AASCU Innovations Exchange
Your Source for innovation in Public Higher Education

Retention/Completion

49er Finish Program University of North Carolina at Charlotte Project Description: Using innovative marketing strategies, unique personalized advising, and intentional programming, the 49er Finish Program was created to support the graduation and retention goals of the University of North Carolina-Charlotte. Initiated in 2005, the 49er Finish Program, which operates out of the Office of Adult Students and Evening Services, was initially implemented with one-time funding of $15,000 to develop marketing materials and hire a temporary program coordinator to recruit former students who had stopped out to complete their degrees. The program positively impacts the career and personal goals of student graduates, has enhanced degree production in academic departments, and has generated additional income through tuition revenues. Read more >>

Academic Advising Interventions to Ensure a Timely Graduation California State University, Long Beach (CSULB) Project Description: CSULB employs several interventionist advising programs to ensure that students are on track for a timely graduation. All first-year students are required to meet with advisors three times their first year. Destination Graduation advisors work with individual cohorts beginning in the 6th semester to ensure that students are making degree progress. The Timely Graduation Policy requires seniors to file for graduation between 90-120 units. Seniors are referred to advising units to ensure that graduation plans are attainable. Students who do not comply are required to see an advisor in order to register. Read more >>

Academic Advisor Development and Academic Advising and Retention Center Western Kentucky University (WKU) Project Description: The Academic Advising and Retention Center provides development and support for faculty and staff advisors so that they can be more informed and better-prepared, eventually leading to increased student retention and completion. The Master Advisor Certificate (MAC) program was created in the Spring of 2008 in response to faculty requests to provide additional training for academic advisors. Four sessions (2 1/2 hours each) give participants an opportunity to learn advising theories, ideas, and practices needed to provide excellent advising services, and the fifth session is a graduation celebration. The Campus Advising Network (CAN) is an established network of advisors who meet monthly to discuss advising topics, policies, and procedures on a campus level and a regional/national level. It was established six years ago to provide a way for academic advisors throughout the campus to meet, discuss, and work through advising issues/successes they may be experiencing as well as provide an avenue for advisor training. Read more >>

Academic and Student Affairs Partnership: Improving Latino Graduation and Retention Rates California State University, Fresno Project Description: As part of a University-wide effort, this program is charged with increasing the Latino student four and five-year graduation rates by 1% over the 2010 baseline of 9.5% and 29.8% respectively. California State University, Fresno, a Hispanic Serving Institution (HSI), received Title V grant funding from the U.S. Department of Education to enhance institutional academic offerings and improve Latina/o student success. The unique Academic Affairs and Students Affairs partnership is designed to determine best practices of current university initiatives and develop innovative and optimal learning environments using active learning pedagogies to increase Latino retention and graduation rates. Read more >>

Academic Vital Signs Program: Turning Health Center Medical Visits into Referral Opportunities for At-Risk Students Metropolitan State College of Denver Project Description: The Academic Vital Signs program, created and funded by the Metro State Health Center, is designed to assist in student retention by having medical providers identify at-risk students during their medical visits to the Health Center. It subsequently connects them with the Health Center’s Referral Coordinator who directly interviews each student and coordinates setting up the appropriate referral appointments, many of which are academically related and others of which are connected to various support services. Follow-up is conducted by the Health Center’s Referral Coordinator to ensure that students received the assistance they originally needed and to address any additional referrals that may be appropriate. Read more >>

Advocates for College Education Success (ACES): A Program for Reentry Students San Francisco State University Project Description: The intent of this program is to improve the academic performance and retention of formerly incarcerated students enrolled at San Francisco (SF) State, through a series of general education courses designed to improve study habits and critical thinking skills. Stakeholders are: the Associated Students’ Project Rebound, a program founded in 1967 by a late SF State Sociology Professor to help formerly incarcerated individuals gain formal admittance to the University and support them through the transitional reentry and educational process, the City’s District Attorney’s Office, and numerous nonprofits that provide services to formerly incarcerated individuals. This program is housed in the Institute for Civic and Community Engagement.  Read more >>

Best Expectation Programs (BEP): Retaining At-Risk Students Western Kentucky University (WKU) Project Description: The Best Expectation Programs (BEP) aim to equip a diverse undergraduate student population with the necessary resources to improve academic performance—ultimately, to help retain and graduate at-risk students. BEP works with students individually to identify realistic academic goals, teaches students the importance of positive study habits and time management, and provides academic support to help students be independent and successful learners. STEPS (Success Through Evaluation, Placement, and Support), one of the BEP programs, is designed for first-year, first-time students with low ACT/SAT scores. These students are required to attend six hours of study hall each week, take developmental/supplemental Reading and English courses, attend monthly Peer Intrusive Advisor appointments, and attend two Academic Advantage Series: Workshops for Success each semester. Peer Intrusive Advising (PIA), an integral component of BEP, facilitates at-risk students meeting with Peer Intrusive Advisors who are successful undergraduate students trained to be intrusive (asking students about coursework and grades, checking current grades online with the student).   Read more >>

Boost College Completions through Reverse Transfer Partnerships The Richard Stockton College of New Jersey Project Description: With the growing emphasis on increasing the number of graduates, a new partnership by a southern New Jersey masters’ institution and an area community college takes a novel approach that will improve completion rates while creating winning options for both the students and the colleges. The Richard Stockton College of New Jersey and Atlantic Cape Community College signed an articulation agreement that features a traditional dual degree program plus features a “reverse transfer” or “reverse back” provision that breaks new ground. This novel program addresses the issue of community college students transferring out before they earn an associate degree.       Read more >>

Civic Engagement: A First-Year Experience Course Connecting Quantitative Reasoning for Undeclared Students Emporia State University Project Description: Motivation is an important element in student learning, and this First-Year-Experience (FYE) course centers around civic engagement with an intentional emphasis on math and quantitative reasoning for undeclared students with low ACT math scores. The idea is to cultivate leadership in civic engagement early in the undergraduate experience in campus and community activities and weave math and quantitative reasoning into what we do. For example, students created assessment of the projects. In addition, field trips where real-world applications of math and quantitative reasoning illustrate the efficacy of student learning. Read more >>

Curricula Review to Ensure a Timely Graduation California State University, Long Beach (CSULB) Project Description:  In 2009-2010, CSULB launched an initiative to review curricula in all colleges and departments to identify high-unit majors that are prolonging time-to-degree for students. We also reviewed curricula to identify majors with unusually complex pathways to degree completion. We identified several majors, clustered in three colleges, with an unusually high number of required units or with very complex degree requirements. These departments are now engaged in curricula revisions to decrease the number of required units and to create more easily navigable paths to degree completion. Read more >>

Degree Compass—A Course Recommendation System Using Predicted Academic Performance Austin Peay State University Project Description: Degree Compass successfully pairs current students with the courses that best fit their talents and program of study for upcoming semesters. The model combines hundreds of thousands of past students’ grades with each particular student’s transcript to make individualized recommendations for each student. This system, in contrast to systems that recommend movies or books, does not depend on which classes students like more than others. Instead it uses predictive analytics techniques based on grade and enrollment data to rank courses according to factors that measure how well each course might help the student progress through their program. The course recommendation system was developed in-house, the project was led by Provost Tristan Denley. Read more >>

DirectConnect to UCF: A Powerful Partnership to Impact Access and Bachelor Degree Outcomes University of Central Florida Project Description: The demand for higher education in Florida has increased significantly due to a convergence of a number of factors, including population growth, increased high school graduation rates, and a state scholarship program designed to keep students in-state.  The Central Florida Higher Education Consortium of UCF and four community and state colleges, branded DirectConnect to UCF, provides guaranteed admission to UCF for students with an A.A. or A.S. degree, expansion of shared-use facilities on the community and state college campuses with additional academic programs, combined financial aid resources, and a regional infrastructure for workforce development programs, especially in science, technology, engineering, and math, (STEM) disciplines. Read more >>

Eastern Connecticut State University/Quinebaug Valley Community College Dual Enrollment Program Eastern Connecticut State University Project Description: Partnering with Hartford Public High School (HPHS) and Quinebaug Valley Community College (QVCC), Eastern co-enrolls each fall a cohort of 10 HPHS graduates who have the determination and potential to succeed, but who had not planned to attend college due to extremely challenging economic and family circumstances. Students complete course work at QVCC in their first semester while taking one course at Eastern, living in Eastern's residence halls, and fully participating in campus activities. After the first semester most become full-time Eastern students. Advising, tutoring, counseling and mentoring services are provided, and all participants are assigned to on-campus jobs.   Read more >>

Enhanced Mathematics—A Co-requisite Approach to Developmental Mathematics Austin Peay State University Project Description: There are many studies that call into question the effectiveness of the traditional approach to remediating students who enter postsecondary education with low mathematics skills, which often includes student enrollment in a non-credit bearing remedial mathematics course, and which often have poor course success rates. APSU has developed an alternative mathematics skills development approach whereby students are immediately enrolled in a credit bearing class, with supplementary instruction to provide just-in-time support. This method provides significantly superior success rates, while also creating significant cost savings to both the institutions and the student. Read more >>

Enrollment Analytics as a Tool to Drive Student Success St. Cloud State University Project Description: St. Cloud State University conducts Enrollment Analytics as a way to better understand the relationship between key student variables and student success outcomes. The institution is using this analysis to improve its ability to predict which students have a high probability of dropping out of college, and in response, to direct specific interventions at the student level based on individual student needs. It involves predictive modeling based on historical student patterns and real-time monitoring of current student performance on four key student success outcomes (retention, credit completion, credit completion rate and GPA). It uses a multi-team approach and includes administrators responsible for admissions, undergraduate student success, and institutional effectiveness; staff from institutional research and information technology; faculty from statistics, economics and planning; as well as graduate and undergraduate students. Based on our analysis, students are admitted into pathways based on their likelihood of success. These include developmental course work, more intensive advising, or admission into a community college connections program.  Read more >>

Exploratory Program for Undecided Students and the SEEK Learning Western Kentucky University (WKU) Project Description: The Exploratory Program (EP) provides resources for students who have not yet chosen a major and those who wish to change their major, helping them to explore their major options and make progress toward degree completion. Students find the tools and resources necessary to guide them toward a major and career path that is best suited for their abilities and aspirations. Resources include, among others, a monthly newsletter, a Majors and Minors Fair, a peer mentoring program, a Learning Community (SEEK), and various online tools. Students in this program are advised to complete their General Education Requirements and must select a major prior to or when these requirements are completed. SEEK (Students Exploring to Expand Knowledge) is a Learning Community for first-year students who enter college as Exploratory. These students have a desire to explore major and career interests, as well as build friendships and study support by attending three courses together and participating in other social and academic activities.   Read more >>

Facilitating On-Time Completion: The Sycamore Graduation Guarantee Indiana State University Project Description: Indiana State University has created a 4-year graduation guarantee for students enrolling in fall 2012 and beyond. The guarantee assures eligible students they will be able to complete a bachelor's degree within 4 years. If not, they will be able to take remaining courses tuition free. The guarantee is part of the university’s commitment to keeping college affordable for students and will also help ensure a quicker launch for their careers.The Sycamore Graduation Guarantee outlines the responsibilities of students and of the university that are necessary to achieving on-time graduation. Improving student success is a top priority in the university's strategic plan. To take advantage of the guarantee, students must sign a contract during their freshman year. If they meet their commitments under the contract and find themselves unable to graduate in four years, the university will cover the cost of tuition and mandatory fees for any remaining required courses.The guarantee applies to all programs of 128 semester hours or less. Student requirements under the terms of the guarantee include, but are not limited to:Meet with an advisor to develop an appropriate course plan Declare and be admitted to a major by the start of the sophomore yearComplete 30 to 32 semester hours each year and meet all degree requirementsMonitor his or her progress and notify advisors if unable to register for a required courseApply for graduation by October 1 of their senior year.The university's responsibilities under the Sycamore Graduation Guarantee include:Provide access to quality advising throughout a student's time at Indiana State Provide tools that enable students to monitor progress toward degree completionSubstitute a different course or independent study, when appropriatePay tuition and mandatory fees for any additional required courses if course substitution is not an option.The university will work with students who fall behind schedule due to extenuating circumstances, such as financial constraints or a change of majors. Read more >>

Faculty Development for Student Success California State University, Long Beach (CSULB) Project Description: CSULB’s program provides faculty development for instructors teaching traditionally difficult academic courses – or those that have 30 percent or higher non-completion rates. The program engages faculty in learning and applying best practices for successful teaching with supplemental instruction. Supplemental instruction (SI) is a student academic assistance program designed to increase academic performance and retention through its use of extended instructional time and collaborative learning strategies. Participating faculty engage in a part-online, part face-to-face course on SI best practices with two specific expected deliverables: course redesign for integration of supplemental instruction and redesigned assessment of student learning outcomes.  Read more >>

First-Year Experience Program York College, City University of New York Project Description: The First-Year Experience (FYE) Program is a comprehensive program of academic and co-curricular activities started in Fall 2010 to assist in promoting the successful transition, achievement, and retention of first-year students to college life at York. The program was initiated as part of the college’s continuing efforts to improve the institution and provide the small-college experience to students.  The FYE program was developed by a multi-constituency committee.  Once implemented, the committee assumed an advisory role to ensure that broad institutional representation and responsibility remained in place.  A small investment of 10k was allocated to the FYE Program to support the purchase of the Freshman Reader books and related necessities.   The program components include Freshman Advisement, The Freshman Reader,  First-Year Student Orientation, Week of Welcome (WOW)/Spirit Week, Convocation, First Year Seminar/SD110, Early-Alert System (Cardinal Pulse), Civic Engagement (Jumpstart), Mentoring, and “The Freshman Pledge.” Read more >>

First-Year Learning Communities and Mentoring California State University, Long Beach (CSULB) Project Description: CSULB employs a variety of programs to support first-year students. The Beach Learning Community is a required program for students with the lowest placement scores in math and writing. Students take a common set of courses and receive extra academic support and advising. Students with slightly higher placement scores are required to participate in our Partners for Success program and receive mentoring by faculty. The Learning Alliance provides linked courses and a first-year seminar for incoming liberal arts freshmen. Our Residential Learning College houses two first-year residential learning communities. Particular cohorts of students are required to participate in these programs.  Read more >>

First-Year Student Success and Retention: Making Achievement Possible with MAP-Works Buffalo State College Project Description: MAP-Works® (Making Achievement Possible) is a program that identifies first-year, at-risk students early in the term and efficiently and effectively provides faculty and staff the information they need to coordinate interventions, empowering the campus to positively impact student success and retention. The program consists of an online survey first-year students complete, assessing their transition to Buffalo State College. Faculty and staff then gain access to this information, and implement interventions for students who are struggling. A report is also generated for the students themselves, allowing for insight and an understanding of the elements that impact social and academic success.MAP-Works® is a product of Educational Benchmarking Inc. (EBI®) Read more >>

FORWARD: A Program for Former Foster Youth, Orphans, and Wards of the Court Sam Houston State University (SHSU) Project Description: The mission of SHSU’s FORWARD Program is to empower former foster youth, orphans, and wards of the state by providing the support system necessary to pursue higher education and transition smoothly through college. FORWARD serves as a resource to help the students build meaningful relationships within and without the university that are important to successful personal and professional achievements. FORWARD is administered by and funded through a committee representing academic affairs (student success initiatives, advising and mentoring center, grants office, department of sociology), enrollment management (orientation, residence life, career services, financial aid, admissions), and student services (student activities, student money management center).  Read more >>

Freshmen Academic Probation Project/Academic Advising and Retention Center Western Kentucky University (WKU) Project Description: The Freshmen Academic Probation Project is designed to identify freshmen who ended their first or second term on Academic Probation and ensure that they are scheduled in the upcoming future term to take any developmental courses that will supplement their ability to successfully complete college-level work. In addition to developmental work, academic advisors review the results of the preceding term to determine if other coursework needs to be retaken during the future term. The project was first undertaken following the fall term of 2009 and is conducted by the advising staff of the Academic Advising and Retention Center. Read more >>

Frostburg State University Associate Degree Scholars Award Frostburg State University Project Description: The Associate Degree Scholars Award is designed to ease the cost of the last two years of a bachelor’s degree for high-achieving community college graduates, a group that traditionally has been successful academically at FSU, but which often experiences added financial burdens. The scholarship is awarded to graduates from any Maryland community college or Potomac State College of West Virginia University, with an Associate of Science or Associate of Arts in Teaching degree and a cumulative 3.0 grade point average. The award is administered and awarded by the Office of Admissions and funded by the University. Read more >>

Graduation Rate Initiative California State University, Fresno Project Description: The Graduation Rate Initiative is part of a university-wide effort to increase the six-year graduation rate from 46% to 51% by 2015 and to cut in half the gap between the six-year graduation rate of underrepresented minorities compared to the non-minority population. Overseen by the Provost and Vice President for Academic Affairs and the Vice President for Student Affairs, the effort draws on the work of a broad-based (faculty, staff, students and administrators) Student Success Task Force (SSTF).  Read more >>

Green 2 Gold Work Program Kentucky State University Project Description: KSU’s Green 2 Gold Work Program was established primarily to assist students who have structural financial deficits each semester which were created when their available financial aid (including their family contribution) was less than the costs of attending the institution. This university-sponsored program differs from traditional financial aid work programs, such as Federal Work Study.  In addition to the direct financial benefits of the program, students gain many personal intangibles that will enhance their success rate when they enter the job market. The value-added benefits include resume training, job performance counseling, internship opportunities and potential permanent employment. Read more >>

Math Teaching and Learning Center (TLC) University of Wisconsin – Stout Project Description:  The Math TLC is where UW-Stout students learn basic math skills in a people-oriented, technology-enhanced environment. Teachers start daily classroom sessions with a short lecture, then students begin online homework assignments with help from teachers and specially trained peer tutors.  Read more >>

Multi-term Registration: Course Scheduling for Student Success Cleveland State University Project Description: Since 2009, the university’s priorities have focused on developing and implementing strategies aimed at improving student success and outcomes. Multi-term registration is an academic planning tool that allows students to view courses in advance, plan courses sequentially and register for an entire academic year at once. Each March, registration opens for fall, spring and summer simultaneously, allowing students to enroll in any or all of the terms.  This has provided students, as well as faculty, the avenue to plan both their academic and personal schedule three semesters at a time. It provides students with more options when choosing their courses and allows for better planning of classes, determining sequences of classes, and guidance to students regarding the courses that are most optimal for them. This model, implemented at Cleveland State University in March of 2012 for registration for the 2012-13 academic year, is the first of its kind in the state of Ohio and a rarity among most public colleges and universities across the nation. Read more >>

Northwest Missouri State University Student Employment Career Pathing Program Northwest Missouri State University Project Description: ABSTRACT:The Career Pathing Program is a structured student employee earn and learn development program that provides opportunities for advancement, training and development, performance-based evaluations, affordability of a post-secondary education and encourages retention and degree completion through a comprehensive student experience.  The program is administered through the Student Employment Program as a result of compiled research and satisfaction survey responses from student employee feedback.  The University finances the program curriculum costs of approximately $14,000 a year, as well as the increased wage rate differences which can vary based upon participation.  Student employees develop professional competencies that enhance their current position experiences, as well as future career pathways.   Read more >>

Pre-Nursing Residential Learning Community Georgia College & State University Project Description: The Pre-Nursing Residential Learning Community (RLC) provides freshman students with the opportunity for guaranteed admission to the nursing program, academic advising support, career exploration, and integrated social experiences. This select group lives together and takes a Freshman Seminar Course designed to meet their learning needs. Guaranteeing admission into the nursing program decreases the stress of competition and allows students to focus on academics, participate in activities, and develop relationships with faculty.  RLCs were established in Academic Affairs at Georgia College in 2003 under the guidance of a RLC Coordinator. Funding is supported through Student Affairs and the School of Nursing. Read more >>

Restructuring College Algebra to Increase Student Learning, Success, and Retention University of Central Florida Project Description: This innovation redesigns the college algebra experience to improve student learning, success, and retention through a student-centered learning environment where students spend one hour in lecture and a mandatory minimum of three hours per week in lab. This change is based on the National Center for Academic Transformation Redesign Concept, providing resources and active learning time for students to internalize math skills, and receive immediate feedback regarding their performance. Lab technical resources and availability of Graduate Teaching Assistants at all times are essential components. Funding is from a presidential initiative and administration through the math department was based on pilot efforts. Read more >>

SAM Center—Intrusive Academic Advising and Mentoring Programs to Increase Graduation and Retention Rates Sam Houston State University Project Description: The SAM Center employs proactive and reactive intrusive strategies to help retain and graduate students, many of whom are first-generation students. Advising is specifically designed for special populations (i.e. freshman students, probationary students, students returning to school, and students nearing graduation). Mentoring programs seek to provide assistance to students at identified academic decision points. The Center employs full-time advisers and reassigned and/or retired faculty. The SAM Center replaced an ineffective decentralized faculty advising model and is financed by an advising center fee levied on all students. Read more >>

Sophomores and Second-Year Students: A Strategy for Retention, Persistence, and Graduation University of Central Florida (UCF) Project Description: The Sophomore and Second Year Center (SSYC) office was created at UCF in response to the statewide goal to provide access to and production of bachelor’s degrees.  To accomplish this, universities could respond through direct services or tracking, including outreach programming, academic tracking, and advising. At UCF, programs and services were developed to target specific at-risk populations in an effort to enhance access, retention, and production of degrees. The populations identified were undeclared second-year freshmen, students changing their majors, undeclared sophomores, and accelerated first-time-in-college (FTIC) students (45+ credits earned). Read more >>

Student Success Tuition Discount Program Indiana University Kokomo Project Description: As a pilot initiative, the Student Success Tuition Discount program is an experiment. The “hypothesis” is that a financial incentive in the form of significant annual tuition discounts will influence students to complete a bachelor’s degree in four years. The review committee determined that since the proposed project is about cost savings for students, then there should be only one independent variable, the tuition discount.  The discounts will be administered as university grants-in-aid. Read more >>

The Baccalaureate and Beyond Center at Purchase College, SUNY Purchase College, State University of New York Project Description: The Baccalaureate and Beyond Center at Purchase College is the umbrella for three separate programs that provide academic and financial support for students at six SUNY community colleges, enabling them to complete a two-year degree, transfer to a four-year institution and complete a four-year degree. The three programs include: Bridges to the Baccalaureate Program, sponsored by the National Institutes of Health; the Research and Sciences Visions Preparation Program, sponsored by the National Science Foundation, and; the Baccalaureate and Beyond Program, sponsored by the PepsiCo Foundation and private donors. Students in these three programs complete Bachelor’s degrees at three times the national average for community college students, and over 30% of participating students go on to continue their studies in graduate school. The NIH Bridges Program is funded through 2014, the NSF program is in its last year and we are currently submitting several proposals for renewed funding, not only to NSF but to private donors as well. The PepsiCo program runs through 2013. Both the NSF grant and Pepsi grants provide money for scholarships as does Purchase College.  Read more >>

The Learning Center (TLC): Developing Skills for Academic Success/Academic Advising and Retention Center Western Kentucky University (WKU) Project Description: The Learning Center (TLC) provides WKU students with vital academic skills necessary to become successful learners. Undergraduate students are provided free peer-to-peer tutoring in over 200 WKU courses, as well as academic skills tutoring. Through the Tutor Training Program, tutors are trained with Level I and II College Reading and Learning Association (CRLA) certified training programs. Through the Peer Assisted Study Sessions (PASS), students who have previously taken courses, commonly large-enrollment 100-level courses, are trained to tutor for group study sessions. The Academic Advantage Series: Workshops for Success (AAS) is a supplemental program offering a series of presentations designed to help students succeed academically. TLC also offers quiet spaces for individual or group study and a 32-machine Dell computer lab with printing. Read more >>

The SuperSenior Project California State University, Northridge Project Description: As part of the CSU Graduation Initiative, the SuperSenior Project was designed to decrease the large numbers of seniors who continued to amass baccalaureate units but never seemed to move toward earning a degree and graduation. The project began with collecting data on the numbers of students who had more than 140 units (the Cal State Northridge bachelor’s is typically 120 units/credits), but had failed to file for graduation, a process expected to occur one year prior to graduation. Analysis initially identified both the causes of the problem and the academic majors in which the problem was most pronounced. A series of policy revisions and stricter enforcement of existing policies created solutions, the most effective of which stop a student from registering for classes until the required action is taken. After the first year, the cutoff was lowered from 140 to 130 units in order to identify SuperSeniors earlier and encourage them to focus on timelier graduation and course/program planning. Read more >>

Thriving and Achieving Program (TAP) California State University, Northridge Project Description: Recognizing that students with disabilities are more likely to need developmental coursework upon entry to college, less likely to continue beyond freshman year and, upon graduation, experience much higher rates of unemployment than their non-disabled peers, the Thriving and Achieving Program (TAP) applies a positive psychology, strengths-based approach to the transition and academic support of students with disabilities to the university setting. TAP seeks to counteract the lived experience of students with disabilities who have typically been told throughout their lives what they cannot do and for whom traditional academic support resources like tutoring ineffectually addresses the impact of the disability on learning.  Students are required to complete semester-long contracts to participate in a comprehensive program of strengths counseling, academic coaching, workshops and technology training to enhance learning.    In seeking to unlock the potential of students with disabilities, TAP helps students gain confidence, maintain motivation, and develop strategic study skills to meet their academic, personal and career goals.   TAP staff include 8 academic coaches and a graduate student intern.  Academic coaches (upper division undergraduate or graduate students) are paid for 10-12 hours a week of student meeting and training time.  Coaches meet individually with 8-12 assigned students on a regular basis to provide peer mentoring and tutoring. Read more >>

Undeclared = Prepared: An Intentional, Integrated Approach to Promoting Freshman Success Georgia College & State University Project Description: Georgia College faculty and staff connect and collaborate to integrate four initiatives into the foundation of our retention program for approximately 250 undeclared freshmen each year, thereby retaining undeclared students at higher rates than the national trends for undeclared students.  The initiatives are POUNCE Early Registration (admitted freshmen obtain class schedules beginning in February), Advisor-taught Freshman Seminars, MAP-Works early alert monitoring, and DegreeWorks student degree plan development. These incoming freshmen benefit by forming early connections with their advisor and the institution; faculty and staff “direct connects” benefit from increased insight into the students’ college transition and potential struggles; and academic departments benefit in their scheduled offerings by the student use of degree plans.   Read more >>

University Academic Advising Enhancement Program: Collaborative Advising between Academic Affairs and Student Affairs University of Central Florida (UCF) Project Description: The Academic Advising Enhancement Program (AAEP) was established at UCF in 2009 and represents an excellent collaborative model for academic advising targeting sophomore and second-year students. In the inaugural year of implementation, 13 academic advisors were hired, 7 advisors were assigned to colleges, 1 advisor was assigned to undergraduate studies, and 5 advisors were assigned to Student Development and Enrollment Services (SDES). The positions are funded through monies designated for undergraduate student success, and SDES provides administrative oversight of the program. Five additional colleges and units received funding in 2010. Read more >>

Use of Data to Support Student Success California State University, Long Beach (CSULB) Project Description: CSULB is committed to using data to guide decision making and program improvement related to student success. The university has developed a highly useful set of interactive reports that display retention and graduation rates and achievement gaps. These reports can track first-time freshmen and transfer students from the semester of entry to completion up to eight years later. They can also track first-time underrepresented minority students over the same time period. A key innovation is tracking of students who begin as freshmen from the point in time when they attain upper division, declared major standing; this method eliminates student changing of majors from college and department retention and graduation rates. The campus is using this method to assign graduation rate improvement goals to colleges and to identify departments for improvement. The campus has also developed a plethora of additional reports useful for identifying students who need extra advising to stay on track and who need coaching to avoid probation, as examples.   Read more >>

Virtual Advisement York College, City University of New York Project Description: “Virtual Advisement” is a web-based tutorial, developed by Kognito, which provides first-year students with an introduction to college academic policies, procedures, and resources in a timely and student-friendly manner. Created in the academic year 2009 -2010, Kognito is one of the tools used by the college to advise first-year students. The “Virtual Advisement” program is comprehensive and its interactive design allows for greater student engagement.  This intervention serves as a meaningful resource, as it provides an opportunity for first-year students to learn about general education and degree requirements early in their academic study.   Read more >>