Skip repetitive navigational links
View: Next message | Previous More Hitsmessage
Next in topic | Previous More Hitsin topic
Next by same author | Previous More Hitsby same author
Previous page (January 2009, 1) | Back to main LRNASST-L page
Join or leave LRNASST-L (or change settings)
Reply | Post a new message
Search
Log in
Options:   Chronologically | Most recent first
Proportional font | Non-proportional font

Subject:

Re: 1st year, 2 semester support programs

From:

Pat Scheib <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Tue, 6 Jan 2009 18:42:45 -0500

Content-Type:

multipart/mixed

Parts/Attachments:

Parts/Attachments

text/plain (1 lines) , Semester Goals2 Sample.pdf (1 lines) , Semester Goals2.pdf (1 lines) , PCT299AcadProgressReport.pdf (1 lines)

Your Academic Progress assignment is really wonderful Travis!  I'm scrambling to add it to my list of assignments for my class that starts next Wednesday. 

I teach a one-credit, 15-week required course (Penn College Transitions) for students on academic probation, also using the On Course textbook.  Most of my students are returning to the college after being academically dismissed a year or more ago.  I had previously been checking academic progress by sending questionnaires to faculty myself, then sorting through about 150 or so completed questionnaires, some of which are not returned to me until 4-6 weeks after midterms (way too late to be of help to the student).  I have been bothered by how this process seems to minimize the student's accountability, even though I would meet with each of them later to discuss what their profs had said on the forms.  

I love how your assignment shifts the responsibility onto the students and the face-to-face discussion with the instructor will help students get that much-needed reality check of exactly how they are doing.  Sometimes I'm really baffled by the vast difference between my students' perception of how they are doing in a class and the actual grade they are earning in the grade book.  I think many are still in high school mode where as long as they show up for most of the exams and do a few of the homework assignments, they think they can slide by with a C. Several seem to believe that simply attending every class should be rewarded with an A or B, regardless of their actual test scores.  I think they will benefit from discussing these perceptions with their professors. 

I've modified your Academic Progress assignment to dovetail with a Semester Goals assignment (see attached) that my students complete in the second week of classes.  I have them set goals for the specific grades they want to achieve in each class (having explained to them that since they are on probation, they need to be earning at least B grades to bring up their overall GPA, so more than one C grade this semester will not be acceptable). Then they set more detailed short-term goals/strategies they will employ daily or weekly to actually achieve those higher grades. 

Students will complete the Academic Progress sheet 3 weeks later.  The first question on their Academic Progress sheet is "Are you achieving the goals/grade you set for this course?"  When I meet with them to discuss their progress, we will identify their strategies for improving their grades as additional short-term goals they have decided to add to their list, or perhaps goals they already said they wanted to achieve but have not successfully done so.    

I also added a few potential "problem" areas to your list, like preparation and use of tutoring/SI.  Students who refuse to read, or even skim through their textbooks are pretty common around here so I do a lot of preaching about how a little preparation before a lecture can make it easier to follow what the Prof is saying and helps them take better notes.  I also assure them that most boring lectures actually become more interesting when one has read the chapter prior to class. We are a technical college, so our math curriculum is rigorous and we tend to attract students who have not spent a lot of time developing their writing skills, so one way or another they usually need some tutoring.  

Thanks for sharing this innovative assignment and for helping me "go creator" to find a new solution to my own teaching challenges.  

Pat 


Pat Scheib
Academic Skills Specialist, Academic Support Services
Adjunct Faculty, School of Integrated Studies
Pennsylvania College of Technology
Williamsport, PA 17701-5799
570-326-3761, x7575




-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Travis Ramage
Sent: Friday, December 19, 2008 1:21 PM
To: [log in to unmask]
Subject: Re: 1st year, 2 semester support programs

Dear all: 

I would also be interested in what others are doing. 

As you all know, I am always one to share with the list...here you go... 

In the past, the STAR program (for conditionally admitted students) at Aurora University (AU) consisted of a four-day STAR orientation (required) a week before the semester began and then individual follow-up with the students during fall and spring based on Academic Progress Reports (see attached -- Progress Report (Fa07) ) that the students' instructors were asked to complete during week four of the semester and return to me. The progress reports were sent with an introductory letter to the instructor (see attached -- Introductory Letter (Fall 2007) ) both fall and spring. 

Since last year (07-08) was my first year at AU, I followed the model that was in place. I found the process to be ineffective for my personal work style. So, rather than be a "victim" to the existing program, I was a "creator" (notice the OnCourse language -- :-) ) and made changes to the program. I have attached a presentation I recently delivered at a regional conference that outlines my program and the changes I made. 

In brief, here is the new structure I put into place this year (08-09): 


Fall -- 

STAR Orientation a week before the semester begins (required)
(NEW) Sixteen week, first year experience (FYE) course (1 credit) (required) 

-- I used OnCourse as the text/curriculum for the course . 
-- I also discussed study strategies through out the course . 
-- The class met once a week, for 65 minutes (I offered three sections). 
-- There were four non-STAR students who were enrolled in the class b/c they wanted to take the class or their parents thought they should take the class. 

Spring -- 

TBD 

I incorporated the Academic Progress Reports as an assignment into the FYE course. Rather than the instructor completing the form, giving the form to me, and then me following up with the student to review the form...the assignment for the class was for the student to meet with the instructor to complete the form (see attached -- Assignment 5 ) and develop a plan to improve in the class with the instructor. I still sent an introductory letter to the instructors to let them know the change in the process (see attached -- Introductory Letter (Fall 2008 ) ) As part of the assignment, the student was then required to meet with me to go over the progress reports to discuss how they were doing in their classes and the plans they developed with the instructor to improve in the class. Of the 31 STAR students in the class, all but 2-3 students met with me. I found this process more effective than for me tracking down the student on my own as I did the previous year with little success. This new process made the students more accountable and responsible for their performance in their classes. 

I know I want to at least use the Academic Progress Reports for the students during spring semester. By developing a relationship with the students in the class this fall, I am expecting that when I contact students in spring to complete their progress reports with their instructors, that the students will follow through with the assignment, or at least I will be more effective in contacting and following up with the students because we know each from the class. I will also be developing bi-weekly events (e.g., pizza parties, guest speakers, etc) where I can connect with the students and help them stay on track during spring semester. I am going to be meeting with the director of our counseling center over the holiday break to work with her staff in developing programming over the spring semester as well. I have also had the brainstorm to possibly require next year's STAR students to take a fall AND spring FYE class. I would keep the fall classes curriculum the same. The spring class could be a careers exploration course to help students either identify a major they may want to pursue or to explore their current major in more depth. I still need to iron out the bugs and present this new idea to my supervisor and the admissions office, who obviously make the admissions decisions on the STAR students. 

To give you some data from 07-08 to 08-09... 

Fall 2007 

41 STAR students (avg ACT - 18.46; avg HS GPA - 2.59) 

-- 29 students (70%) were earning a D/F in at least one class at mid-term
-- 9 students decided to "check-out" or leave after fall semester (22%)
-- 8 students earned a 3.00 or higher (20%)
-- 16 students earned a 2.00 - 2.99 (40%) 


Fall 2008 

31 STAR Students (avg ACT - 18.35; avg HS GPA - 2.77) 

-- 18 students (58%) were earning a D/F in at least one class at mid-term (some of these students have since dropped the class they were not passing at mid-term)
-- no one has "checked out" or is planning to leave after fall semester
-- final grades are not available at this time; I am optimistic that their GPA's are going to be stronger than last year's students given their better performance at mid-term and their success in my class this fall. However, there are some students who managed to earn a D or an F in my FYE class. 

Feel free to contact me off-list if you would like more details about the class, orientation, or anything else related to the STAR program. 


Travis Ramage 








Academic Advisor / STAR Program Coordinator Aurora University
347 Gladstone Avenue
Aurora, IL 60506
PH: 630-844-5141
FX: 630-844-7813
AIM: trav7374
E-mail: [log in to unmask]
Website: www.aurora.edu 


----- Original Message -----
From: "Barbara Kirkwood" <[log in to unmask]>
To: [log in to unmask]
Sent: Friday, December 19, 2008 10:48:57 AM GMT -06:00 US/Canada Central
Subject: 1st year, 2 semester support programs 

I am turning to the listserv to help me in locating any information about schools that are doing two semesters of support programs for conditionally admitted or students testing into developmental classes. 

The first semester might include a freshman seminar that really focuses on student responsibility, self management, attendance, deadlines, and so on. 

The second semester might include developmental reading or study skills. 

I have searched our library data bases and can find support for freshman seminar, linked classes, learning communities, developmental courses, but nothing that focuses on this two semester approach. 

Is there anyone out there who has a two semester program? Is there any research on this approach or does anyone have statistics from their school? 

Barb 

Barbara L.S. Kirkwood
Associate Director for Group Academic Support CASA - Center for Academic Support and Advancement Indiana University-Purdue University Fort Wayne
(260) 481-6881 

~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html 

To contact the LRNASST-L owner, email [log in to unmask] 

~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html

To contact the LRNASST-L owner, email [log in to unmask]

Advanced Options


Options

Log In

Log In

Get Password

Get Password


Search Archives

Search Archives


Subscribe or Unsubscribe

Subscribe or Unsubscribe


Archives

October 2020
September 2020
August 2020
July 2020
June 2020
May 2020
April 2020
March 2020
February 2020
January 2020
December 2019
November 2019
October 2019
September 2019
August 2019
July 2019
June 2019
May 2019
April 2019
March 2019
February 2019
January 2019
December 2018
November 2018
October 2018
September 2018
August 2018
July 2018
June 2018
May 2018
April 2018
March 2018
February 2018
January 2018
December 2017
November 2017
October 2017
September 2017
August 2017
July 2017
June 2017
May 2017
April 2017
March 2017
February 2017
January 2017
December 2016
November 2016
October 2016
September 2016
August 2016
July 2016
June 2016
May 2016
April 2016
March 2016
February 2016
January 2016
December 2015
November 2015
October 2015
September 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011, Week 3
January 2011, Week 2
January 2011, Week 1
January 2011
December 2010, Week 5
December 2010, Week 4
December 2010, Week 3
December 2010, Week 2
December 2010, Week 1
November 2010, Week 5
November 2010, Week 4
November 2010, Week 3
November 2010, Week 2
November 2010, Week 1
October 2010, Week 5
October 2010, Week 4
October 2010, Week 3
October 2010, Week 2
October 2010, Week 1
September 2010, Week 5
September 2010, Week 4
September 2010, Week 3
September 2010, Week 2
September 2010, Week 1
August 2010, Week 5
August 2010, Week 4
August 2010, Week 3
August 2010, Week 2
August 2010, Week 1
July 2010, Week 5
July 2010, Week 4
July 2010, Week 3
July 2010, Week 2
July 2010, Week 1
June 2010, Week 5
June 2010, Week 4
June 2010, Week 3
June 2010, Week 2
June 2010, Week 1
May 2010, Week 4
May 2010, Week 3
May 2010, Week 2
May 2010, Week 1
April 2010, Week 5
April 2010, Week 4
April 2010, Week 3
April 2010, Week 2
April 2010, Week 1
March 2010, Week 5
March 2010, Week 4
March 2010, Week 3
March 2010, Week 2
March 2010, Week 1
February 2010, Week 4
February 2010, Week 3
February 2010, Week 2
February 2010, Week 1
January 2010, Week 5
January 2010, Week 4
January 2010, Week 3
January 2010, Week 2
January 2010, Week 1
December 2009, Week 5
December 2009, Week 4
December 2009, Week 3
December 2009, Week 2
December 2009, Week 1
November 2009, Week 5
November 2009, Week 4
November 2009, Week 3
November 2009, Week 2
November 2009, Week 1
October 2009, Week 5
October 2009, Week 4
October 2009, Week 3
October 2009, Week 2
October 2009, Week 1
September 2009, Week 5
September 2009, Week 4
September 2009, Week 3
September 2009, Week 2
September 2009, Week 1
August 2009, Week 5
August 2009, Week 4
August 2009, Week 3
August 2009, Week 2
August 2009, Week 1
July 2009, Week 5
July 2009, Week 4
July 2009, Week 3
July 2009, Week 2
July 2009, Week 1
June 2009, Week 5
June 2009, Week 4
June 2009, Week 3
June 2009, Week 2
June 2009, Week 1
May 2009, Week 5
May 2009, Week 4
May 2009, Week 3
May 2009, Week 2
May 2009, Week 1
April 2009, Week 5
April 2009, Week 4
April 2009, Week 3
April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
November 2006
October 2006
September 2006
August 2006
July 2006
June 2006
May 2006
April 2006
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003
November 2003
October 2003
September 2003
August 2003
July 2003
June 2003
May 2003
April 2003
March 2003
February 2003
January 2003
December 2002
November 2002
October 2002
September 2002
August 2002
July 2002
June 2002
May 2002
April 2002
March 2002
February 2002
January 2002
December 2001
November 2001
October 2001
September 2001
August 2001
July 2001
June 2001
May 2001
April 2001
March 2001
February 2001
January 2001
December 2000
November 2000
October 2000
September 2000
August 2000
July 2000
June 2000
May 2000
April 2000
March 2000
February 2000
January 2000
December 1999
November 1999
October 1999
September 1999
August 1999
July 1999
June 1999
May 1999
April 1999
March 1999
February 1999
January 1999
December 1998
November 1998
October 1998
September 1998
August 1998
July 1998
June 1998
May 1998
April 1998
March 1998
February 1998
January 1998
December 1997
November 1997
October 1997
September 1997
August 1997
July 1997
June 1997
May 1997
April 1997
March 1997
February 1997
January 1997
December 1996
November 1996
October 1996
September 1996
August 1996
July 1996
June 1996
May 1996
April 1996
March 1996
February 1996
January 1996
December 1995
November 1995
October 1995
September 1995
August 1995
July 1995
June 1995
May 1995
April 1995
March 1995
February 1995
January 1995

ATOM RSS1 RSS2



LISTS.UFL.EDU

CataList Email List Search Powered by the LISTSERV Email List Manager