1. Building Support for At-Risk Students: Scaffolding Strategies at UCA A Panel Presentation Dr. Julia Winden Fey, Ms. Cindi Edwards, Ms. Leslie Gomes, Mr. Keith Pachlhofer, Mr. Thomas Bruick, Dr. Amy Baldwin, and Mr. Marvin Williams

2. Student Success as Student Engagement The leading theorists of engagement (Kuh, Pascarella, Terenzini, Astin, et al.) have all suggested that engagement is key to success: 1. Student time & effort 2. Institutional allocation of resources and learning opportunities The emphasis on the institutional perspective of student success is important. It has been argued that many more students would persist and succeed if colleges and universities intentionally and strategically designed themselves to promote greater student success (Kuh, Kinzie, Shcuh, Whitt, & Associates 2005) (as cited in Schreiner 2012)

3. Student Success as Thriving Beyond grades, retention & graduation rates Incorporates cognitive & psychosocial components … once levels of thriving are factored into the equation, students’ backgrounds are not as important to understanding their success as individual motivation and psychological processes (cited in Schreiner, 2012).

4. Student thriving can be aided through… Intentionality Structured interventions (at the right time) Addressing academic & socio-emotional factors Diverse approaches

5. Scaffolding @ UCA Institutional Level New “retention committee” Student Success and Retention Council Emphasis on retention/success in Strategic Plan Goal 1: institutional obligations to students Campus-wide emphasis  funds, resources, data analysis

6. Program Level: Covering All Bases Summer prior to matriculation Advising/Registration Orientation Summer Bridge Residential Colleges Developmental courses/Co-Reqs First-Year Seminars (peer mentors) Centralized advising Mapworks Success Coaching Tutoring SI Academic Alert/Probation coaching Suspension program

7. Source Kinzie, Jillian. (2012). A New View of Student Success. In Schreiner, L.A., Louis, M.C., & Nelson, D.D. (Eds.). Thriving in transitions: A research- based approach to college student success (pp. xi-xxx). Columbia, SC: University of South Carolina, National Resource Center for The First- Year Experience and Students in Transition.

8. SUMMER BRIDGE MATH PROGRAM

9. Background UCA implemented a Math Summer Bridge Program in 2014 UCA uses the COMPASS exam as its placement test In 2014 ACT scores were restricted to 17 and 18. However, 9 of the 34 students enrolled had an ACT score of 15 or 16. In 2015 no ACT requirements to enroll and 14 of the 39 students enrolled had an ACT score of 15 or 16. UCA had more students enrolled in the Bridge program than in Summer Transitional Courses

10. RESULTS SUMMER 2014 34 Students enrolled 34 Students placed out of remediation 100% success SUMMER 2015 39 students enrolled 27 students placed out of remediation 69% success

11. Results (continued) Summer 2014 Cohort (n = 34) Summer 2015 Cohort (n = 27) Successes after one semester 25 (74%)19 (70%) Failures/Drops after one semester7 (21%)7 (26%) Students not enrolled in a MATH course their first semester 2 (5%)1 (4%) Successes after one year 26 (76%)TBD Failure/Drop Rate after one year8 (24%)TBD

12. WHAT ARE THE KEY INGREDIENTS? ACT limitations on enrollment UCA no longer admits students with an ACT subscore below 15 Content that is consistent to the placement exam Khan academy Practice Exams Homework Class length, both per day and number of days Four days Two hours per session, 2 sessions per day Testing on Day 5

13. What else? Workshops: In addition to attending the daily math review sessions, all students also attended four Success Workshops and two tours of UCA resource centers during the one-week program. These included sessions on: Time Management Managing Test Anxiety Communicating for Success Getting Involved on Campus Tour of Tutoring Services Tour of the Writing Center Peer Tutors: Two Peer Math Tutors were available from 5pm-7pm Monday-Thursday to work with students

14. COREQUISITE MATH PROGRAM

15. Background UCA implemented a corequisite design for remediation in Math in 2014 for students who score below a 19 on the Math portion of the ACT. Foundations of Quantitative Literacy (2014 and 2015) Foundations of College Algebra (2015) Developmental Students enroll in both the Foundations course (either FQL or FCA) and the College Credit Math course at the same time, and are given the same grades for each course.

16. Background (continued) Traditional Developmental Courses From Fall 2012 to Spring 2014(Fall semester only) 1,865 students enrolled 913 students successfully completed (A, B, or C) 49% success rate Students who went on to take College Algebra or Quantitative Literacy From Spring 2013 to Fall 2015 692 students enrolled 519 students successfully completed 75% success rate 1 year completion of Developmental and College Credit Math 1,865 students enrolled Only 519 received college credit in Math (28%)

17. Corequisite Results Fall 2014 FQL and QL – 17 students All 17 successfully completed (100%) Fall 2015 FQL and QL – 50 students 42 successfully completed (84%) FCA and CA – 78 students 64 successfully completed (82%) 1 year completion of Developmental and College Credit Math 145 students enrolled 123 students successfully completed both (85%)

18. WHAT ARE THE KEY INGREDIENTS? Content specific to the materials being covered in the College Credit Math course Faculty cooperation and collaboration

19. MAPWORKS

20. Mapworks is a holistic approach to student success and retention that provides students with valuable assessment and feedback on their campus experience and provides a platform of information that faculty and staff use to identify at-risk students early in the term.

22. Impact of Student Report

24. Student Report Strategies Incentivize Student Report Mapworks Roadshow Campus Partnerships First-Year Seminar Sections UNIV 1100 Sections

25. UNIVERSITY STUDIES FOR AT-RISK STUDENTS

26. Background of UNIV 1100 Part of University College, the transitional program 1 credit Does not count toward degree Originally required for developmental students Now required for all conditionally admitted students About 15-20% fail the course the first semester

27. Background of UNIV 1100 Topics covered Transition from high school to college Campus resources Academic strategies (e.g., learning styles, note-taking) Advising Career exploration Assignments required Campus resource presentations “Passport” for participating in campus resources and events Journals

28. REVISED UNIV 1100 for Repeaters Topics covered Purpose Why are you here? What do you like? How do you achieve your purpose? Academic strategies Time and task management Growth mindset Metacognition Research-based study strategies in action Degree and financial plan How will you complete your degree? How will you pay for your degree?

29. REVISED UNIV 1100 for Repeaters Assignments required Binder with tabs—functions as portfolio at the end of the semester Evidence of course work Purpose statement Test reflection Degree and financial plan Weekly reflection journals 3 Progress Reports Course academic check-up Student Lingo video notes and reflection Academic workshop notes and reflection

30. UNIV 1100 Preliminary Results I walked into today's class with a foggy vision of my future. I've been behind the fog for awhile. The only way to get through the fog is to walk through it. I've spent 4 years of my life in the same spot. I haven't taken steps back but i haven't gone forward either. I walked out of your class a few steps forward and a little less foggy. To you it was probably just another class but it kind of opened my eyes… After hearing today’s lecture I now know how to better manage my time and prioritize better. Before today I just put everything off until the last minute. I know that is not going to cut it now. I had no idea that doing your homework during the day along with studying right after class was so beneficial. Time management reflection Purpose reflection

31. UCAN Program Harrin 129 B Marvinw@uca.edu (501) 852-2783

32. Successful Completion of UCAN 6 credit hours 2.0 GPA Complete other requirements

33. What have been the results? Academic YearEnrolledFailedCompletedSuccess Rate Spring 2005 (pilot) 79413848% 2005-2006155796743% 2006-20071891027942% 2007-200822711411048% 2008-20092041188642% 2009-20101911157645% 2010-2011173829153% 2011-2012117595849% 2012-2013127517659% 2013-2014122675545% Total1,56482873647%

34. 607 Degrees awarded!

35. Summer Bridge Program Dr. Julia Winden Fey, Ms. Cindi Edwards, Ms. Leslie Gomes, Mr. Keith Pachlhofer Co-Requisite Program Dr. Amy Baldwin, Mr. Keith Pachlhofer Mapworks—Student survey and intervention Thomas Bruick UNIV 1100—Success course for at-risk students Dr. Amy Baldwin UCAN—Program for students on first suspension Mr. Marvin Williams For more information: