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Comprehensive Student Advising: An Integrated College-Wide Approach To Facilitating Student Success. Luzelma G. Canales Executive Director, Resource Development & Administration Lone Star College System. Presenter Background. Over 25 years in Higher Education 10 Years at University - PowerPoint PPT Presentation
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(Canales, 2012)
Comprehensive Student Advising: An Integrated College-Wide Approach To
Facilitating Student Success
Luzelma G. Canales
Executive Director, Resource Development & Administration
Lone Star College System
(Canales, 2012)
Presenter Background
• Over 25 years in Higher Education• 10 Years at University• 15 Year at South Texas College (STC)• Joined Lone Star College System January 2012• STC Achieving the Dream Lead since 2004• STC Completion by Design Lead• Talent Dividend Liaison for South Texas Region• Achieving the Dream Data Coach Since 2009• Student Success by the Numbers Consultant Since
2011
(Canales, 2012)
(Canales, 2012)
Remediation: Too many students need it, and too few succeed when they get it.
75%
25%
Source: Complete College America
(Canales, 2012)
Remedial students are much less likely to graduate.
Source: Complete College America
(Canales, 2012)
Students are wasting time on excess credits …
75%
25%
Source: Complete College America
(Canales, 2012)
Nontraditional students are the new majority.
75% of students are college commuters, often juggling families, jobs, and school.
25% of students attend full-time at residential colleges.
75%
25%
Source: Complete College America
(Canales, 2012)
Of Every 100 Kindergartners…
Graduates White African American
Latino/Hispanic
High School
94 89 62
Some College
66 51 31
At Least Bachelor’s Degree
34 18 10
Source: US Department of Commerce
(Canales, 2012)
College Graduates by Age 24
75% From High Income Families
9% From Low Income Families
Source: Postsecondary Educational Opportunity
(Canales, 2012)
Role of Community Colleges
• Access• Equity
• Opportunity• Success
• Completion
1990s
2000s
2010
(Canales, 2012)
Historical Challenges
• Many initiatives do not produce the results and gains anticipated
• Institutional performance benchmarks remain flat
• Public image of academic quality is disappointing
• Lack of responsibility and accountability for student success
(Canales, 2012)
The “best practices” have disappointing results
“Tough love” is equally disappointing
Student Success
(Canales, 2012)
Culture of Evidence
• Collecting and analyzing data to improve student outcomes– Institutional level–Program level–Faculty/staff level
• Strong evaluation component
(Canales, 2012)
Culture of Evidence
• Historical Student Outcome Data• Student, Faculty & Staff Surveys• Student & Community Focus Groups• Consultant Reports• Policy & Practice Inventory • Community Conversations• Other
(Canales, 2012)
Achieving the Dream: Five Step Process for Increasing Student Success through Institutional
Improvement
(Canales, 2012)
Leading Change ...
• Presidential Leadership & Commitment
▪ Build Culture of Evidence
▪ Listen to the “Voices”
▪ Identify Barriers to Student Success
▪ Broad Based Engagement
▪ Eliminating Silos
(Canales, 2012)
Demise of the Silos
Instruction
StudentServices
Finance and Administrativ
e Services
Information and
TechnologyServices
(Canales, 2012)
The Role of Quantitative DataIdentifying Gaps in Student Success
Indicators of Student Student Success• Term-to-term persistence• Year-to-year persistence
• Completion of gatekeeper courses• Completion of developmental education
• Degree/certificates completion• Transfer
(Canales, 2012)
The Role of Qualitative Data
Understanding the Underlying Factors of Gaps in Student Success
Why are particular students not succeeding at the same rate of other students?
What are the barriers and challenges that such student experience?
(Canales, 2012)
A Theory and a Method of Conducting Focus Groups
Understanding Knowledge, Actions, Attitudes in
Overcoming Barriers to Student Success
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
(Canales, 2012)
Three Assumptions of Framework:1) Campus is a Black Box
2) Barriers are contextually dependent 3) Students viewed as experts
Students
No Degree
Degree,
Certificate Completion,
Transfer
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
Developing Local Models of Minority Student Success
(Canales, 2012)
Source: Student Success Model as adapted from Padilla, Gonzalez, & Treviño, 1996
The Role of Knowledge
Total knowledge at graduation
Initial Knowledge
Campus dependent
Campus independent
Heuristic knowledge component
Theoretical knowledge component
Rules of thumb
Experiential learning
Classroom learning
Laws, axioms, & principles
(Canales, 2012)
Fall 2005 Barrier Study
• 25 focus groups
• 387 student essays
Spring 2007 Follow-up Barrier Study
• 22 focus groups
• 322 student essays
(Canales, 2012)
2005 Barrier StudyMoney
Lack of Information
Work/Job Time Management
Facilities/Equipment
Child/Daycare/Family
Course Offerings
Developmental/THEA
Technology
(Canales, 2012)
Student Voices…• “I can afford to start but not to finish. Problems
happen later in the semester.”
• “Financial aid is not enough for my family, and I get pressured to work.”
• “Work piles up too quickly! I can't find time to do homework or study. Tests and papers are always due together…for all my classes.”
• “I don’t know what to expect, like what to do to get into college, and how the college works.”
(Canales, 2012)
Faculty & Staff Voices …
22 representative groups of faculty, staff, and students
met with two consultants
(Canales, 2012)
Community Conversations …
Communication/Information Engage parents/families early in
the process Communicate process of
enrolling in college and expectations
Partnerships Create more partnerships with
businesses Join efforts with K-12 and
existing organizations
Access to Existing Programs Create programs like Gear-up for
all students Offer dual enrollment to all
students Schedule college tours for all
students (elementary, middle, high school)
(Canales, 2012)
Inventory of Policies/Practices
Academic Affairs
Student Affairs
IT
Finance
Student Success
(Canales, 2012)
Staff Advisory Council
• Develop strategies and initiatives to reduce “silos” between departments at all campuses
• Expand professional development for staff and encourage greater participation
• Provide leadership training for staff and first level supervisors
(Canales, 2012)
Rethinking Advising ...TASK FORCE FOR
COMPREHENSIVE STUDENT ADVISING
The mission of the Task Force is to develop over the next four years a comprehensive student advising program, which
promotes a personalized, student-centered environment that provides an integrated system of quality educational
information and planning services for addressing students’ needs from initial contact through graduation, transfer and/or
job placement.
(Canales, 2012)
Taskforce Charge
Spring 2005 (January 21, 2005)–Develop Recommendations for a New
(FTIC) Student Academic Advising Model and the Comprehensive Plan for Implementation
–Preliminary Report: March 4, 2005
–Final Report April 4, 2005
(Canales, 2012)
Taskforce Membership• Dean Counseling & Advising (Co-Chair)• Chair of the Faculty Senate (Co-Chair)• VP for Finance & Administrative Services (Ex-Officio)• Counselor (1)• Advisor (1)• Director of Financial Aid• Workforce Development (2)• Dean of Liberal Arts & Social Sciences• Faculty (6)• Director of Distance Education• Developmental Ed. Retention Specialist• IT & Research (2)• Accountability (1)
(Canales, 2012)
Promoting Student Success
• Student-centered vision• Culture of evidence and
accountability• Equity and excellence
(Canales, 2012)
The Comprehensive Student Advising
Task ForceInternal Data• Provide data on the college’s FTIC make-up• Provide data on NAH’s current advising model
External Data• Valencia Community College• El Paso Community College• UT-Pan American• Del Mar Community College• San Antonio Community College
(Canales, 2012)
Questions Addressed by Taskforce
• How are students assigned to advisors?• How often does a student see their advisor? • Are there written guidelines?• Is there training for faculty members regarding
advising• Is there an evaluation of advising by students?
Faculty?• Are you satisfied with your advising system now?• What would you like to change?
(Canales, 2012)
Strengths Weaknesses• Answer Centers• Faculty Training• Case Management• Advisors/Counselors
Licensures & Advance Degree
• Advising Services on Weekends
• Highly Structured Advising• Collaboration with ISD
• Lack of surveys• Communication• No training support• Walk-In model
Reports Provided by Taskforce Members
(Canales, 2012)
Responding to Student & Faculty Voices
Better knowledge of the student Utilization of services Make advising more individualized Reduce time it takes to graduate Make students accountable Provides consistent information Improve student maturity Improve attendance Improve student persistence — “push effect” Improve student success
(Canales, 2012)
Recommendations
1. Case Management2. Mandatory Student Orientation3. Student Welcome Center4. Faculty/Staff Advisement Training5. Recognition for Service in Advisement
Immediate Implementation:Oversight Provided by VP-Student Affairs & Enrollment ManagementProgram Development by Dean of Student SupportInstitutional Research – Consensus Building Sessions/Focus Groups
(Canales, 2012)
Fall 2005 Semester; 936 students
First Time In College (FTIC)
StudentWelcome Center
Testing
Complete Orientation
Process
Meet With Assigned Advisor
Follow-Up Session With Advisor First 6 Weeks of Class
Is student in good standing?
GPA
Continue with Advisor or
Department, if applicable
Refer toCounselor
orRetention Specialist
Review Academic Progress and
Register for Next Semester
YES
NO
New Student Academic Advising Flowchart
Process Before First Day of Class Process After the First Day of Class
1. Case Management
(Canales, 2012)
Case Management Approach to Academic Advising
Should begin the moment a student completes the Mandatory Orientation Program.
When do they see their assigned advisor?1. Prior to registration2. 6 weeks into the semester3. Priority registration
(Canales, 2012)
2. Mandatory Orientation
• Fall Orientation Program had an increase of 40% student participation
• On-line Orientation Program• College Success Course integrated the On-line
Orientation Program
(5% overall grade).
(Canales, 2012)
3. Welcome Centers
• Welcome Centers established at all three campuses
• Fully function in Spring 2006• Hired additional staff and restructure SSD
employees to provide coverage.• Conduct SSD Tours and Workshops
(Canales, 2012)
4. Faculty/Staff Advising Training
Purpose: to promote the quality of academic advising at South Texas College.
–Program uses NACADA training model to provide professional development for faculty and academic advisors.
–Program reaches out to student’s academic, career, and personal development during their experience in higher education.
(Canales, 2012)
Certificate of Advising
• The Counseling & Advising Department created a Certificate of Academic Advising.
• Advising workshops/video series and completion of the (NACADA) academic advising modules.
• The NACADA Faculty Advising Training utilizes theorists who provide a broad background for the development of Academic Advisors.
(Canales, 2012)
Advising Workshops Topics
1. Initial interviews between advisor and advisee.
2. Hallway encounters between advisor and advisee.
3. Discussion between Novice and Experienced Advisor.
4. Short-term planning, crisis problem-solving solving and referral.
(Canales, 2012)
Advising Workshops Topics
5. Long-range planning, goal-setting, follow-up
6. Advisor and Advisee review the student’s progress over the year.
7. Initial interview between transfer students and his advisor
8. An adult student who wishes to change her major meeting with the advisor.
(Canales, 2012)
Training Key Components
• Advising Scenarios• Expert Commentary• Leading questions relating to each
scenario• Group discussion and processing• Application of advising strategies
(Canales, 2012)
Academic Advisor Mentor
• Provide an introduction to the importance of Academic Advising and how it will translate to student success and achievement.
• Student Information Screen Codes Overview• Advising Forms • Testing Requirements• Counseling and Advising Workshops
(Canales, 2012)
• Advising Script for Consistency • Advising Tips and Successful Advising• Degree Plans• Graduation Requirements• Advising Evaluation Survey• Student Transfer Information• Academic Advisors provide training for faculty
and staff members during each semester to update vital information and disseminate information
Academic Advisor Mentor
(Canales, 2012)
Advising Technology Support
The Counseling and Advising Department assists faculty with advising issues.• Online Academic Advisor • Establish a Discussion Board• Online Referral Form
(Canales, 2012)
Review the Policies and Procedures
• All participants receive the Instruction and Student Services Governance Policies (3000 series)
• A pre-test and post-test over the Family Education Rights and Privacy Act (FERPA)
(Canales, 2012)
Financial Aid Advising
• Financial Aid Advisor’s responsibilities• Provide Financial Aid Training• Enhancement of Credit Smart and College
Success Courses• Heavily involved in Orientation & Welcome
Centers• Parents and Students Advising Sessions
(Canales, 2012)
Faculty Advising Training Program
• Counselors & Advisors - 26• Faculty - 400• Student Services Staff - 120• Other Staff - 20
(Canales, 2012)
Successful Course Completion Fall 2005
59%
65%
55% 60% 65% 70%
Com
plet
ion
Rate
CM
Not CM
(Canales, 2012)
Higher Degree Level - Fall 2005
71%
82%
65% 70% 75% 80% 85%
Ass
ocia
tes D
egre
e
CM
Not CM
(Canales, 2012)
Scaling Up
• FTIC Case Management• Student Success Specialists• Faculty Advising• Probation/Suspension Counseling• Beacon Mentoring • Career Pathways Specialists
(Canales, 2012)
Percent of Full-Time-First-Time-in-College Students Who Re-enroll from
Fall to Spring by College Ready Status
2005 2006 2007 2008 2009
84% 83%
78%
82%
86%84%87%
84%86% 87%
Received Remedia-tion
Did Not Receive Remediation
Closing the Gap
(Canales, 2012)
Percent of Full-Time-First-Time-In-College Students Who Re-enroll from
Fall to Fall by College Ready Status
2004 2005 2006 2007 200840%
45%
50%
55%
60%
65%
70%
54%52%
54% 54% 55%
60%58%
62%64%
69%
FT Received Remediation FT Did not Receive Remediation
2nd Fall Term
14%
Gap6%Gap
(Canales, 2012)
Percent of Part-Time-First-Time-in-College Students Who Re-enroll from
Fall to Spring by College Ready Status
2005 2006 2007 2008 2009
73%75%
65%
73%
77%77%73% 72%
75%
76% Received Remediation
Did Not Receive Re-mediation
Closed the Gap
(Canales, 2012)
Percent of Part-Time-First-Time-In-College Students Who Re-enroll from
Fall to Fall by College Ready Status
2004 2005 2006 2007 200830%
35%
40%
45%
50%
55%
60%
44%41% 42% 41%
48%
51%54%
47%
51%52%
PT Received RemediationPT Did not Receive Remediation
2nd Fall Term
4%Gap
13%Gap
(Canales, 2012)
Fall to Fall Retention(Full-time Students)
11 % Increase
From 58% to 69% over a Four Year Period
(Canales, 2012)
2005 Barrier Study 2007 Barrier Study
Money
Lack of Information
Work/Job Time Management
Facilities/Equipment
Child/Daycare/Family
Course Offerings
Developmental/THEA
Technology
Instructor Issues
Child/Family
Course Offerings
Developmental/THEA
Work/Job Time Management
Personnel
Money
Lack of Information
(Canales, 2012)
“Instructor Issues”
2007 Barrier Study
Instructor Practices
and Course Inconsiste
ncy
Instructor Spoken
Language and
Accents
Instructor
Expectations
Instructor
Attitudes
Quality of
Instructors
Disaggregated categories of “Instructor Issues” from Barrier Study
(Canales, 2012)
• Disaggregate “instructor issues” data• Triangulate to other sources of data
– CCSSE student responses (2006, 2007)– CCFSSE faculty responses (2006, 2007)– HERI fulltime faculty responses (2004,
2007)– Student evaluations of faculty (2004-2007)– Student issued complaints (2006, 2007)
Faculty Research Group
(South Texas College, 2011)
(Canales, 2012)
• Faculty and student perceptions differ• Multiple sets of data help tell a more complete
story• Faculty engagement leads to ownership and
innovation
What did we learn?
(Canales, 2012)
Resources
• Achieving the Dream– http://achievingthedream.org/resources
• MDRC Publications– http://www.mdrc.org/area_publications_5.html
• Completion by Design– http
://knowledgecenter.completionbydesign.org/knowledge-center
(Canales, 2012)
Luzelma G. Canales, Ph.D.Executive Director, Resource
Development & [email protected]
(Canales, 2012)