1. Board of Trustees Retreat STUDENT SUCCESS FRAMEWORK Joe B
Board of Trustees Retreat STUDENT SUCCESS FRAMEWORK Joe B. Whitehead, Jr. Provost and Vice Chancellor for Academic Affairs July 15, 2016

2. Student Success Framework Agenda
What is Student Success?
The Student Success Framework
Charting a Pathway to Student Success: The Focus Areas
Overall Student Success Data
Retention & Graduation: A Conversation on Gender & Ethnicity
Common themes of Colleges Recognized for Student Success by General Administration

3. Defining Student Success…
Student success is the accomplishment of favorable or desired student outcomes. These outcomes are typically indicated by:
Student Retention (Persistence)
Educational Attainment
Academic Achievement
Student Advancement
Holistic Development

4. Driving Student Success
Charting a Pathway to Student Success
Role of the Center for Academic Excellence
Preeminent
Advising
Roles of the Colleges
Communicating Student Success
Improve EAS & Academic Monitoring
Driving Student Success

5. FOCUS AREA 1: FOCUS AREA 2: FOCUS AREA 3:
Role of the Center for Academic Excellence
Preeminent Advising
Increased role of the Center for Academic Excellence in driving, coordinating and assessing student success activities at North Carolina A&T State University.
FOCUS AREA 2:
Enhance and improve academic advising for undergraduate students at North Carolina A&T State University
FOCUS AREA 3:
Improve EAS & Academic Monitoring
Improve the monitoring and managing of student progress

6. FOCUS AREA 4: FOCUS AREA 5:
Communicating Student Success
Provide a clear and consistent message elevating University-wide promotion of student success throughout the University
FOCUS AREA 5:
Roles of Colleges
Defining the roles of Deans, Department Chairs, Faculty, Staff and Students in promoting student success at NC A&T

7. FOCUS AREA 1:
Increased role of the Center for Academic Excellence in driving, coordinating and assessing student success activities at North Carolina A&T State University.
Strategies
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Spr 17
1.1
Hub for coordinating best practices in student success and academic support activities
1.1.1
Provide assistance to Colleges during New Student Orientation
1.1.2
Serve as information center for best practices in academic support
1.1.3
Provide data and predictive analytics for proactive advising, services and programming
1.1.4
Provide administration for the early alert system
1.2
Provide training and professional development for faculty advising and academic coaching
1.3
Provide support, coordination and assessment
1.3.1
Provide an Academic Coach as a supplement to Faculty Advisors of First-Year Students.
1.3.2
Support, coordination & assessment for tutorial services
1.3.3
Support, coordination & external assessment of academic support programs
1.3.4
Support, coordination & assessment of supplemental instruction
National Survey of Student Engagement (NSSE) researched the cumulative effects of High Impact Practices (HIPs)
AAC&Us Liberal education and America’s Promise (LEAP) supports student access to HIPs
CAEs connection between HIPs and Student Success
HIPs are engaged learning experiences
HIPs ameliorate gaps in first-to-second year retention rates, gains in first-year grade point averages and graduation rates among typically underserved students.

8. Focus Area 1: Center for Academic Excellence
Hub for best practices and academic support activities
Assistance to Colleges during New Student Orientation
Information center for best practices in academic support
Provide data and predictive analytics for proactive advising, services and programming
Training and professional development for FA and AC
Support, coordination and assessment
Provide an Academic Coach as a supplement to Faculty Advisors for 1st year students
Support, coordination & assessment for tutorial services
Support, coordination & external assessment of academic support programs
Support, coordination & assessment for supplemental instruction
Communicate accurate information for academic policies
Ensure consistent standards for advising

9. FOCUS AREA 2:
Enhance and improve academic advising for undergraduate students by ensuring minimal standards are communicated throughout the campus
Strategies
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Spr 17
2.1
Develop Faculty/Staff Advising Handbook and Quick Reference Guide 
2.2
Provide Link to Advising Web-based Resource Center
2.3
Distribute Advising Syllabus
2.4
Implementation of Preeminent Advising Model
2.4.1
Academic Coaches for First Year & Special Population Students
2.5
Provide professional development for advisors/coaches 
2.5.1
Professional Development for Academic Coaches
2.5.2
Professional Development for Faculty Advisors
2.6
Administer the Non-Cognitive Factors Assessment for Student Affairs & Academic Affairs Programming
National Survey of Student Engagement (NSSE) researched the cumulative effects of High Impact Practices (HIPs)
AAC&Us Liberal education and America’s Promise (LEAP) supports student access to HIPs
CAEs connection between HIPs and Student Success
HIPs are engaged learning experiences
HIPs ameliorate gaps in first-to-second year retention rates, gains in first-year grade point averages and graduation rates among typically underserved students.

10. Example of Process in Focus Area 2: Advising Work Flow

11. FOCUS AREA 2: FOCUS AREA 2:
Enhance and improve academic advising for undergraduate students by ensuring minimal standards are communicated throughout the campus
Academic Advising Data Points
Number of Advising Contacts
Number of Educational Success Plans Created
Advisees Academic Standing
Number of Advisees Registered for Subsequent Semester
Academic Support Programs Data Points
Inventory of Campus Tutoring Centers/Services
Number of Students Serviced
Academic Services Provided
Academic Tutoring Requested
Number of SI Leaders Trained
Number of Tutors Trained
Study Hall Usage
External Evaluation of Academic Support Services

12. Example of Innovative Program in Focus Area 2.6:
Non-cognitive Assessment
Non-cognitive Factors Assessment:
The SuccessNavigator® instrument will assist with advising at-risk incoming students to improve retention and completion rates
Provides a holistic view of the critical factors that greatly influence incoming student success —
academic skills,
commitment,
self-management and
social support —
Data collected can be used to develop programs in collaboration with Student Affairs
Data is used by Academic Coaches to:
Manage their caseload
Deliver detailed action plans
Improve first-year retention rates

13. FOCUS AREA 3: Improve the monitoring and managing of student progress
Strategies
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Spr17
3.1
Reimplementation of Early Alert System
3.2
Research and analyze curricular benchmarks indicating critical steps toward degree completion
3.3
Distribute Advising Syllabus
3.4
Develop Degree Works Audit Tool
3.5
Enhance monitoring and effectiveness of Academic Plans of Action (APAs) for Probation and Readmitted Students
3.6
Central Monitoring and Coordination of Tutorial Programs on Campus
3.6.1
Inventory of Tutoring Labs and Services
3.6.2
Development of Assessment Plan
3.6.3
Implementation of Assessment Plan
3.7
Review and Improve Developmental Math

14. Example of Process in Focus Area 3: Early Alert Work Flow

15. Early Alert System Data Points:
FOCUS AREA 3:
Improve the monitoring and managing of student progress
Early Alert System Data Points:
Number of Academic Progress Reports
Number of “At Risk” Reports Resolved
Number and Type of Intervention Referrals
Number of Intervention Follow-up (Resolved)
Number of Advising Contacts
Number of Faculty Participants in EAS

16. FOCUS AREA 4:
Provide a clear and consistent message elevating University-wide promotion of student success throughout the University
Strategies
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Spr 17
4.1
Communicate with stakeholders
4.1.1
Strategic meetings with stakeholders (Cabinet, Deans, Chairs)
4.1.1a
Share Student Success Plan and integrate appropriate feedback
4.2
Meet with Office of University Relations, Phase I, informational & educational awareness of Student Success Plan
4.2.1
Determine strategic terminology, student success branding marks for University website, University communications, WNAA, Chancellor’s Radio Show, Plasma TVs, Campus , Pre-registration signage, CAE web portal, brochures, postcards
4.2.2
Provide literature to campus media and marketing for distribution and announcement through campus technology communication channels
4.3
Chancellor announces at Faculty/Staff Institute
4.4
Present Student Success Plan at each College meeting at the beginning of Fall Semester
4.4.1
Communicate Student Success Plan at each Instructor and Faculty Advisor training session (goals and purpose)
4.4.2
Present at individual departmental meetings throughout the semester.
Implement strategy for “Identity-Building” with students; faculty & staff
National Survey of Student Engagement (NSSE) researched the cumulative effects of High Impact Practices (HIPs)
AAC&Us Liberal education and America’s Promise (LEAP) supports student access to HIPs
CAEs connection between HIPs and Student Success
HIPs are engaged learning experiences
HIPs ameliorate gaps in first-to-second year retention rates, gains in first-year grade point averages and graduation rates among typically underserved students.

17. Focus Area 4: Communication Plan Flow
Chancellor Announces Student Success Plan at Faculty/Staff Institute
Meet with Office of University Relations (Phase I)
University website
University communication
WNAA
Plasma TVs
Campus
Pre-registration signage
CAE web portal
brochures
postcards
Communicate With Stakeholders
Strategic Meetings
Share student success plan
Asst. Provost for Student Success attends College Meetings
Student Success Plan is Presented Throughout Campus Community
Instructor and Faculty Advisor Trainings Sessions
Individual Departmental Meetings within every College

18. FOCUS AREA 5:
Defining the roles of Deans, Department Chairs, Faculty & Staff in promoting students success at NC A&T
Strategies
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Spr 17
5.1.1
Deans ensure department chairs assess and evaluate advising activities
5.1.2
Deans and department chairs are informed of Advising Reports and Early Alerts for First-Year Students and Special Populations
5.1.3
Deans ensure department chairs require interim degree audits are standard during advising process
5.1.4
Deans or designee collaborate with CAE for academic support, intervention strategies, advising reports
5.1.5
Deans and department chairs require instructors to maintain accurate attendance and grading information for Early Alert Reporting purposes
5.2.1
Department chair ensures each student is assigned a faculty advisor who provides accurate academic information on departmental and academic policies  *
5.2.2
Chairs ensure updated digital file is maintained for each student in their department
5.3.1
Instructors are required to participate in Early Alert Campaigns and send manual alerts when appropriate
5.3.2
Instructors are required to maintain their course grades in the LMS (i.e., Blackboard)
5.3.3
Instructors are required to reserve office hours for student engagement

19. Department Roles and Responsibilities
Faculty and Staff
Required to participate in early alert campaigns and create manual alerts when appropriate
Required to maintain their course grades in the LMS (i.e. Blackboard)
Required to reserve office hours for student engagement
Department Chairs
Ensure updated digital file is maintained for each student in their department
Informed of Advising Reports &Early Alerts for 1st year students and special populations
Ensure students are assigned a faculty advisor who provide accurate academic information
Require instructors to maintain accurate attendance and grading
Dean
Deans set strategy for Student Success in Colleges for ALL students. Ensure department chairs evaluate advising activities
Informed of Advising Reports and Early Alerts regarding 1st year students and special populations
Ensure department chairs require interim degree audits are standard during the advising process
Collaborate with CAE for academic support, intervention strategies, and advising reports (Designee can be appointed)
shared
Dean sets strategy for student success in college and is held accountable. This is true for non-freshmen students.
shared

20. Overall Student Success Data
Examples of Data to Share with the Campus Community to Drive Student Success
Overall Student Success Data

21. 1st-year Retention of First-time New Students, NCAT, UNC Peers and National Peers

22. 4-Year Graduation Rate, NCAT, UNC Peers and National Peers

23. 6-Year Graduation Rate, NCAT, UNC Peers and National Peers

24. NCA&T Data: Graduation by Race/Ethnicity

25. NCA&T Data: Graduation by Sex and Residency

26. NCA&T Data: Retention Rates by Race/Ethnicity

27. NCA&T Data: Retention Rates by Sex and Residency

28. Common themes of colleges that have marked improvements in student success rates and/or capacity:
Data and predictive analytics,
proactive advising and services,
remediation reform,
addressing high failure courses with supplemental instruction
Georgia State University,
Austin Peay,
University of Central Florida
These institutions were hailed by General Administration at Student Competency Based Education Summit in Student Success Plans

29. Questions?