STUDEN

T SUCCES

S

CENTE

RS:

WO R K I N G B E T T E R T O G E T H E R T O E N S U R E S T U D E N T S U C C E S S

SESSION OUTLINE1. Why consider implementing a Student Success Center?2. Model Varieties3. The Planning Process4. Cardinal Stritch’s SSC5. Challenges & Opportunities6. Relationships

WHY IMPLEMENT A STUDENT SUCCESS CENTER?

A comprehensive way to increase student service through: Shared Vision and Goals Intentional Collaboration Better Communication Cross Training Student Focused A Foundation for Student Success

MODEL VARIET

IES

GUIDING CONCEPTS* Are communities of practice Take a central position between academic and student affairs Foster collaboration Support the institution’s mission Have some relationship with the general education Sponsor faculty and staff development

*Evenbeck, S. E., Jackson, B., Smith, M., Ward, D. & Associates. (2010). Organizing for student success: The University college model. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

•Discrete Structures•Individually provides oversight for the distinct aspects (e.g., retention, orientation, advising, first-year seminars), but there is limited or no coordination among these structures

•Multiple Administrative Structures•cooperates to administer and align policies, practices, and programs

•Formal Coordinating Body•oversees a broad range of first-year efforts and has institutional authority for oversight and alignment of initiatives; usually structure is a standing committee that provides campus-wide oversight for elements of the first year but does not provide daily administrative leadership to any one component

• Single Unit Administrative Structure•Meets some but not all of the conditions in a comprehensive structure

• Comprehensive Single Unit/Administrative Structure•provides campus-wide oversight and alignment of first-year efforts, also appears on the campus organizational chart, has a director, and has a reoccurring operational budget

*Evenbeck, S. E., Jackson, B., Smith, M., Ward, D. & Associates. (2010). Organizing for student success: The University college model. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

THE P

LANNIN

G

PROCESS

USE EXISTING RESOURCES AND DATA

Noel Levitz Retention Consultant exploratory visit-a series of focus groups clarified key themes that need to be addressed including: 

Developmental Education FYE Advising CORE Faculty role in retention Transfer students CBM students Financial Aid processing/counseling Customer Service Academic Support

University Retention and Graduation Report Data

CASE STUDIESCase studies on over 40 different institutional structures: Both Student Success Centers and University College

models Control Enrollment Title Services/Areas Included Most intriguing/innovative Most concerning or non-translatable What aspects of the design are adaptable to the

institution

 

MODEL MATRIX PROCESSConsidering areas of inclusion: Can, Should, and How will incorporating these areas:

Reduce complexities Increase efficiencies Improve practice

In the theme areas identified

REFOCUSING OF GOALS AND PURPOSEAnswering the why?

As a Retention Committee: how could this structure assist us in meeting retention goals?

As an institution, how could this structure support the visioning and planning goals? Goal 1: Academic Excellence Goal 2: Enrollment Growth Goal 3: Reducing Complexities Goal 4: Vibrant Student Experience

CONCEPTUAL FRAMEWORK Committee reviewed a number of different frameworks

8 individual areas pulled from Enrollment, Student Affairs, and Academics grouped under a Senior Director

5 semi consolidated areas pulled from Enrollment, Student Affairs, and Academics grouped under a Senior Director

3 consolidated areas pulled from Enrollment, Student Affairs, and Academics grouped under a Senior Director

Agreement on one framework that best supports goals and organizes for graduation

KEY ASSUMPTIONS Key assumptions that guided the process: Connected to Academics Most of these things are being done-focus on creating

capacity and resources on a larger scale Liberal Arts CORE change Need for common student experiences/reduce fracturing Organizing to serve all undergrads Creates culture of and institutionalizes collaboration around

student success

CARDINAL STR

ITCH’S

SSC

KEY IMPLICATIONS Control Reorganization Scope of Service CORE revision Location

PURPOSE

Student Success Center Purpose Statement:To provide dynamic student driven services and experiences designed to develop each student’s capacity to achieve academic success and discover their purpose.

YEAR 1 GOALSBy August 2014, the Student Success Center will create the appropriate infrastructure to increase communication, promote collaboration, and align resources, to meet student needs. By August 2014, the Student Success Center will create a culture that is accessible and responsive to students and encourages visibility and engagement in the campus life of the undergraduate student population.By August 2014, the Student Success Center will develop curricular and co-curricular supportive activities and programming with articulated student learning outcomes and identified assessment measures intended to promote students’ personal and academic success.By August 2014, the Student Success Center will create and implement a Retention and Graduation Management Plan and tracking system in order to accomplish annual persistence, retention, and graduation goals for all Cardinal Stritch University students.By August 2014, the Student Success Center will complete a 3-5 year strategic plan for the Student Success Center.

CHALLEN

GES &

OPPORTUNITI

ES

CHALLENGES Changing Student Perceptions Communicating with our stakeholders Creating systems to work together Defining roles

OPPORTUNITIES Collaboration and Dialogue

Led to two new pilots with grant funding Increased Communication and Effectiveness within the

Center Better partnerships with faculty Student Employment Cross Training New programs/ program enhancements

RELATIO

NSHIPS

THE WACRAO CONNECTION

A D M I SS I O N SCommunication FlowsNew Student Registration DaysOrientationTransfer student continuumNew program development and recruitingChanges to placement testing requirementsExpanding articulation agreements

O F F I C E O F T H E R E G I S T R A REarly Alert SystemsRetention Tracking and ReportingAdvising Continuum Referrals and TrackingExpanding articulation agreementsOnline Registration and daily processesStrategic intervention processes

QUESTIO

N & ANSWER