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Increasing the Odds for Student Success:

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Teaches students how to use Seton Hall's vast technology network. Orients students to the library, the career center and other Seton Hall resources ... – PowerPoint PPT presentation

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Title: Increasing the Odds for Student Success:


1
Increasing the Odds for Student Success
  • An Electronic Early Warning System Paired with
    Early Intervention by Academic Advisers

2
  • Presentation by
  • Tracy Gottlieb, dean of Freshman Studies and
    Special Academic Programs
  • Seton Hall University
  • South Orange, N.J.

3
Freshman Studies At SHU
  • A three-pronged approach
  • Mentor
  • Peer adviser
  • University life course

4
Freshman StudiesSuccess
  • We help students develop a network of friendships
    and academic resources.
  • We help first year students adjust to new
    surroundings.
  • We help students clarify their personal, academic
    and career goals.

5
A MentorJust who is this?
  • first resource for questions
  • An advocate
  • Professor
  • Academic adviser
  • And, most importantly, a friend.

6
The University Life Course
  • Teaches students how to use Seton Halls vast
    technology network
  • Orients students to the library, the career
    center and other Seton Hall resources
  • Provides a forum to discuss important study
    skills issues about time management, learning
    styles and test taking

7
The University Life Class also
  • Provides a forum to discuss important social
    issues that confront college students.
  • Acquaints students with the academic procedures
    for registration.
  • Insures that students have weekly contact with a
    mentor and peer adviser.
  • And teaches students how to plan their academic
    and professional career while they are at Seton
    Hall.

8
The real reason University Life course is
important
  • It allows us to keep track of students during the
    crucial first semester and prevents students from
    hiding. If they are not in our classes, they
    are probably not in other classes. We can ferret
    out problems.

9
The Early Warning System
  • A joint venture between Academic Affairs, the
    Registrar and Information Technology
  • Designed to take advantage of the Universitys
    learning platform, Blackboard
  • By encouraging professors to use the EWS we were
    in fact acquainting them with Blackboard

10
The way it used to be
  • Mid-term evaluations of English and Math for
    first year students
  • Problematic because many professors ignored our
    paper pleas.
  • It was slow! By the time we received the paper
    trail back, it was often too late to intervene.
  • Didnt reach adjunct professors easily.

11
What We Did
  • Worked with IT to create a simple, seamless form.
  • Introduced the program in Fall 2003 as a pilot
    for Freshmen.
  • Expanded the program to include midterm
    evaluations for students in our Educational
    Opportunity Program
  • Expanded the program in Fall 2004 to include all
    students.

12
Early Warning System
  • Developed using the programming interface of our
    campus portal (Blackboard)
  • Active courses, course enrollment and faculty
    assignment dynamically populated from our Student
    Information System on a daily basis, producing a
    basic course shell
  • EWS is available as a course tool within each
    course shell

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21
After the Warning What happens next?
  • Student receives a copy of the warning.
  • If the professor has marked that the student has
    never attended, or has stopped attending, the
    Registrar receives a notification.
  • Freshman Studies also receives a copy.
  • If it is an EOP evaluation, the adviser in EOP
    receives the form, but not the student.

22
Follow-Up with the Student
  • In Freshman Studies, the warning is forwarded to
    the mentor for action.
  • Action could include tutoring, a meeting with
    the professor, an evaluation of needs, withdrawal
    from the class
  • Mentor meets weekly with the student so that
    follow up is possible.

23
For upperclassmen
  • Warning is sent to student.
  • Warning is forwarded to the chair of the
    students major.
  • Some departments take the warnings more seriously
    than others.
  • Still effective because the student is put on
    notice of the issue.

24
Results
  • Early Warning System SPRING 2005
  • A total number of 828 Early Warnings were
    received for Spring 2005
  • Compared to last Spring (2004) Early Warnings
    have doubled, 52
  • More professors each semester are utilizing this
    system to make their students aware of their
    performance in class

25
  • Out of the total 828 warnings received, 228 (26)
    earned a C or better as a final grade
  • This is an 8.75 increase from Fall 2003, and is
    consistent with Spring and Fall 2004
  • Of the total warnings, 249 (30) resulted in an F
    or Retake Required
  • In Spring 2004, 27.9 resulted in F/Retake
    Required

26
  • The system has been relatively consistent
    throughout the past 2 years
  • Fs/Retakes Required have been in the range of
    27-37 from Fall 2003 to Spring 2005

27
  • Out of the total 828 warnings received, 111 (13)
    withdrew from the course
  • 74 of these students withdrew by the end of
    February
  • It is important for Warnings to be sent early on
    in the semester, so students can decide if the
    course is wrong for them

28
  • Out of the total 828 warnings received, 469 of
    them went to freshmen
  • Difficulty in class, poor level of performance,
    and insufficient attendance were the top three
    areas where students had problems
  • Many students who received a warning stating they
    had difficulty in class also had insufficient
    attendance listed
  • 26 of the freshmen, who received Early Warnings,
    earned a C or better
  • 34 of the freshmen, who received Early Warnings,
    failed their course

29
Other facts of note
  • 126 professors used the system for the 2004-05
    academic year
  • The fall semester generates more early warnings
    by professors (about 20 more)
  • The system is gaining in popularity and
    acceptance (1050 the first year, 1878 the second

30
Issues that have emerged
  • Some professors abuse the system.
  • Some professors issue dire warnings apparently to
    scare students straight.
  • Students need to use their university email
    account for the system to work.
  • If the warning is sent too late in the semester,
    it is ineffective.
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