Access Program Assessment Report (2015-2016) Principal Investigator: Danielle Smith Assistant Director: Joan Ullin Acknowledgements: Christina Van Wingerden Poster by: Ben Spicer Methods Qualitative measures were used to measure the experience of students enrolled in the fall 2015 section of EDUC 108 Purposeful Learning (CRN 41596). These measures were implemented in two ways: 1) the EDUC 108 Purposeful Learning End of the Quarter Reflection4, and 2) a “To a Future Student” letter5 that the students would write to a future EDUC 108 student in an effort to engage future students into the classroom and college experience. Background Access is a program provided by Student Outreach Services (SOS) and is intended specifically for first-year Western students, as accessing academic advising services early in one’s college career can lead to improved success and college completion. Because academic preparedness exists on a continuum, the Access program was designed to provide students with the support, interventions, and guidance to aid their transition into the rigors of academia. Outcomes Recommendations Students are ultimately responsible for make appointments Students wanted more support for: Class planning Social connections and support Campus involvement Students wish they had known: What classes would have been like Helpful studying tools Value of being involved How to remain academically motivated What would students say to other first-year students: Take advantage of advising services Plan ahead Providing Services that are proactive rather than reactive support systems for students Employing growth mindset strategies in advising sessions By participating in the Access program, advisees (students) will be able to: * Identify and utilize resources available to students on campus * Prepare an academic plan that will help students reach short- and long-term academic goals, thus empowering them to incorporate and use planning resources * Increase student-peer connection through a shared learning community that Access students participate in during their first quarter * Partake in Priority Registration, which enables program participants to enroll in classes that are usually not available to first-year students * Gain knowledge of Western and its many offerings and events by interacting with assigned Peer Mentors who will help first-year students connect to campus activities and services * Work with their Academic Support Coordinator to develop a graduation plan that is both efficient and tailored to meet the wants and needs of the individual student (when appropriate)