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Bounce Back Early Alert and Follow-up Program
Queen‟s University in Kingston, Canada
Arig al Shaibah, Assistant Dean of Student Affairs, Ph.D.
Session Outline
Case for Early Alert Program
Program Overview
Early Alert on your Campus
Assessment and
Findings Questions
Queen‟s Context
The Case for an Early Alert Program
Principal‟s Commission on MH
University-age highest risk for mental health problems
NCHA (2013) undergraduate results
MH and academic success
31%
21%
13%
0%
5%
10%
15%
20%
25%
30%
35%
Stress Anxiety and sleepdifficulties
Depression
Lack of Preparedness/Confidence
Evidenced in…
• Self-reported feedback on orientation and transition surveys
• High rates of participation in summer orientation day
• Interest in fall First Year Seminar transition program
Purpose
To support the persistence and progression of first year students while protecting the quality of their student experience by:
1. Identifying first year students at risk academically and reaching out to provide early intervention
2. Identifying and responding to personal/mental health issues affecting student engagement and academic success
Intervention Model
Effective retention programs are intrusive and intentional
Bounce Back
Program Concept and Support
Based on University of Guelph model
– Carleton University also adapted Guelph model
Donor supported in first two years
– Jack Project major sponsor
Academic and MH Risk
Distress/Mental Illness
Academic Risk
BOUNCE BACK INTERVENTION
Early Alert…hmm
m?
Considering Early Alert Program
Program Overview
Key Program Elements
• Peer-centered approach
• Professional staff leadership
• Two periods of intake (fall/winter) • Centralized (DSA/SASS) with cross-campus collaboration
• Focus on academic support + identifying/referring for MH
Bounce Back Facilitators (BBFs)
The Team
• 40+ student staff
• Minimum 3rd year
• Experience “bouncing back”
• 24hrs of training
Peer-Based Academic Support
• 1st year UG students
• All disciplines
• “At risk” academically
• 1:1 weekly meetings
Anna, BBF
MA „15
Senior BBFs
April, BBF
BEd „15
Two-tiered structure
• Additional 6hrs training
- Leadership
- Group facilitation
• Lead team meetings
• Program promotion
• Program Outreach
BBF Supervision & Support
Buck, BBF
Rugby player
BA „15 Professional Network:
• Program Coordinator
• Senior Learning Strategist
• Imbedded Outreach Counsellors
• Faculty/School Academic Liaisons
BBF Training Components
Mentoring Relationships
Learning Strategies
(getting unstuck)
Physical & Mental Health
Campus Resources
eRezLife – BBF Mentoring Logs
Early Alert on your Campus
What do your interventions with academically “at-risk” students look like?
How is student participation/uptake maximized?
Early Alert Program Models?
Assessment and Findings
Assessment Plan and Tools
Participant Intake Survey
Study Skills and Habits Questionnaire
eRezLife BBF Mentor Logs
*Analysis of Grades (GPA) and Retention Rates
*Post-Program Evaluations
*Contrasted with eligible non-participants
Eligibility and Implementation
ARTS & SCIENCE
• GPA < 1.6
• Mentors - 25
• Senior Mentors - 5
• Intake - Winter
ENGINEERING
• GPA < 1.6
• Mentors - 6
• Intake – Fall & Winter
NURSING
• GPA < 1.6
• Mentors - 6
• Intake – Fall & Winter
COMMERCE
• GPA < 1.6 or 1 failed course
• Mentors - 6
• Intake – Fall & Winter
Profile of Eligible Students Arts & Science – Pilot Year
2649 Students
68% F 32% M
Queen’s First Year ArtSci Cohort 2013-2014
Bounce Back Pilot Year 2013-2014
6%
2%
92%
First GenerationAboriginalNon-Aboriginal/Non-First Generation Student Cohort
262 Eligible 75% F 25% M
17% 1%
82%
First Generation
Aboriginal
Non-Aboriginal/Non-First Generation Student Cohort
4 in 10
eligible
students
opted in
Uptake Arts & Science – Pilot Year
Findings – Change in GPA Arts & Science Pilot Year
0
0.2
0.4
0.6
0.8
1
1.2
1.4
Participants Eligible Non-Participants
1.08 0.99
1.40
1.20
Mid-year Year-end
*Statistically significant
+0.21 +0.32
Findings – Retention Rate Arts & Science Pilot Year
66.3%
55.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Participants Eligible Non-Participants
+11.3% *Statistically significant
Self-Reported Post-Program Results Pilot Year
Greater…
• levels of resilience, awareness of resources and supports
• willingness to use resources and supports
• ability to manage their mental health
More…
• belief they could be successful at university
• satisfaction with their university life/experience
• frequent use of learning strategies services, academic advising, and writing
Considerably more…
• confidence in writing winter term exams and papers
• satisfaction with their winter term grades
Year 2 Preliminary Data Nursing, Engineering, Commerce
Nursing
• Fall – 21 (57%)
• Winter – 14 (TBD)
• Academic Advising
• Tutoring
Engineering
• Fall – 69 (23%)
• Winter – 24 (TBD)
• J-Section
Commerce
• Fall – 65 (0)*
• Winter – 28 (TBD)
• Academic Advising
Enablers/Successes
1. Relationships with Faculties/Schools
2. Relationships with peer student groups
3. Mentors who have „bounced back‟
4. Peer-to-peer promotion
Challenges/Issues
1. Uptake from most „at-risk‟ students
Lessons Learned (Year 1)
Enablers/Successes
1. Individualized outreach from mentors to most “at-risk” students (< 0.7)
Challenges/Issues
1. Early alert for fall mid-term
2. Intensive nature of COMM/ENG/NURS
3. ENG – ↑ incidence of mental health issues
4. ArtSci – ↑ number of international students
Lessons Learning (Year 2) Challenges
Three things you learned
Two things you want to explore further
One thing you want to do
Questions and Next Steps
