program was designed as a pilot program funded in part by the Texas Higher Education Coordinating Board. Thirty Latino and African American men were recruited to participate in a program of weekly small group meetings, one monthly large group meeting, and various community service and social programs. Study Skills, Career Assessment, and one-on-one mentoring was also provided.
Indicator
GPA For SHSU Elite
Participants will be compared to other FTF in respect to GPA. The GPA of program participants will also be compared to a control group matched on race/ethnicity and incoming ACT/SAT Scores.
Criterion
SHSU Elite GPA
Institutional Research will conduct analysis comparing GPAs of other FTF and control group and will find significantly higher GPAs for members of SHSU Elite.
Finding
Outstanding Results -report To Higher Education Coordinating Board
Participants in Elite successfully completed more hours with a higher GPA and retention than FTF or control group. Final report to THECB attached.
Indicator
Retention
Retention of SHSU Elite will be compared to other FTE and to control group.
Criterion
Retention Comparison
Institutional Research will compare the retention of Elite participants to other FTEs and control group and will find a significantly higher retention rate for members of Elite.
Finding
Retention
Although formal retention rates will not be available until the 12th class day of the Fall semester as of July 1, all but five students (28 completed the program) had registered. Of the five who have not yet registered, two are in good standing, and we have no reason to anticipate that they would not return.
Action
SH ELITE Progresses
It may be too early to tell, but with a successful first semester, short-term implications include considering funding for an expanded version of the program to serve a greater number of students. Long-term, implications of continued success in this program include reviewing SH ELITE as a model for other universities state-wide.
Responsibility for recruiting new participants at Orientation has gone well. We are considering interviewing an additional ten students and inviting them to track with the cohort with the understanding that they will receive textbooks if funds become available. That would bring the number in the program to forty. The decision has been made that textbooks will be the only incentive for offered for 2011-2012.