Idea Transcript
Concept Paper on Student Services that Support Student Success & College Completion Prepared for New Jersey Council of County Colleges Presidents’ Council September 2013
Ralph Ford, Vice President of Student Services, Union County College Paula Pando, Vice President for North Hudson Center & Student Affairs, Hudson County Community College Richard Pfeffer, Dean of Enrollment Development & Student Affairs, Brookdale Community College Bette M. Simmons, Vice President of Student Development & Enrollment Management, County College of Morris
Table of Contents
Introduction ……………………………………………….……………………………………………………3 Statement of Key Principles ……………………………………………………………………………..5 A Conceptual Framework ……………………………………………………………………………..….6 Student Success Initiatives ……………………………………………………………………………….8 Conclusion & Recommended Action Plan………………………………………………………..17 References ……………………………………………………………………………………………………..19 Appendix – SAAG Survey & Results ……………………………………………………………..…20
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INTRODUCTION The Obama administration established ambitious goals related to increasing the number of U.S. citizens who complete college degrees by 2020. The goals were a response, in part, to the increased competition that the United States has encountered from other countries that have made similar commitments to increase the number of college graduates. They were also a reaction to the stark realization that the employment prospects of citizens in the future will be linked inextricably to their educational achievements. President Obama’s Completion Agenda encourages colleges to imbed completion in the fabric of every aspect of higher education by engaging students and involving the entire college community in the process. The vigorous level of competition from countries around the world will only increase. It is clear, from an economic perspective, that the future belongs to those countries that are able to lead the world in the development of cutting-edge information, communications, technology, and health care strategies—all of which require a well-educated workforce. The corresponding goals that have been established for higher education challenge us to improve our college participation and graduation rates. In general, the federal proposal aims to increase the percentage of college graduates from 39 percent (15.8 million) of all Americans 25 to 34 years of age in 2009 to close to 60 percent (nearly 27 million) by 2020, representing an increase of approximately 12 million (Shuh, 2011.) New Jersey’s nineteen (19) community colleges rank 30th in the nation in terms of graduation rates. So, it is obvious we have some work to do. If we are to have “the best educated, most competitive workforce in the world” by 2020, student affairs will have to align more closely with academic affairs and play a larger leadership role in our institutions of higher education. Research over the last 10 years has shown that integrating high-quality counseling and advising with traditional core classes in the first two years of the undergraduate experience can increase the retention and persistence of students by anywhere from 10 to 20 percent. We have to learn from this research and apply the best practices to reconnect with our students. Traditionally, student affairs has played a secondary role in campus administration. It is the division that keeps a college functioning but is considered by many to be largely peripheral to an institution’s core educational mission. Over the years, student affairs has languished in the shadows of academic affairs and its budget is often the first slashed when funding declines. The president, provost, and chief academic officers of higher education institutions all bear a collective responsibility for correcting this historical oversight. But so, too, do student affairs administrators. In a nutshell, the student affairs profession has not been as proactive, directive, or innovative as it needs to be to help students not only enter but complete their programs of study. Many student services staff members do go in search of students, rather than waiting for students to seek them out. They insert themselves in classrooms; set up shop in cafeterias; e-mail and call students at home; collaborate carefully with faculty; staff mobile mental health clinics to make it easier for students to access medical services; and employ technology creatively to promote distance learning and Page 3 of 24
more flexible class schedules. Yet unfortunately, consistent outreach and carefully aligned support that meets the needs and challenges of students is still the exception rather than the norm. Orientation sessions, mentoring initiatives, drop-in centers, and minority-support programs have haphazardly proliferated on college campuses, typically with few ongoing ties to the work of the classroom and with little rigorous evaluation. It is time to stop this tinkering and time to start rethinking student services across the spectrum—from 21st century bridge programs, and individualized and group support with modern methods, to integrated classroom strategies, especially in regard to the developmental education of academically underprepared college freshmen. Now, more than ever, support services are vital to retaining and graduating all students. And now, more than ever, completing a certificate or degree is a prerequisite to landing a decent job in a global economy. So, to reach the goals established by the federal government, institutions have three obvious choices: increase the number of students who are admitted and enrolled in each year’s entering class, including first-year students and transfers; improve the retention of enrolled students; or do both. More than likely, most institutions will need to develop a strategy that blends enrolling more students with retaining a higher percentage of current students to help raise degree attainment. Retaining current students is a far more efficient approach to increasing the number of college graduates than attracting new students. In the final analysis, most institutions will need to do both. To this end, senior student affairs officers (SSAOs) must make judgments about activities, experiences, and programs that truly contribute to student learning and retention.
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STATEMENT OF KEY PRINCIPLES The Student Affairs Officers at the nineteen community colleges in New Jersey: • • • • •
•
Agree that every initiative must start with the student; Believe that student success is important because it leads to college completion and sets students up for success for the future; Concur that strong student support services have profound impact on students’ academic performance, persistence, and lifelong achievement; Agree that all initiatives related to implementing effective student support services should be carefully assessed for student outcomes and the results widely shared; Recognize that each institution has the right to offer student success programs that support academic learning, that meet the unique needs of its student body, and that there is no mandatory model for the state; however, we will collaborate as a sector wherever possible as this type of statewide collaboration can only benefit the students across the state as well as the nineteen (19) community colleges economically; Will make recommendations to the New Jersey Council of County Colleges and the presidents of the colleges for student success initiatives
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A CONCEPTUAL FRAMEWORK Before identifying selected strategies SSAOs might employ to help improve retention and graduation rates, it is important for the division of student affairs to adopt a theoretical framework to guide its approach to improving retention. A conceptual approach can be helpful in making decisions about program efficacy. In thinking about improving retention and graduation rates, Vincent Tinto’s theory of college departure, as presented in his book Leaving College (1993), is a good resource. In operational terms, this theory postulates that students must connect to their university or college both academically and socially. While academic connections primarily are the territory of for-credit experiences, social connections certainly are the purview of student affairs. Student affairs staff should raise the following questions about every program, initiative, and student experience: How will this opportunity strengthen a student’s connection to the college in a social sense? How will this opportunity provide support for the student’s academic connection to the college? If these questions cannot be answered clearly and enthusiastically, then the opportunity may not be worth sustaining. On the other hand, if the evidence suggests that the initiative will strengthen the connection, the opportunity should be pursued, developed, or even expanded. While there are a number of strategies aimed at improving enrollment, retention, and graduation rates at colleges and universities, the Student Affairs Affinity Group (SAAG) identified eight (8) such initiatives that we thought deserved further research. These strategies were identified from a statewide survey that asked the community college’s senior student affairs administrators to comment on those student services they believed were most effective in promoting student success at their community college. The survey and its results are available in the appendices. The eight (8) strategies – which are listed below in order of their priority as surveyed by the SAAG - include the following: Intrusive/Appreciative/Proactive Advising and Orientation Student Engagement Educational/Academic Plans Early Warning Systems Student Success Courses Benefits for students enrolling full-time Peer Tutoring and Peer Mentoring Leveraging technology to support student learning This concept paper will delve into all but one of these strategies. Based upon survey results, there was not adequate support for leveraging technology to support student learning to research this strategy further. In all probability this occurred as we do not believe that technology, as a standalone initiative, leads to the success and completion of students. But, it is acknowledged that infusing technology into any of the other strategies is critically important, given how essential it is for students to understand how to utilize technology to support their learning. Knowing that each of our campuses is unique and different unto themselves, we encourage the President’s Council to recognize that the implementation of some, if not all, of these strategies will yield positive results overall. Page 6 of 24
In April of 2013, Dr. Terry O’Banion, president emeritus of the League for Innovation in the Community College made a presentation at the American Association of Colleges and Universities entitled Pathways to Student Success and Completion. Dr. O’Banion presented six guiding principles critical in moving the gauge of success and completion in the right direction. The overarching theme was the concept of integrated and mandatory programs and services. According to O’Banion, orientation, assessment, placement, and advisement must be mandated. Declaring a major from the very beginning must be mandated, and for students not prepared to do so to be placed in a (mandatory) program designed to help students decide. It has been said that students “don’t do optional.” Indeed, when looking at a typical community college student, he or she is likely to be academically underprepared, and just as likely to be oversubscribed in their personal lives. They attend classes while working, caring for dependents, and juggling personal, academic, and financial challenges. Students, especially first generation, underprepared, and underrepresented students, do not necessarily come to college with a firm understanding of what they need to do to be successful. The desire to do well is certainly there; perhaps the confidence is there as well. But too often, the actual tools and skills necessary for success are not in the students’ arsenal. Students simply do not know what they do not know. Activities that are perceived as “optional” (such as orientation, career exploration, personal development, etc.) are likely to place quite low on the priority scale, particularly if the student does not know, understand, or appreciate how important these activities are to attaining their academic goals. Requirements, however, are different. When a student perceives something to be a requirement, they are far more likely to do it. Students tend to respond to direct contact when they understand it to be related to resolving academic problems they may be experiencing. Therefore, as we rethink those strategies to be implemented and/or strengthened on our individual campuses, having the support to require students’ engagement and participation in various programs will lead to their success.
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STUDENT SUCCESS STRATEGIES In taking from this conceptual framework, the Student Affairs Affinity Group (SAAG) posits that all or some of these student support initiatives should be mandatory for all New Jersey’s community college students. By acknowledging some nationally-recognized programs along with best practices being implemented among New Jersey’s community colleges, the SAAG aims to provide evidence of strong support programs that enhance student success and completion, and can be used for a comprehensive student services success plan. Intrusive/Proactive/Appreciative Academic Advisement and Orientation Good academic advisement plays a critical role in student retention and success. Academic advisement provides the nexus to make connections to a host of services developed and designed to retain students. Attaining a goal becomes dramatically easier when the goal is specific and the path to reaching it is clear. Defining this path is the work of academic advisement sessions. This concept is practically universally accepted in the field of higher education. Countless studies extol the importance of good academic advisement and its effect on retention and graduation rates. But there are many styles of advisement. The question then becomes, what kind of academic advisement is most effective for community college students? Over the last few decades, several paradigms and styles of academic advisement have been presented as “most effective” by practitioners and experts in our field. Intrusive advisement, proactive advisement, and appreciative advisement are just some of the approaches advocated for by national professional organizations such as NACADA and NASPA over the last fifteen years. And while each style/paradigm is slightly nuanced in its model and philosophy, fundamentally, the tactic is quite similar. Academic advisors must be involved and hands-on with the students for whom they are responsible. They must be pro-active, rather than re-active. Some community colleges have developed very promising practices in their approach to academic advisement. In their 2012 report entitled A Matter of Degrees: Promising Practices for Community College Student Success, the Center for Community College Student Engagement highlighted Zane State College’s new approach to academic advisement. The college introduced intrusive advising to boost fallto-fall retention among at-risk and underprepared students. The college chose to focus on these students because of data indicating that students who successfully complete their first year, even developmental education students, have a nearly 90% likelihood of graduating on time (within three years). The college’s intensive advising efforts, all designed to foster personal connections with students, included personal phone calls, mandatory meetings, e-mails, and Facebook postings. The ongoing interaction allowed advisors to redirect course registrations when needed and remind students of peer and professional tutoring, writing workshops, and other services. At the same time, the college introduced mandatory assessment and placement, mandatory orientation, and a mandatory first-year experience course. These efforts have resulted in increased retention of at-risk students as well as higher completion rates for developmental education courses. For example, in 2006, first-to-second-term retention among atPage 8 of 24
risk students was 77%. In 2009, that figure rose to 82%. In addition, fall-to-fall retention of those students deemed most at risk has increased by 10%–16% over the 2006 baseline, with the 2008 and 2009 cohorts persisting at rates equal to or better than their less at-risk peers. Overall, Zane State’s year-to-year retention has improved by 6%. Broward College, an Achieving the Dream institution, has embraced a similar paradigm in advisement, though they refer to it as “holistic” advisement. This approach focuses on enhancing students’ strengths and overcoming their barriers to academic success. The philosophy of holistic advisement is to begin with “purposefully handholding students” while helping them to become independent and confident learners. Student Success Specialists serve as mentors, advocates, and personal academic advisors for a specific student caseload. In addition, the Student Success Specialists follow up with their students on issues such as completion of the enrollment process, career counseling, educational planning, tutoring and the development of an individual action plan. Broward reports that this very intentional and handson approach to advising has led to a 5% increase in retention term-to-term and year-to-year. And while students are only “holistically” advised for the first year, increases in retention remain consistent through the spring of the third academic year. Tallahassee Community College, also an Achieving the Dream institution, has also implemented mandatory advising activities. During the first term of enrollment, students are required to attend an advising workshop to reinforce the information provided during new student orientation (also mandatory). One result of the advising workshop is that students are better prepared to meet with an adviser and properly select courses for the next semester’s enrollment. Students remain in mandatory advising until they complete 50% of their program with a 2.00 GPA or better. Tallahassee has reported notable increases in their student retention rates, and attributes these increases primarily to the implementation of this mandatory advising and orientation program. South Texas College piloted a case management program in which Student Success Specialists make four mandatory contacts with students each semester. Fall 2009 students who received case management intervention had higher term GPA than those students who didn’t receive the case management intervention (2.35 vs. 2.00). The intervention group also enrolled in fall 2010 courses at a significantly higher rate than the non-intervention group: 65% vs. 54%. Student Engagement on Campus Another conceptual element worthy of discussion is Alexander Astin’s theories about student engagement. In his work, Achieving Educational Excellence (1985), Astin asserts that engaged students are more likely to be connected to their higher education institutions than those who are not. Engaged students are more likely to persist and graduate; disengaged students are more likely to drop out. Engaged students might be defined as those who participate in co-curricular activities, in volunteer activities on and off campus, work on campus, and/or attend campus events.
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George Kuh (2007) stated that student engagement represents both the time and energy students invest in educationally purposeful activities and the effort institutions devote to using effective practices. In a study by Kuh, Cruce, Shoup, Kinzie and Gonyea (2008) student engagement in educationally purposeful activities is positively related to academic outcomes as represented by firstyear student grades and by persistence between first and second year of college. Pascarella and Terenzini (2005) suggested that involvement in learning outside of the classroom may influence persistence by connecting students psychologically to an affinity group that is achievementoriented. Their study also suggests that students participating in co-curricular activities develop the skills and competencies that enable them to succeed in college. These competencies include selfconfidence and interpersonal skills. There is also research that shows that engagement has a positive effect on grades and persistence for students that are not adequately prepared academically (Kuh et. al., 2008; National Survey of Student Engagement (NSSE, 2007; Pascarella & Terenzini, 2005). Vincent Tinto describes in Completing College: Rethinking Institutional Action four conditions for improving student success. He states that student involvement or engagement is perhaps the most important condition for improving student success. He states that the research shows that “the more students are academically and socially engaged with faculty, staff, and peers, the more likely they are to succeed in college.” We know that these engagements help to provide the social and emotional support that students need. We also know that the greater engagement in academic/educational activities, the more “time on task” which is a strong correlation to learning, and the more opportunities for learning by doing. Students often find the college environment difficult to navigate and many of these students do not feel connected to the college community. However, students are more likely to persist if they feel connected to other students, faculty and staff. The National Survey of Student Engagement (NSSE) shows that student success is directly linked to student engagement. The survey measures student involvement in academic, co-curricular programs and activities, and the effect of these activities. NSSE findings note students who are involved spend more time on campus, more time on their academics and have more positive interactions with faculty and staff. Uninvolved students spend less time on campus, neglect their academics and rarely reach out to faculty and staff. Research supports what community college educators have known, being involved in athletics, cocurricular, and extra-curricular activities is an important factor of student engagement and success. Participation in these types of activities builds success skills, encourages teamwork and leadership development, creates a sense of community, and builds a support network. Sacramento City College (CA) started using the complete community college experience to improve communication, better connect students, and show them that faculty and staff care about them. The outreach begins before students arrive on campus and includes letters, postcards, e-mail, and telephone calls. Once students get on campus the college uses a series of memorable slogans — including “It’s Not Over in October” and “Stay ’Til May” — to engage students, remind them of key deadlines, and connect them with advising and other services. The major effort is to identify a variety of ways to engage Page 10 of 24
students so they establish positive connections while enrolled and strengthen connections that lead to them staying for college completion. Many community colleges around the country have encouraged their students to participate in the Community College Completion Corps (C4), spearheaded through Phi Theta Kappa. This initiative, which relies upon the engagement of students, encourages students to commit to completing their Associate Degree before moving on to a baccalaureate program. Students host a variety of activities and events that promote college completion and encourage other students to sign a pledge of commitment to completion. In New Jersey, many of the state’s community colleges hold a number of C4 events, individually and jointly. In the fall 2013, there is a planned statewide initiative that will engage almost all the state’s community colleges in week-long C4 activities. Educational Plans Students may face many obstacles in their academic and personal lives which prevent them from meeting their goals. If institutions are looking to improve enrollment, retention, success, and graduation rates, they must help students remove these obstacles. Having well-designed educational plans will positively impact student success. These plans can help an institution identify and monitor groups of students throughout their academic career and provide appropriate support for students so that they can take more responsibility for their own academic success. They should also include career advising to provide students with personalized assistance in researching academic programs that lead to certain career paths that are consistent with the individual’s interests, abilities, and values. It can also aid in educational planning in terms of where students will transfer to upon completion of their community college experience as well as in the job search process by providing the individual with information about resumes, job seeking, salary negotiation skills, available positions, and the interview process. Effective plans allow coaches, counselors, and advisors to identify student challenges and match students with the resources they need to excel. Educational plans help students chart their course of action in terms of integrated learning, student engagement, course completion, goal-setting, and decision-making. Some institutions have very defined educational plans for students so they may follow a path – or roadmap – that charts their course of action throughout their collegiate experience. In particular, Mt. San Antonio College encourages members of its faculty to bring printouts into their upper-level classes and lead an activity where students cross out courses that they have taken and identify the courses remaining to achieve program completion. Others, like Sinclair Community College, provide case management tools that support a culture of engagement, build structured pathways for progressing through an academic program, and support holistic student support. Sinclair’s Student Success Plan (SSP) is an excellent model that deserves additional research in that student affairs professionals developed open courseware specifically focused on increasing retention and graduation rates. The components of SSP include: • • •
Student Intake –An electronic form where students identify academic goals and challenges Action plans –Tasks and timelines for students to overcome identified challenges to success Journals – Note taking for advising and counseling professionals Page 11 of 24
• • •
Early Alert – A system to connect faculty to student advisors and counselors My Academic Plan (MAP) – Documents course advising and a student’s pathway to degree completion References Guides – Connects students to campus and community resources
Valencia College developed a nationally recognized educational planning system call LifeMap. In addition to allowing students to map coursework, LifeMap includes tools that help manage decisions regarding financial aid, attending college full-time or part-time, career advisement that addresses components such as skills, values, and personality traits as well as possible jobs and majors; workforce information including local employers seeking students with specific skills; and an e-portfolio where students can keep examples of their work. By going beyond the selection of courses to address study and life skills and career and employment opportunities, LifeMap enables students to understand the choices they need to make. It also provides a one-stop venue for listing student service resources that can help students reach their goals. Early Warning Alert Systems A sophisticated early alert system shows great promise in boosting retention. As Hilary Pennington of the Gates Foundation pointed out recently in The New York Times, it is easier for a student today to drop out of college than to drop out of a cell phone plan. As soon as individuals try to drop their cell phone coverage, they are besieged with queries about why they quit and entreaties to restore coverage. Students who drop out of college typically disappear with little or no institutional follow-up, much less sustained encouragement to re-enroll. By contrast, Dakota State University has developed a web-based early alert system that flags student services and academic advisors as soon as a student starts missing classes, assignments, and exams, or displays behavioral problems. The instructor’s report is immediately forwarded electronically to the student’s academic advisor and a centralized campus liaison who is responsible for identifying and setting up services that address the student’s needs. Since Dakota State University implemented the early alert system, the persistence rate for first-time freshmen referred through early alert rose to 84 percent in the fall of 2008 from 67 percent the previous year. County College of Morris implemented its Retention Alert System in the spring 2012. This comprehensive reporting and referral system aimed to proactively address the burgeoning concerns about obstacles students were facing and how quickly the institution could respond by providing support and services to assist the student to be more focused in the classroom. By utilizing the Retention Alert module of its student information system, faculty are able to report any issues they have about students as witnessed in the classroom environment and have administrative members of the college respond to the alert. Whether the matter was attendance, poor academic performance, behavioral, overwhelming personal or financial struggles, or any other issues, student services staff would intervene to assist those students who appear to be at risk of failure or dropping out. Student Success Courses Student success courses help students build knowledge and skills essential for success in college, from study and time-management skills to awareness of campus facilities and support services. Research Page 12 of 24
indicates that students who complete these courses are more likely to complete other courses, earn better grades, have higher overall GPAs, and obtain degrees (Moore & Shulock, 2009). Yet these courses are still optional at most community colleges. Some community colleges require the course only for those students enrolled in developmental classes. Few require it for all students. Some community colleges are linking their student success courses that focus on study skills with developmental courses. Valencia Community College mandates students who demonstrate the need for developmental education in at least three categories to participate in a student success course. This mandate has resulted in an increase in retention rates from 58 percent to 79 percent. Miami Dade adopted an institution-wide policy mandating that all first time students who are enrolled in developmental courses must take a student success course. In addition to the traditional topics, the course also ensures participants declare a major, and develop an academic plan (two high impact practices in student success). At Hudson County Community College, the student success course is a mandatory one-credit general education requirement for all students. It is to be taken within the first academic year, preferably in the first term. The course is taught primarily by counselors and other student affairs professionals. There is a universal syllabus to ensure that every class section covers all of the areas identified as critical knowledge for students to be successful. While data is being collected on the effects of mandating the course, the general feedback from students and faculty is that the course contributes to positive outcomes by helping students early in the college experience to develop clearer goals for education and careers, better ideas of what it takes to succeed in college, and develop some practical skills useful for achievement. Many students come to community colleges with very limited understanding of the opportunities and demands of college life and lack the skills and orientation needed to thrive in a college culture. Welldesigned and properly sequenced student success courses can help students navigate their college experience and persist toward their academic goals. Benefits of Full-time Academic Load Students and educators often assume that a lower credit load, particularly during the first year of college, will lead to higher grade point averages and improved student retention. Students are typically told that full-time is 12 semester credits. It is true that most colleges use 12 credits as a minimum number of credits to be considered full-time. However, students are rarely told that they need to be taking 15 credits or more to graduate timely. Obviously, students will not graduate timely with 12 credits per semester, but it has long been assumed that fewer credits lead to student success. Extending college attendance does not improve graduation rates because life gets in the way for community college students who are balancing family and work responsibilities without adequate resources. Events like hurricanes drain their energy and their resources. Students grow weary of their balancing act and they run out of financial aid. Page 13 of 24
This does not mean that students who are working full-time should take a heavy load of college credits. It does propose that students are likely to be more successful if they can take a full-load (defined by 15 or more credits) and complete college sooner. Many times students without a job are advised into 12 credits as a full-time student and then search for a job or get involved in other non-college activities which interfere with their college completion. The examination of credit load is not a new issue. In 2001, Szafran’s research in “Research in Higher Education” discussed the assumption that a lighter load will result in greater student success. This research concluded that students who register for more credits tend to earn higher GPAs and have greater retention even after adjusting for prior academic performance, the amount of on-campus employment, academic ability, and other student characteristics. Szafran concluded that students who register for more credits tend to earn higher GPAs and have greater retention even after controlling for academic ability. Also, according to the report “Time is the Enemy,” by the Complete College America organization, only about 25% of students obtain the degree they intended when given extra time to complete. Colleges and universities have realized the value of encouraging full-time attendance. The University of Hawaii system has initiated a program called “15 to Finish” to encourage their community college students as well as their university students to take more credits. The University of South Florida and other universities are also adopting the Take 15 program. A pilot project at two community colleges in New York State promoted full-time attendance to improve student graduation rates by providing performance-based scholarships. Here in New Jersey, Union County College is encouraging students to take more credit hours to improve their success and likelihood of graduating. They are doing this by restructuring the tuition schedule to charge the same tuition for 12-18 credits effective fall 2013. It is true that there are probably not enough studies that control for all of the student characteristics when examining academic credit load. However, it is clear that the faster students can progress toward graduation the more likely they are to graduate. As colleges give consideration to this strategy, it is important to recall that most community college students attend classes and study while working, caring for dependents, and juggling personal, academic, and financial challenges. Colleges can help students plan their full-time coursework around their other commitments and help students develop skills to manage the demands on their time. Providing an array of services to support students’ enrollment as well as their personal responsibilities is essential to their success. Peer Tutoring and Peer Mentoring The concept and practice of peer mentoring and tutoring very much mirrors the essence of community colleges. It offers an incredible value and experience to all involved and its implementation is as varied and diverse as can be imagined. At its core, peer mentoring and tutoring provides an enrichment Page 14 of 24
opportunity rivaling internships for the mentor/tutor while offering many students a greater chance to fulfill their academic and collegiate aspirations. There are many elements that overlap in defining peer mentoring and tutoring. In all instances the foundation is a core of energetic, enthusiastic students who have experienced academic success and learned to navigate our sometimes arcane collegiate environment. In all instances the mentors and tutors: • • • •
Provide supportive connections with other students Facilitate the transition to college life Establish one-to-one relationships with contemporaries Serve as positive role models
Peer Mentoring: The focus of peer mentoring is largely on adjustment to college. In many, if not most, colleges the pool of mentees is drawn exclusively from first-time, full-time entering freshman. In some instances initiatives are imbedded in a First Year Experience/Orientation sequence while other colleges have a stand-alone office. Colleges are equally divided on length of time with most providing mentors for either the first semester or the first year. While “friendships” may develop, few colleges extend formal efforts beyond one year. Recruitment of mentors is generally done through the Student Affairs/Student Life offices and all require students to have successfully completed one semester. In most colleges there is a grade point requirement for mentors but it varies greatly from one to another. While there are a variety of goals, most peer mentoring programs share a number of common elements: • • • • • • •
Ease the transition to the college environment, which is a new one for students Make a connection with someone on campus Learn to navigate the college Understand the variety of resources available Establish a link between academic and student development objectives and connections Provide positive role models Facilitate involvement in student life and co-curricular activities
Some objectives that are more unique to specific institutions include: • • • • • • •
Help develop better study skills Improve communication and interpersonal capabilities Explore career goals Promote leadership Offer “population specific” programming Provide structured topic-specific workshops Enhance technological skills Page 15 of 24
While there is not a plethora of data connecting peer mentoring to student persistence and success, the anecdotal information is compelling. Peer Tutoring: There is a great deal of overlap in the formation of peer tutoring and peer mentoring efforts. The emphasis on quality students with strong interpersonal skills and a passion to help others succeed is consistent in both endeavors. However, there is a greater disparity in the selection criteria and structure. It appears that peer tutoring more frequently has a “home” with dedicated staffing whereas the mentoring programs are often folded into student services. In terms of selection standards, peer tutoring programs universally seek students who have excelled academically. Even in these criteria though there are differences. Some require outstanding academic credentials across the board while others may require a specific grade (usually an A but in some cases a B) in the course they will be tutoring. Most do require a minimum grade point average, usually ranging from 3.0 to 3.5 or above. There are also differences in courses available for tutoring. Many colleges focus on English and Math as the gateway classes. Others have a broader array and include a number of core general education courses while some tout tutoring in most classes taught within the college. Still others focus on what are arguably the more difficult subjects, especially in Math and the sciences. Another significant variation among institutions centers around who is eligible to apply for peer tutoring. In some instances students must demonstrate problems with the subject matter while others allow anyone who wants to improve their grade to arrange for tutoring. Scheduling is another compelling difference. Many colleges work on a scheduled hour appointment while others are just walk-in centers. Others require the tutor and the applicant to work out a mutually convenient schedule. Some run the entire semester while others might not start until the second or third week and close a week or two before the end of the term. Colleges also differ in their approach to how the sessions are handled. Many emphasize broad study skills and learning strategies while others may focus more directly on the subject matter. Yet another difference in teaching strategy is the utilization of technology. Peer tutoring lends itself to the use of some online packages to supplement one-on-one assistance whereas the personal contact is an essential element of mentoring. In summary, as Academic and Student Affairs divisions look for ways to increase student achievement, persistence and retention, peer mentoring and tutoring appears to be a very productive resource to add to our arsenal. It offers a great deal of flexibility so colleges can tailor programs to meet their specific targeted needs. Additionally, it encourages cooperation between the two divisions.
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CONCLUSION & RECOMMENDED ACTION PLAN The challenge for student affairs professionals is to find ways to systematically and more strategically reach out to students. Our colleagues in Academic Affairs are often criticized for failing to discontinue academic programs that are no longer viable, fruitful, or relevant. We in Student Affairs must do the same in taking an honest look at all of our services and programs. We must evaluate what the return is on our investment in each area and strategically place resources in efforts that truly impact student success and completion. Student affairs professionals have been doing the good work of helping students succeed and increasing degree attainment long before Goal 2020 became part of the national conversation. However, as the college-going population evolves, as retraining becomes more crucial to supporting 21st-century students, as academics and student support continue to forge useful partnerships, and as student learning becomes the new definition of quality in higher education, student affairs must join the effort to graduate more students with high-quality credentials. Implementing a process that intentionally encourages student engagement, structured pathways, and holistic student support provides more opportunities for students to achieve and persist towards college completion. Students need student affairs support to get where they, and the nation, want to go. Regardless of whether the administration’s goal of achieving a significant increase in the number of college graduates by 2020 is achieved, any progress will yield great benefits since completing college is a life-changing experience for graduates and has significant value for the greater society. The challenge to student affairs professionals is to take a larger leadership role in preparing students for the world of the 21st century, and develop and sustain strategies that contribute to increasing graduation rates. To that end, and based upon the research and perspectives offered in this paper, the SAAG offers the following recommendations for consideration: 1. Each institution commits to offering a variety of student services that support integrated learning, student engagement, retention, and college completion. Those strategies identified in this concept paper are strongly encouraged statewide. At the very least, given our nineteen (19) unique identities, each of New Jersey’s community colleges should consider the possible implementation of mandatory orientations, proactive advisement, effective tutoring and mentoring programs, opportunities for greater student engagement, reasonable early warning systems, and mandatory, comprehensive student success courses as means to greater student success and improved college completion. 2. Investigate the possibility of a statewide commitment to implementing a Student Success Plan, replicating any best practices that will suit each individual New Jersey community college. 3. Make available continual statewide professional development opportunities that include conversations among the diverse student services staff about successful strategies that promote student success.
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4. Collaborate with the Academic Affairs Affinity Group to ensure that successful student support initiatives are included in conversations about transforming developmental education and ESL Education. 5. The Information Technology Affinity Group may want to conduct their own research to determine if there are best practices out there that demonstrate that leveraging technology as a unique initiative could lead to the student success and college completion.
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REFERENCES Astin, A. (1985). Achieving educational excellence: a critical assessment of priorities and practices in higher education. John Wiley & Sons, Publishers. Budge, S. (2006). Peer mentoring in post-secondary education: implications for research and practice. Journal of College Reading and Learning, 37 (1), 73-87. Center for Community College Student Engagement. (2012). A matter of degrees: promising practices for community college student success (a first look). University of Texas at Austin Community College Leadership Program. Center for Community College Student Engagement. (2010). The heart of student success: teaching, learning, and college completion. University of Texas at Austin Community College Leadership Program. Earl, W.R. (1988). Intrusive advising of freshmen in academic difficulty. NACADA Journal, 8 (2), 27 – 33. Kanter, M. & Whitman, D. (2010). Rethinking student affairs: today’s students need more directive support. Leadership Exchange, 8 (1), 16 – 21. Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540– 563. Kuh, G. D. (2007). How to help students achieve. Chronicle of Higher Education, 53 (41), B12 – B13. O’Banion, T. (2013). Presentation at the AAC & U Conference on the Quality Agenda, Miami, Florida. Pascarella, E.T. & Terenzini, P.T. (2005). How college affects students: a third decade of research. San Francisco, CA. Jossey-Bass, Inc. Research in Higher Education, (2001). Volume 42, Issue 1. Rodger, S. & Tremblay, P.F. (2003). The effects of a peer mentoring program on academic success among first year university students. Canadian Journal of Higher Education, 33 (3), 1 – 17. Shuh, J. H, (2011). Increasing degree attainment: two goals and major roles for SSAOs. Leadership Exchange, 9 (2), 14 -19. Szafran, R.F. (2001). Effect of academic load on success for new college students: is lighter better? Research in Higher Education, 42 (1), 27-50. Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press. Page 19 of 24
APPENDIX Student Affairs Affinity Group - New Jersey Council of County Colleges 2013 Statewide Survey and Results (n= 10/19) 1. In your opinion, from a national perspective, why is student success important? Student success leads to college completion, which sets them up for success in the future. For the student to realize positive achievement. Demonstrate the important and effective role of community colleges. As President Obama clearly stated in his 2009 American Graduation Initiative "jobs requiring at least an associates degree are projected to grow twice as fast as jobs requiring no college experience. He went onto say that we cannot fill those jobs -or keep those jobs here in the US -without the training offered by our community colleges. Student success is important nationally to compete in the global economy. It is not enough to enroll students - much of our attention and resources have been directed at "making the numbers"...the achievement of a credential must be the goal - for that is what ultimately sets a student on the right path. Degree attainment, student success...that is the delivery on the promise. Has a profound impact of student's academic performance, persistence and lifelong achievement. Student success is important because it is a reflection on the efforts and initiatives performed at the community college level. It is also important because it successful students will move on to become successful and productive individuals who will contribute intellectually and financially to our society. An educated citizenry is the epitome of synergy, the total effect is greater than the sum of its parts. Society benefits from student success through the improvement in ideas, goods and services produced by it's citizens. Student success raises the standard of living for all members of a society, not just those who receive an education. Foundation stone for prosperity; critical for defense and progress. Democracy needs a large middle class and a middle class is dependent on a skilled workforce. Student success is necessary to have a middle class. Without an educated workforce we will not be able to compete in the global economy. 2. Why does student success matter to us from a New Jersey community colleges perspective? Student success is a measure of our success at NJCC’s. According to the recent Higher Education report student success is vital to NJ economic growth and workforce development. It is reported that by 2018 75% of the work force will require post secondary education. It matters because it shows the strength of our programs and services—the value of a community college education. Community colleges in general shoulder the burden of less affluent, less educated students because of open
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admission policies. Student success supports the mission of these institutions and strengthens regional prosperity by creating an educated workforce. Sustains our mission/purpose: providing the basis for the American dream of opportunity through access and affordability. New Jersey needs an educated and adaptable middle class. In order to have a middle class and to compete in a global economy, community colleges must produce a large number of well-qualified graduates. There are no longer jobs which allow people to support themselves without a postsecondary education. If NJ wants to be economically sound, it needs residents who are qualified for the jobs. 3. The SAAG subgroup has selected the following student support services to consider for our research paper. Please select your top 3 choices for those initiatives you believe are most effective in promoting student success.
Effective Support Services Leveraging Technology Incentives for Full-Time Student Engagement Student Success Course Tally
Peer Tutoring and Mentoring Early Warning Systems Required Orientation and Proactive Advising Educational Plans 0
1
2
3
4
5
6
7
8
9
Educational Plans 50.0% 5 Required Orientation and proactive advising 80.0% 8 Early warning alert systems 50.0% 5 Peer tutoring and mentoring 10.0% 1 Student Success Courses 30.0% 3 Leveraging technology to support learning plans 0.0% 0 Student engagement 70.0% 6 Incentives to being full-time 20.0% 2 4. Do you have a best practice on your campus that promotes student success? Yes or no? If yes, (a) please give a brief description of this program, (b) what, in particular, makes this program successful, and (c) what evidence do you have that this program promotes students success? We have good practices with Orientation and Academic Advising and Tutoring but I do not have the evidence to
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support that claim. We have had success with a First Year Experience program seeking to connect students to a variety of areas (civic, social, academic, career, global awareness, success skills). We have had some success measured by improved retention but have not allocated resources to effectively measure results on an on-going basis or potentially even to maintain the initiative. 1-2-3 Connect Program engages students in a Success 101 Course which pairs them up with a mentor and the course continues thru to a second semester with Part 2. The 1-2-3 Connect initiative has helped us in increasing the retention rate of students by engaging them in a peer mentoring relationship in addition to conducting outreach through E-Retention with the assistance of assigned counselors. Yes. Student Support Services, a grant program, which provides in-depth counseling and support for high-risk students. Student success is measured by the increased number of students who graduate through the support of this program compared to similar cohorts without support. Yes. A dynamic, mandatory student success course. Student engagement across campus is successful. More students are actively engaged through clubs, etc. and our spring to fall retention rate as improved. We have two programs: 1. Early Alert - instructors indicate a student who is not doing well in the third week. If the alert is due to academic concerns (failing test, not doing homework, etc.) a tutor will contact the student. If the reason is failure to show up then an advisor contacts the student. 2. Academic planning - advisors are working with students to develop a plan to graduation. These plans are stored electronically and updated as needed --but the student knows when s/he will graduate based on the pace of courses. 5. Is there anything that would promote student success that you wish you could do, but have not been able to? Yes or no? Please describe in the text box below. Yes. Implementation of student advising software, to assist advisors. Yes, unable to deliver more proactive and comprehensive advisement. The development of a student engagement program similar to FYE at Brookdale. Lessen the "campus runaround" provide good continuous customer service training for all front line staff. Design programs (a la Weekend College) that are geared toward adult populations. Mirror the practice of the EOF program on a larger scale. The success rates with this formula are tried and true. How do we provide that kind of counseling, mentoring, and supplemental instruction (with student requirements in return) on a larger scale given fiscal realities? Would love to have a mandatory 3-credit Freshman Experience class. Currently it is a 1-credit voluntary class. Also no peer tutoring or mentoring programs. Promoting financial awareness to families of students is as important as promoting financial awareness to students themselves. I wish I could conduct Financial Aid Literacy Nightly Presentations in English and Spanish. The inability to present the information fully in Spanish from a qualified Spanish speaking financial aid administrator/officer has been stumbling block. I wish I could use Instant Messaging in my campus so students can instantly chat with a counselor/advisor. This cannot happen yet because our Technology Department is not fully established.
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Yes. I would like to see expanded support services for students in high-risk classes, for example, additional tutoring services for remedial classes. A total student transcript. A portable social networking type process that allows the student to reflect activities, employment, honors and awards. After nearly a decade it will be available for Fall 2013. Required orientation and proactive advising. We do some proactive advising but we would like to do more. Online orientation would be great. This would allow students to revisit the information presented in person - or for others to get oriented without attending an event. 6. What are the ways you assess student success on your campus? Student graduation surveys. Satisfaction surveys. Learning achieved in extra/co curricular activities, retention and graduation rates. Student Satisfaction Surveys/ Focus Groups There is a continued cycle of assessment by department. Not enough. Graduation rates, retention rates, etc. We have done very little measurement other than anecdotally or comments on surveys. We assess student success through consistent outcomes assessment in each course and in each program. We also assess the retention and persistence rates of students each year in cohorts (i.e. developmental students, college level students, NJ stars, etc). Attendance, surveys, student evaluations, focus groups, retention, graduation. Student satisfaction surveys; however, this is not adequate. We should be measuring student goal achievements (not just graduation or transfer as a measure of success. Term to term retention. Success in developmental education courses - particularly math. Graduation rate. Success in gatekeeper courses. Success in individual departments such as chemistry. Course success in all courses. Spring to fall student retention. We track persistence by group from semester-to-semester and year-to-year. We evaluate results in gatekeeper courses. 7. Is there anything else you would like the subgroup to take into consideration as it relates to those student support best practices that will elevate and strengthen students’ success and completion among New Jersey’s community colleges? Need to consider academic and non-academic support services. Elimination of barriers (external and internal) - required health insurance, single assessment methods for college readiness, unnecessary course pre/co requisites Identify best practices that show the integrated teamwork between student affairs and academic affairs. Find out more about a program called Singe Stop from what I understand it has a great retention benefit.
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Involve family and external support systems the students may have at home or neighborhood. Involve these individuals in students' academic lives. For instance, we are currently working on a research project to analyze the involvement of family/external support in students' academic choices and then assess the semester's completion rate of each participant. Involvement with family/external support system occurs through texting, email, one-on-one sessions, etc. It's difficult to suggest one thing as each college serves such diverse populations, but I would like to see a statewide initiative that can be adapted by all institutions so that the results can be measured sector-wide. How Student Services can join with Academic Affairs to accelerate the transition from developmental to college ready. Counselors and student development specialists are so key to student support but are poorly funded on many campuses. Many of the best practices need expensive hardware and software -- such as proactive advising to flag students or academic planning. It would be great if the state could get better rates.
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