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Member information
Chairperson: Laurie Adamson, Women's Program Director
Members: Open to faculty, staff, and students
07-08 Active members:
Kristy Anderson, Cathy Stinson, Diane Dalton, Elizabeth O’Neil, Karen Fusco, Katherine Erfe-Johnson, Mary Ann Kelso, Ben Meredith, Gerry Stamm, Angela Dorsey, Steve Quinn, Rachel Wellman, Rhodes Lockwood, Rose Ferri, Patty Triggs, Susan Tollefson, Justin Watters, and Penny Morse
Invitation to get involved
Please contact Laurie Adamson at 475-7478 or Dr. Gina Huston , if you would like to
Purpose
The Committee seeks to serve as a resource in developing
Strategies
Encourage campus-wide involvement and awareness of student success and retention by
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Integrating Committee efforts with Strategic Effectiveness and Planning
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Conducting research specifically about OC students and disseminating the resulting information
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Providing informational resources regarding these issues as they apply to college students in general
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Soliciting feedback from faculty and staff
For additional information:
http://www.sc.edu/fye
2006/07 Annual Report:
FINAL0607RetentionReport.pdf
STUDENT SUCCESS/PERSISTENCE PLAN
Based upon best practices for student success cited in the literature
Olympic College Student Success and Retention Plan Diagram:
retentionplanbestpractices.doc
FIRST YEAR EXPERIENCE
According to the literature, structured first year experiences and “front door” services are critical interventions to increase student persistence and success (Tinto,1993).
Orientation - 2005/2006 Action Steps
Responsible parties: Laurie Adamson, Katherine Erfe-Johnson, Gina Huston
- Administer CSI to new winter quarter students during orientation/advising sessions
- Administer CSI to students enrolled in pre-winter quarter General Studies 100, Strategies for Academic Success, classes
- Follow-up with students provided by counselors/advisors –CSI used to assist students with developing Individual Action Plans to achieve goals
- Track retention and success indicators of students from winter to spring quarter 2006– those who completed CSI, met with advisor/counselor, developed plan
- Continue appropriate follow-up with students, check-in on action steps, needs, etc.
- Offer a 1 credit Orientation to College class and track student persistence
Placement Assessment – 2005/06 Action Steps
Responsible parties: Katherine Erfe-Johnson, Math and English faculty
- Transition from COMPASS to ACCUPLACER to more accurately place students in math and English courses.
- Assess math and English placements with regard to student course success/completion and persistence.
- ACT survey question – student satisfaction-compare to COMPASS
Entry Advising – 2005-2006 Action Steps
Responsible party: Katherine Erfe-Johnson
- Advising Sub-Committee to use the Strategic Plan, Work Group 5, and previous Advising Task Force work to implement strategies and make budget recommendations for the improvement of advising
General Studies, Academic Success Courses – 2005-2006 Action Steps
Responsible parties: Gina Huston, Dianne Moore, Elizabeth O'Neil, Mary Ann Kelso
- Pilot a linked Math 94 and Gen ST 100 course winter quarter, assess the course and track student persistence
- Develop a 1-credit Math Study Skills class (Mary Ann Kelso) and gain course approval through IPC to be offered fall 2006
- Assess linked courses with a locally developed survey tool
- Assess Gen Studies courses fall 2005 as part of the National Educational Benchmarking Initiative, First Year Initiative – results will be used for program improvement
- Continue link with English 91 and English 98 and track student persistence
Student Mentoring Program – 2005-2006 Action Steps
Responsible party: Laurie Adamson
-Based on student needs revealed by College Student Inventory,as well as with the request of the student, match new student with staff or faculty mentor.
-Recruit and train new mentors.
-Consider offering electronic version of C.S.I.
-Expand Mentor Program with additional funding.
-Continue to track persistance of mentored students.
Coordinated Studies for first year students?
ACADEMIC ADVISING
Academic advising is a developmental process that focuses on student learning, growth and success. Academic advising includes a continuum of services, ranging from exploring career and life goals to choosing a class schedule. According to Tinto (1993), those who have effective retention programs have come to understand that academic advising is the very core of institutional efforts to educate and retain students.
Responsible parties: Katherine Erfe-Johnson, Gina Huston, Laurie Adamson, Randy Lawrence
- Advising Sub-Committee to use the Strategic Plan, Work Group 5, and previous Advising Task Force work to implement strategies and make budget recommendations for the improvement of advising
LEARNING COMMUNITIES
According to Tinto (2003) the success of institutional retention efforts is based on the institution’s capacity to collaboratively construct educational environments that actively engage students in learning. Learning Communities provide opportunities for active learning and shared learning experiences among students.
Responsible parties: For Gen St linked courses Dianne Moore and Gina Huston, English faculty, Mathematics faculty; For Coordinated Studies - TBD
- Continue linked courses –English 91/Gen St 99 and English 98/Gen Studies 100
- Pilot Math 94 and Gen St 100 linked class
- Coordinated Studies?
TUTORING/SUPPLEMENTAL INSTRUCTION
Responsible parties: Mathematics faculty and English faculty
- Mathematics tutoring options - actions for this year
- Development of an integrated program to meet the needs of developmental and first generation students in collaboration with Student Development (SEAC and Counseling)
INTERVENTION SYSTEMS
Responsible parties: Gina Huston, Laurie Adamson, Katherine Erfe-Johnson, Counselors, Advisors
- CSI – Retention Management System
- Based upon data, direct services to meet student needs
- Provide support services, follow-up phone calls to students who are drop-out prone
- Project Success
- Students who receive financial aid probation letters will receive information about Project Success – counseling faculty will intervene with students
- Counseling intervention with students on academic probation/suspension
- Running Start intervention with students experiencing academic difficulty mid-quarter
ENGAGING AND SUPPORTIVE LEARNING ENVIRONMENT
According to Tinto (2002), “Students who find support for their learning, receive frequent feedback about their learning and are actively involved in learning, especially with others, are more likely to learn and in turn more likely to stay”.
MODEL Program
Responsible parties: Rachel Wellman and Nicole Hoyes
- Develop a leadership program with multicultural content that includes workshops, conferences and volunteer opportunities.
- Compare retention rates of participating students in the MODEL program with like students not participating.
Faculty Development
- Online disability training
- Center for Teaching and Learning sponsored workshops and institutes
Workforce Development Best Practices Retention Grant
Student Programs and Activities
2004-2005 Initiatives
Assess the General Studies and Developmental English linked courses using a locally developed web-based survey.
The survey will be administered to students enrolled in selected General Studies 100/English 98 and 91 linked courses fall 2004. It will be administered to General Studies 99/English 91 linked courses in spring 2005. Results will be analyzed and used for program improvement.
Project Members: Tom Cameron, Dianne Moore, Gina Huston
Continue to implement and assess the Mentoring Program to provide early intervention and support to students.
The Noel-Levitz College Student Inventory will be administered to students who have at least one risk factor for leaving college. Follow-up assessment will be conducted and results used to determine future program direction and planning. Retention rates will be determined.
Program Lead: Laurie Adamson
Conduct diversity assessment and use results to influence program development and service delivery to increase student retention and success.
The Diversity Assessment Framework is a tool that Olympic College uses on a biannual basis to measure the College's progress towards its commitment to diversity. It provides the opportunity to document areas in need of improvement and celebrate those areas where progress has been made. The results are used to inform recommendations made to the President by the Diversity Advisory Committee as well as recommendations to the Strategic Planning Process. The results are regularly made available to the campus community for integration in their strategic, program and institutional effectiveness planning.
Project Lead: Rachel Wellman
Integrate Strategic Planning Workgroup recommendations related to student success/retention.
Workgroup 5 Goals and Strategies
• Assist at-risk students to improve retention/student success
• Counselor intervention for students on probation/suspension
• Mentoring Program
• TRiO – intervention and Math tutoring http:www.oc.ctc.edu/GetStart/SEAC/TransAdv/TriO.html
• Improve advising consistency and transfer resources
Project Leads: Katherine Erfe-Johnson and Gina Huston
Please contact Dr. Gina Huston if you have any questions or comments. |