Connect to College Success: Pairing Intrusive Advising with a New Student Experience Course 2012 IACRAO Lewis and Clark Community College Godfrey, Illinois

Introductions We are… Mary Hough Special Learning Needs Counselor Kathy Haberer Director, Student Development and Counseling Who are you?

A little bit about our college…. 42 years old 13,500 (8500 credit) students – longest continual growth trend of all community colleges in Illinois Average class size county region, mostly rural with higher than state average unemployment 70% test into dev ed math, 50% dev reading or English

Beautiful, historic campus

Fund for Improvement in Post Secondary Education

We plan to talk about….. The rationale for combining our student success course with intrusive advising for students weak in all three developmental areas (Wi3) The plan we developed A few preliminary statistics The curriculum for our student success course The role of the intrusive advisor The instructor’s perspective

We needed a change. Many students who entered the college weak in all three developmental areas (Wi3) received minimal support: – Some students were in programs that provided support like TRIO, Supported College Transition, Special Learning Needs. – Many students took classes requiring skills not yet acquired in order to be a full-time student. – Students were not aware of campus resources. – In the Fall 2010, there were approximately 250 Wi3 full- time students enrolled.

What issues have you encountered?

We wanted to develop a program based on research. Read literature: Targeted Intervention for Developmental Education Students (T.I.D.E.S.) article by Hunter Boylan Intrusive Advising: A Model for Success at John A. Logan College by Cheryl Thomas and Jane Minton Went to presentations at NADE: Intrusive Academic Advising and the Underprepared Student: An Award Winning Model for Increasing Student Success Dr. Paul Fowler at Louisiana State University - Eunice

We knew students were taking courses they weren’t ready to take. Students Wi3 passed general education courses at a statistically significant lower rate (academic year 2010 data) All students Concurrently enrolled in Reading level 2 Previously completed Reading level 2 ART 130 (art appreciation) 75%47%73% BIOL 130 (gen ed biology) 61%35%60% MUSI 130 (music appreciation) 72%54%92% PSYC 131 (gen ed psycology) 66%36%55% SOCI 131 (gen ed sociology) 69%49%81%

Connect to College Success Begins!! COLL 130 New Student Experience and Intrusive Advising Pre-pilot semester FALL 2011 Positives: – COLL 130 was an established course. – Grant money was available for training and materials. – Experienced instructors available. – A culture of change in Academic Advising. Negatives: – COLL 130 was only one credit – 16 contact hours. – Registration started early March but enrollment wasn’t “pushed” until training in mid May.

Course Success Connect to College Success Students Fall 2011 Pre-pilot – all 86 Students Course success (A,B, or C) was 66%, which aligns with the College’s average course success rate of 65%. Note: Fall 2011 students who were WI3 and registered after August 1 have a course success rate of 55%.

COLL 130 to COLL 131 starting FALL 2012 Course changes include: – 1 credit → 2 credits – First 8 week course → semester-long course – Web enhanced course materials required – More standardized curriculum across course sections Other changes: – Wi3 students limited to 12 credits Reading (3), English (3), Math (4), COLL 131 (2)

Sustainability FALL 2011 & SPR 2012 FIPSE Grant instructor cost staff/instructor time for training & meetings training/instruction materials FALL 2012 & SPR 2013 – shared Instructor cost covered by priority budget All other costs by FIPSE grant Starting FALL 2013 – Priority Budget

Actual Costs LASSI = $3 per student Meetings/Training for part-time instructors and advisors = $1000 per year including lunch on training day Training Materials and Photocopy costs = $600 Instructor cost = $690 per credit

Curriculum Topics Covered: Making the Transition to College Education Financing/Financial Literacy Degree Requirements College Policies and Procedures Faculty Expectations Support Services and College Resources Test-Taking/Test Preparation Skills

More Topics Covered Effective Note Taking Learning Styles Personal and Academic Goal Setting Time Management Skills Stress Management Skills Career Assessment Health Communication Skills

Textbook The Skinny On College Success: College & Careers Jim Randel and Carol Randel

Textbook What we like: The style– not your “typical” textbook Easy to read Relates relevant student issues to topics covered Built in planner—no excuses!!

Training for Instructors and Advisors INSTRUCTORSADVISORS Blackboard trainingMay need some Blackboard training if inputting grades Meeting about the importance of program – purpose and goals Importance of clear and consistent communication between instructor and advisor—what does the advisor expect of me as the instructor? Importance of clear and consistent communication between instructor and advisor—what does the instructor expect of me as the advisor? Sharing between coordinator and instructors of class materials –everyone working on same topics (consistent) Advisors communicate with one another about what is working with students, what is not working. New advisors learn from experienced advisors

Course Schedule

Course Schedule contd.

Blackboard COLL 131 is web-enhanced Students use Blackboard to access the class calendar and course materials for each class meeting Students can access their current grade at any time in the semester (they can also see at any time if they are missing assignments) Using Blackboard better prepares students for many other college courses that will be web- enhanced

LASSI Learning and Study Strategies Inventory Students must complete the LASSI in class, then they will meet one-on-one with their intrusive advisor to discuss their individual results and how those results pertain to them. This is their first required meeting with their advisor (high # of points assigned to reiterate importance)

An Advisor’s Perspective More one-on-one contact with students. More follow-through from students. More student familiarity with program courses, pre-requisites, etc. More informed and engaged students throughout the advising process. Intrusive techniques lead to action and results

Advisor Responsibilities Treat each student with respect, empathy and compassion. Respond to phone calls, s, etc. in a timely manner. Understand and communicate the degree requirements at Lewis and Clark and refer students to appropriate services as needed. Maintain contact with student throughout the semester and beyond and express concern if student misses class or coursework and grades are insufficient.

Student/Advisor meetings LASSI Withdrawal dates/Spring schedule Advisors “push in” for certain curriculum such as Career Assessment More required meetings with advisors would be better but time and advisor availability is limited.

Instructor Perspective To provide a supportive and inclusive learning environment To encourage personal growth both in and out of the classroom To establish a rapport that continues even after the course ends

Contact information Kathy HabererMary Hough * for power point Lewis and Clark Community College 5800 Godfrey Road Godfrey, IL 62035