STUDENT SUCCESS CENTERS : WORKING BETTER TOGETHER TO ENSURE STUDENT SUCCESS.
Post on 14-Dec-2015
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STUDEN
T SUCCES
S
CENTE
RS:
WO
RK
I NG
BE
TT
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TO
GE
TH
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SU
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ST
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T S
UC
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SESSION OUTLINE
1. Why consider implementing a Student Success Center?
2. Model Varieties
3. The Planning Process
4. Cardinal Stritch’s SSC
5. Challenges & Opportunities
6. Relationships
WHY IMPLEMENT A STUDENT SUCCESS CENTER?
A comprehensive way to increase student service through:
Shared Vision and Goals
Intentional Collaboration
Better Communication
Cross Training
Student Focused
A Foundation for Student Success
MODEL
VARIE
TIES
GUIDING CONCEPTS*
Are communities of practice
Take a central position between academic and student affairs
Foster collaboration
Support the institution’s mission
Have some relationship with the general education
Sponsor faculty and staff development
*Evenbeck, S. E., Jackson, B., Smith, M., Ward, D. & Associates. (2010). Organizing for student success: The University college model. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
•Discrete Structures•Individually provides oversight for the distinct aspects (e.g., retention, orientation, advising, first-year seminars), but there is limited or no coordination among these structures
•Multiple Administrative Structures•cooperates to administer and align policies, practices, and programs
•Formal Coordinating Body•oversees a broad range of first-year efforts and has institutional authority for oversight and alignment of initiatives; usually structure is a standing committee that provides campus-wide oversight for elements of the first year but does not provide daily administrative leadership to any one component
• Single Unit Administrative Structure•Meets some but not all of the conditions in a comprehensive structure
• Comprehensive Single Unit/Administrative Structure•provides campus-wide oversight and alignment of first-year efforts, also appears on the campus organizational chart, has a director, and has a reoccurring operational budget
*Evenbeck, S. E., Jackson, B., Smith, M., Ward, D. & Associates. (2010). Organizing for student success: The University college model. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
THE
PLANNIN
G
PROCESS
USE EXISTING RESOURCES AND DATA
Noel Levitz Retention Consultant exploratory visit-a series of focus groups clarified key themes that need to be addressed including:
Developmental Education FYE Advising CORE Faculty role in retention Transfer students CBM students Financial Aid processing/counseling Customer Service Academic Support
University Retention and Graduation Report Data
CASE STUDIES
Case studies on over 40 different institutional structures:
Both Student Success Centers and University College models Control Enrollment Title Services/Areas Included Most intriguing/innovative Most concerning or non-translatable What aspects of the design are adaptable to the
institution
MODEL MATRIX PROCESS
Considering areas of inclusion:
Can, Should, and How will incorporating these areas:
Reduce complexities
Increase efficiencies
Improve practice
In the theme areas identified
REFOCUSING OF GOALS AND PURPOSEAnswering the why?
As a Retention Committee: how could this structure assist us in meeting retention goals?
As an institution, how could this structure support the visioning and planning goals? Goal 1: Academic Excellence Goal 2: Enrollment Growth Goal 3: Reducing Complexities Goal 4: Vibrant Student Experience
CONCEPTUAL FRAMEWORK
Committee reviewed a number of different frameworks
8 individual areas pulled from Enrollment, Student Affairs, and Academics grouped under a Senior Director
5 semi consolidated areas pulled from Enrollment, Student Affairs, and Academics grouped under a Senior Director
3 consolidated areas pulled from Enrollment, Student Affairs, and Academics grouped under a Senior Director
Agreement on one framework that best supports goals and organizes for graduation
KEY ASSUMPTIONS
Key assumptions that guided the process: Connected to Academics Most of these things are being done-focus on creating
capacity and resources on a larger scale Liberal Arts CORE change Need for common student experiences/reduce fracturing Organizing to serve all undergrads Creates culture of and institutionalizes collaboration around
student success
CARDINAL
STRIT
CH’S
SSC
KEY IMPLICATIONS
Control
Reorganization
Scope of Service
CORE revision
Location
PURPOSE
Student Success Center Purpose Statement:To provide dynamic student driven services and experiences designed to develop each student’s capacity to achieve academic success and discover their purpose.
YEAR 1 GOALSBy August 2014, the Student Success Center will create the appropriate infrastructure to increase communication, promote collaboration, and align resources, to meet student needs.
By August 2014, the Student Success Center will create a culture that is accessible and responsive to students and encourages visibility and engagement in the campus life of the undergraduate student population.
By August 2014, the Student Success Center will develop curricular and co-curricular supportive activities and programming with articulated student learning outcomes and identified assessment measures intended to promote students’ personal and academic success.
By August 2014, the Student Success Center will create and implement a Retention and Graduation Management Plan and tracking system in order to accomplish annual persistence, retention, and graduation goals for all Cardinal Stritch University students.
By August 2014, the Student Success Center will complete a 3-5 year strategic plan for the Student Success Center.
CHALLEN
GES &
OPPORTUNIT
IES
CHALLENGES
Changing Student Perceptions
Communicating with our stakeholders
Creating systems to work together
Defining roles
OPPORTUNITIES
Collaboration and Dialogue Led to two new pilots with grant funding
Increased Communication and Effectiveness within the Center
Better partnerships with faculty
Student Employment
Cross Training
New programs/ program enhancements
RELATI
ONSHIPS
THE WACRAO CONNECTION
A D M I S S I O N S
Communication Flows
New Student Registration Days
Orientation
Transfer student continuum
New program development and recruiting
Changes to placement testing requirements
Expanding articulation agreements
O F F I C E O F T H E R E G I S T R A R
Early Alert Systems
Retention Tracking and Reporting
Advising Continuum Referrals and Tracking
Expanding articulation agreements
Online Registration and daily processes
Strategic intervention processes
QUESTI
ON & A
NSWER
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