C O N N E C T I N G W I T H , E N G A G I N G & S U P P O R T I N G S T U D E N T S W H O D O N ’ T T H I N K T H E Y N E E D Y O U
IT’S ALL ABOUT RELATIONSHIP
WHO AM I & HOW DO I KNOW WHAT I’M TALKING ABOUT?
• 20+ years working with at-risk populations
A SNAPSHOT OF DAYTON & SINCLAIR COMMUNITY COLLEGE
Population: 535,000 County Seat-Dayton: 141,500 Median Income: $41,600 Below Poverty: 16.2%
Ethnic Breakdown Caucasian: 74% African-American: 21% Native American: 0.2% Hispanic: 2.3% Asian/Pacific Islander/Other 1.7%
Montgomery County, Ohio
Demographics
• Headquartered in Dayton, Ohio
• 125 years of providing affordable, accessible, high-quality college and workforce training
Sinclair Community College has been recognized as a Vanguard Learning College by the League for Innovation
2003 TITLE III HOLISTIC APPROACH TO STUDENT SUPPORT
I N D I V I D U A L I Z E D L E A R N I N G P L A N T O PAT H WAY T O C O M P L E T I O N
INDIVIDUALIZED LEARNING PLAN (ILP)
Model developed in 2003- Title III
Preventative and
proactive support
Belief that students should:
1. Get accurate and timely information
2. Receive consistent services and appropriate referrals
3. Develop an action plan
4. Have a consistent relationship/Know they matter
EMPHASIS OF ILP
Population• New, degree seeking students in 2 or more DEV courses• Income at or below federal poverty level• UndecidedGoals• Identify/Support/Case Manage• Implement systematic, comprehensive counseling
intervention process• Develop a comprehensive community and college
resource/referral guide• Develop a web-based case management system
Increase persistence, success, and graduation rates of at-risk students
AREAS OF SUPPORTRelationship with Academic Coach
Orientation to college life
Improve Self-Awareness
Goal clarification
Securing funding
Setting realistic expectations
Creating a successful schedule
Locating campus and community resources
ORIGIN AND DEVELOPMENT
ILPIndividual Learning Plan-Plan created by student and coach for student’s success
SSPStudent Success Plan-Software used to create plan and to track student progress
PTCPathways to Completion-Model built around ILP after Title III ended-Acknowledges other pathways to begin -Services continue until completion
PATHWAY TO COMPLETION
• A National Award Winning Holistic support model for academically at risk, economically challenged students
• Connects students to integrated support systems tailored to their specific needs
• Provides targeted, customized coaching to help students navigate the enrollment process, develop a plan of action and overcome obstacles to their success
• Students who participate in the PTC program have a 98% term to term retention rate (28% higher than college avg.) and 79% year to year (40% higher than college average)
SSP AWARDS
• 2012 ITC Awards for Excellence in eLearning - Outstanding Student Services
• 2010 NASPA Grand Gold (for Early Alert)• 2009 NASPA Grand Silver, Gold in Category • 2008 NACADA Program Merit Award• 2007 Bellwether Finalist Award - CC Futures Assembly• 2006 MetLife Best Practice College Award• 2005 Macromedia Higher Education Innovation Award• 2005 National Council for Student Development Exemplary
Practice Award• 2005 League for Innovation Terry O’Banion Shared Journey First
Place Award• 2004 Educause Excellence in Information Technology Solutions
Award
Fund
ing,
Par
tner
s, Su
ppor
ters
STUDENT CENTERED APPROACH
HOW WE DO WHAT WE DO
KEEP THEM ACTIVE
• Texting Agreement• Survey what they know/Assess your program
(GPA/College/Lingo/SAP/MY.SINCLAIR/Orientation/Attendance)• Question of the Month (prize drawing)• Video Tutorials of common college tools• Streaming quotes on digital screen• Candy bowl• Front staff cross trained to answer questions
about campus• Dream Wall (coming fall 2014)
HOW DOES THE SSP PROCESS WORK?
• Students are identified• Diagnostic Tools, Predictive Models, Demographics• Student Intake
• Identified students are provided holistic Coaching,
Counseling & Advising• Journal, History• Individual Plans of Action• Academic Plans/MAP (my academic plan)
• Web-based support systems and intervention techniques assist in removing barriers to success• Early Alert (Faculty, Coaches, Staff)• Student Self Help Tools
Case Management
MAP – MY ACADEMIC PLAN
CHALLENGES FOR FIRST GENERATION STUDENTS
Overwhelmedby College Processes
Not AcademicallyPrepared
Difficulty Adapting to Instructional Pace
Financial Barriers
Minimal FamilySupport
Adapting toCollege Policies
AttendanceIssues
Reactive not proactive
LimitedTransportation options
Poor Planners
ParentalObligations
Unclear orUnrealisticGoals
No Self AdvocacySkills
No home Computer or Internet
Trouble Assimilating
Minimal PeerSupport
Don’tCommunicate
Tend toProcrastinate
Won’tAsk forHelp
AcademicallyApathetic
HOW THEY DERAIL
Homeless Family steals bus
pass
Raising 3 siblings
House fire
Car stolen
Lost Title XX
Criminal charge
Victim ofBreak in
DomesticViolence Pregnanc
yParent won’t
cooperate W/ FAFSA
Custodychange
Room mate
moved out
Death in family
Boyfriend shot
2 ID’s for bus pass
Section 8 Voucher
JobLoss
WarrantArrest Hospitaliz
ed Turtle
SyndromeStop
AttendingSickChild
CampusConduct
NoChildcare
TOP 5 REASONS STUDENTS WITHDRAW
1. Personal Issues2. Not doing well3. Work conflicts4. Medical problems5. Missed too many classes
ON COURSE COACHING FOCUSCHOICES OF SUCCESSFUL STUDENTS
SUCCESSFUL STUDENTS... STRUGGLING STUDENTS...ACCEPT SELF-RESPONSIBILITY, see themselves as the primary cause of their outcomes and experiences.
SEE THEMSELVES AS VICTIMS, believe that what happens to them is determined by external forces such as fate, luck, and powerful others.
DISCOVER SELF-MOTIVATION, Find purpose in their lives by discovering personally meaningful goals and dreams.
HAVE DIFFICULTY STAYING MOTIVATED often feeling depressed, frustrated, and/or resentful about a lack of direction in their lives.
MASTER SELF-MANAGEMENT, plan and take purposeful action in pursuit of their goals and dreams.
SELDOM IDENTIFY WHAT’S PRIORITYto accomplish a desired outcome. And when they do, they tend to procrastinate.
EMPLOY INTERDEPENDENCE, build mutually supportive relationships that help them achieve their goals and dreams (while helping others to do the same).
ARE SOLITARYseldom requesting, even rejecting offers of assistance from those who could help.
GAIN SELF-AWARENESS, consciously employing behaviors, beliefs, and attitudes that keep them on course.
MAKE IMPORTANT DECISIONS UNCONSIOUSLY, being directed by self-sabotaging habits and outdated life scripts.
ADOPT LIFE-LONG LEARNING, finding valuable lessons and wisdom in nearly every experience they have.
RESIST LEARNING NEW IDEAS AND SKILLS, viewing learning as fearful or boring rather than as mental play.
DEVELOP EMOTIONAL INTELLIGENCE, effectively managing their emotions in support of their goals and dreams.
LIVE AT THE MERCY OF STRONG EMOTIONSsuch as anger, depression, anxiety, or a need for instant gratification.
BELIEVE IN THEMSELVES, seeing themselves capable, lovable, and unconditionally worthy as human beings.
DOUBT THEIR COMPETENCE & PERSONAL VALUE, feeling inadequate to create their desired outcomes and experiences.
DATA DRIVEN PRACTICE10 YEARS OF DATA
ILP
No Sho
w/Non
Par
ticipat
ing
Non IL
P0%
10%20%30%40%50%60%70%80%90%
100%
74%65% 67%
Individualized Learning Plan (ILP)
Term to Term Retention
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 98%
70% 70%
Pathway to Completion (PTC)Term to Term Retention
PTC No Show/Non Non-PTC Participat-ing
0%10%20%30%40%50%60%70%80%90%
100%
49%
32%40%
Individualized Learning Plan (ILP)
Year to Year Retention
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
79%
22%
39%
Pathway to Completion (PTC)Year to Year Retention
PTC No Show Non PTC
QUESTIONSSSP OPEN SOURCE h t t p : / /www.S t uden t successp lan .o rg /
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