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.
KPI
MAP Student Surveys
At least 33% of the MAP students will complete surveys noting the various aspects of the program, including study skills, grade check forms, and overall effectiveness of the program.
At least 75% of the students who respond will agree/strongly agree that each element of the MAP program was effective, representing their improved outlook towards academics.
Result
MAP Survey Participation And Findings
The survey indicates that 86% of those who responded agree/strongly agree that the Meeting Requirements were helpful.
The survey indicates that 91% of those who responded agree/strongly agree that the Grade Check Forms were helpful.
The survey indicates that 91% of those who responded agree/strongly agree that the Study Skills were helpful.
Of the 631 students in the MAP program, only 35 students, 18% of the population, returned the completed survey. In addition, those marked "Not Applicable" were counted against the program for helpfulness.
Action
Increased MAP Survey Participation
While the overall outlook of those surveyed appears to be favorable, above the 75% desired, the lack of students completing the evaluation survey, only 18%, is a concern.
It is interesting to note that this is an increase from the 6% we received last academic year, how
In order to increase the number of surveys completed, and thus increase the validity of the data, the mentors will begin handing out paper surveys/evaluation forms to the students at the end of the semester and provide an anonymous drop box for the aggregation of forms.
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 turn refer more students to the FA program, there will be an increase of referrals when compared to the past year.
KPI
Faculty Involvement
Various methods of contact will be compared to determine the most effective means of encouraging 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.
In addition to the above, e-mail reminders will be sent to professors who previously used the First Alert Program to remind them of its virtues, with the goal of an 85% retention rate.
Result
Active Faculty Recruitment
The survey indicates that 14% of those who responded learned about First Alert from the New Faculty Orientation (thus the most effective method of recruiting faculty involvment),
The survey indicates that 5% of those who responded learned about First Alert from their Department Chairs,
The survey indicates that 7% of those who responded learned about First Alert from the Academic Affairs Weekly Newsletter.
Of the 103 professors who made referrals to the FA program, only 58 professors, 56% of the population, returned the completed survey. Of those who completed the survey, 5% did not mark an answer to the question and another 3% marked multiple options.
Result
Faculty Retention
During the 10-11 school year, the First Alert (FA) program was used by 55 professors, who made 1624 referrals. During the current 11-12 school year, 103 professors used our program, but made only 879 referrals. Of the professors, 29 had referred students the previous year, retaining 53% of the previous year's, 10-11, faculty.
It is important to note that approximately 16% 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 11-12 academic year.
In addition, the FA program saw a 53% increase in the number of professors who referred students. This is an increase of 73 new professors who utilized the program, while only losing approximately 17 professors from the previous academic year.
Action
Increasing Faculty Involvement
56% of the surveyed population returned completed surveys. However, our methods of increasing faculty involvement seemed to impact only 26% of the population who completed the survey. The impact of our active recruitment during the 10-11 academic year was markedly lower at only 17%.
It is very interesting to note that 52% of the completed evaluations cited other professors as the main method professorial involvement followed by an additional 14% learning about our series via the Web. This tells us that while we may make strides to increase the number of professors who utilize the FA referral program, it is word of mouth that makes our program shine.
In order to increase the number of professors who use the FA program, we will:
Have Academic Affairs send out a reminder at the beginning of the semester AND at midterms;
E-mail department chairs, and their secretaries, to have a FA e-mail forwarded to their departments;
And we will speak at the New Faculty Orientation.
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.
KPI
HELP Student Surveys
At least 33% of the HELP students will complete surveys noting the various aspects of the program, including study skills, grade check forms, and overall effectiveness of the program.
At least 75% of the students who respond will agree/strongly agree that each element of the HELP program was effective, representing their improved outlook towards academics.
Result
HELP Survey Participation And Findings
The survey indicates that 50% 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 63% of those who responded agree/strongly agree that the Study Skills were helpful.
Of the 397 students in the HELP program, only 8 students, 2% of the population, returned the completed survey. In addition, those marked "Not Applicable" were counted against the program for helpfulness. It's important to note that there were not negative comments on the evaluation form, merely topics marked "Not Applicable."
Action
Increased HELP Survey Participation
There are two main points of concern for the HELP Survey Data:
Only 2% of students surveyed responded;
Due to the lack of responses, there were lower performance findings than desired.
In order to increase the number of surveys completed, and thus increase the validity of the data and, hopefully, the scores, the mentors will begin handing out paper surveys/evaluation forms to the students at the end of the semester and provide an anonymous drop box for the aggregation of forms.
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.
KPI
BLC Students VS Other First Time Freshman: Outcome Comparisons
BLCers will be compared to an equivalent FTF in respect to a variety of topics in the hopes of achieving statistically significant outcomes in favor of the BLC program.
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 FTF in respect to no. of hours successfully completed Fall and Spring. 4. BLCers will be compared to FTF in respect to retention Fall to Spring and Spring to Fall.
Result
Results Of The BLC Comparison To FTF
1. BLCers have a statistically significantly lower incoming admission scores than the FTF. 2. BLCers GPA is comparable to the FTF GPA. 3. The no. of hours successfully completed by the BLCers is comparable to the FTF. 4. BLCers had statistically significantly higher retention rates than the FTF.
Action
Boost GPA
No statistically significant difference between the BLC and FTF means that BLC was successful in leveling the field for underprepared students. (Recall that BLCers were statistically lower in admission scores.)
To increase the BLC's overall GPA, Grade Check Forms will be required at mid-semester and prior to finals to assess potential issues with students' grades.
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 taught by students for students. Material covered will include information on overcoming procrastination; time management; and test-taking skills etc.
KPI
LASSI
The LASSI will be administered pre and post the workshop series to assess the effectiveness of the program.
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, with specific attention paid to the Attitude score, which has historically been a weakness among students.
Result
LASSI Results
All 10 LASSI scores had a statistically significant increase from Pre- to Post-tests. However, once again the Attitude score was the lowest of the 10 scores.
KPI
GPA
Institutional Research will compare the mean GPA of student participants before participation and after participation in order to evaluate the impact of the program on students' performance with the belief that there will be a significant increase in student GPA after participation in the Study Skills Program.
Result
GPA Increase
A statistically significant increase was found in the GPA of Study Skills students.
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.
We will also provide more training to our student peer instructors in regards to improving students' attitudes.
Of course, six sessions may not be enough time to actually change entrenched attitudes.
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 were also provided.
KPI
Increase Funding
The SHSU Elite program is funded primarily through funds from the Texas Higher Education Coordinating Board and local funds. To increase possible incentives and the number of student participants, additional funding will be sought from outside sources. The funding for the 2010-2011 year was apx. 20000 dollars. Increasing this number to 25000 dollars for the 2011-2012 year will mark a success.
Result
Increased Funding
The funding for the SHSU Elite program was apx. 20000 dollars for the 2010-2011 year. It increased to apx. 30000 dollars for the 2011-2012 years thanks to increased funding from the Texas Higher Education Coordinating Board, local funds, and several outside sources.
KPI
Elite Members VS Equivalent Full Time Enrollment (FTE): Outcome Comparisons
Elite members will be compared to an equivalent FTE in respect to a variety of topics in the hopes of achieving statistically significant outcomes in favor of the Elite program.
1. Elite members will be compared to an equivalent FTE in respect to incoming admission scores. 2. Elite members will be compared to an equivalent FTE in respect to mean GPA. 3. Elite members will be compared to an equivalent FTE in respect to no. of hours successfully completed.
Result
Results Of The Elite Comparison To Equivalent FTE
1. Elite members had statistically significantly lower incoming admission score compared to an equivalent FTE. 2. Elite members had a statistically significantly higher mean GPA than the equivalent FTE. 3. There was no statistically significant difference between Elite members compared to an equivalent FTE in respect to no. of hours successfully completed.
Action
Increase Funding And Grades
Even though funding for the Elite program increased compared to last year, the push for the expansion of the Elite program requires an even greater source for funding. As such, we will continue to look for more outside and internal funds for the program.
No statistically significant difference between the Elite and FTF means that Elite program was successful in leveling the field. (Recall that Elite students were statistically lower in admission scores."
However, the Elite students' GPAs were not as high as hoped, as such peer mentors will be trained and Grade Check Forms will be more strongly enforced over the next academic year.