Retaining At-risk Students

Through Mandatory

Academic Intervention

Services

Rebecca McMenamin

Mike Poljak

Graduate Assistant Interns

Center for Student Progress, Youngstown State University

Outline

Youngstown State University Profile

Center for Student Progress

Intervention Services Overview

First-year students demographics

Retention Data

Conditional Admission Policy

Predictors of first-year college persistence

Motivational Interviewing techniques

Outline of study skill topics

Activity

Case Studies

Youngstown State University

University Facts

Mid-size Urban Research Institution

Over 115 undergraduate programs, 44

masters programs and 3 doctoral

$7,900/year in-state tuition & fees

Student Demographics

13,381 total students; 1,203 grad

students

46% male, 54% female; 18% minority, 1.5%

international students

95% are from within 8 miles of the campus

25% are from 6 local high schools

Center For Student Progress

Founded in 1996

Services Include:

Orientation Services

First-year Student Services

Individual Intervention

Multicultural Student Services

Student Tutorial Services

Supplemental Instruction

Services

Disability Services

CSP Staff

Becky Varian, Director

10 Coordinators

4 Admin Support

6 Graduate Assistants

First-Year Student Profile

61% take developmental

classes

Over 77% work more than

half time

90% commute to YSU

20% are conditionally-

admitted

56% are 1st-generation

32% are non-traditional

54% receive Pell Grant

21% are underrepresented

population

Average H.S. GPA

2014 – 3.11 (new admission

policy)

2013 – 2.97

2014-2015 Peer

Mentors

Usage and Retention Data 2013-2014

Served 5,880 individual students

Provided over 43,200 contact hours with students

Fall to Fall Retention of 1st year Students

Conditional Admission (CA) Policy

H.S. GPA is below a 2.00 Or composite ACT is below a 17

Transfer GPA is below a 2.00

Requirements: 1. Cannot start during summer session

2. Must attend freshman orientation

3. Must be classified as a “undetermined” major

4. Must fulfill a contract with the Center for Student Progress, including weekly meetings with a coordinator and two appointments with academic advisor

5. Cannot take more than 14 credit hours

6. Students placed in RSS 1510A, B or ENGL 1539, 1540 must take these courses in 1st semester and may not withdraw unless they completely exiting the university

7. Restricted to an approved list of courses

8. Achieve a 2.00 or higher to be fully-admitted

Individual Intervention Services

Individual meetings with a “Success Coach”

Holistic approach that focuses on the individual

Campus referral process

Starfish® Early Warning program resolves class

attendance and poor grades.

Motivational Interviewing (MI)

Person-centered, directive counseling approach that focuses on resolving ambivalence and enhancing motivation for change.

Collaboration builds rapport and facilitates trust

Draw out the individual’s own thoughts and ideas

Lasting change is more likely to occur when the student discovers their own reasons and determination to change

True power for change rests within the student

Principles

Express Empathy

Support Self-Efficacy

Roll with Resistance

Develop Discrepancy

(Rollnick & Miller, 1995)

Sample MI Questions and Statements For Reflective Listening

“You’re feeling frustrated with…”

“So, if I understand you so far…”

For Developing Discrepancies “If things worked out exactly as you like, what would be different?”

“What difficulties have you encountered in trying to change your…”

For Rolling with Resistance “It’s okay if you don’t think any of these ideas will work for you, perhaps you’ve

been thinking about something that might work instead?”

“Ultimately, it’s your decision. So, what would you like to try?

Supporting Self-Efficacy “How important is this to you?”

“It sounds like to want to…? What personal strengths do you have that will help you succeed?”

Reinforcing Positive Change-talk and New Behaviors “That sounds like a great idea.”

“That’s a great point.”

“You’ve really changed the way you… How do you feel about that?”

(Rollnick & Miller, 1995)

Benefits of Mandated Individual Interventions

Tailored approach for each individual

Mandated Students = great opportunity

Rapport and trust building

Personal cheerleader/advocate

“One-stop” support service

Fosters change and independent

learning

Prevents / Diffuses crisis

Session Topics

Intake: Develop action

and goal Plan

Time Management

Syllabus Review

Learning Style

Test-taking strategies

Note-taking strategies

Reading the textbook

Managing stress

Registration

Writing Process

Presentation skills

Midterm reflection

Finals preparation

Wrap-up – review of goals

and accomplishments

Sample Lesson:

Learning Styles Inventory Beatrice, Jonelle A. Learning to Study Through Critical Thinking.

Irwin: Chicago, 1995

Case Study 1

Amanda

18 years old – traditional student

White, middle-class

2.53 high school GPA

13 composite ACT – 8 in Math

Major: Early Childhood Education, Special Education Certificate

Amanda feels confident about her academic abilities, except in

math. She understands math problems in class and on the

homework, but fails the weekly tests. She does not see the

point of taking math in college and it makes her question why

she is at YSU.

Case Study 2

Patrick

24 years old, non-traditional student

Veteran, Marine infantry

2.10 high school GPA

Major: Mechanical Engineering

Patrick reports that he is having trouble staying focused in class

and feels like he is getting behind. He continually shakes his leg

rapidly up and down as he sits in your office. He also remarks

on how college is way different from the military and how it’s

difficult to connect with professors and peers. He also

experiences a lot of frustration with relearning math and

writing skills that he learned in high school.

Case Study 3

Mario

18 years old, traditional student

Latino, first-generation student, low SES

2.50 high school GPA

Major: Business

Mario reported that he needs help managing time. His family expects him to contribute financially and also help with younger siblings. He has been missing classes because of working 3rd shift, but receives the notes from classmates. Attendance is not graded so it’s not a major concern. He feels like he knows the material, but has done poorly on the last two exams.

Questions?

Contact us!

Rebecca McMenamin

rmcmenamin@student.ysu.edu

Mike Poljak

mjpoljak@student.ysu.edu

(330) 941-3538

Center for Student Progress

Youngstown State University

References

Iarussi, M. (2013). Examining how motivational

interviewing may foster college student development.

Jounal of College Counseling, 16, 158-175.

Kahn, J.H., & Nauta, M. M. (2001). Social-cognitive

predictors of first-year college persistence; The

importance of proximal assessment. Research in

Higher Education, (42)6, 633-652.

Rollnick, S., & Miller, W.R. (1995). What is motivational

interviewing? Behavioural and Cognitive

Psychotherapy, 23, 325-334.