ACADEMIC SUCCESS CENTER - Purdue University SUCCESS CENTER MISSION STATEMENT Through partnership with the Purdue community, the Academic Success Center (ASC) provides undergraduate

1 | P a g e Last Updated: January 25, 2017

ACADEMIC SUCCESS CENTER

MISSION STATEMENT Through partnership with the Purdue community, the Academic Success Center (ASC) provides undergraduate students with both credit and noncredit opportunities to develop students’ transferable academic skills, enhance learning, increase retention, and improve overall student success at multiple stages of their academic journey.

VISION STATEMENT The ASC aspires to provide all students with services and opportunities to define and develop strategies to reach their full potential. Driven by a focus on students, the ASC partners with the campus community to facilitate a culture of academic confidence, tenacity, and, ultimately, success.

PROGRAM GOALS The Academic Success Center will:

• Provide students with a variety of learning and support opportunities, including credit, noncredit, in-person, online, one-on-one, small group, and peer options

• Offer content and curriculum based on research and best practices across all services • Promote academic success through strategic collaboration and coordination among campus

partners • Identify populations in need of support and provide targeted services to improve their student

success • Develop new ways to connect with students and to provide resources that address their

evolving academic support needs • Adopt and actively use the new university-wide integrated predictive advising system

(BoilerConnect) during the pilot phase PROGRAM DETAILS Consultations Academic consultations allow students the opportunity to work one-on-one with a professional staff member to discuss topics related to the student’s academic success. The student and consultant work together to develop an action plan of strategies tailored to the student’s strengths and needs. Students can meet with a consultant by appointment or on a drop-in basis. Consultations are free and available to all students, with the focus on serving undergraduate students. Courses The ASC now offers only one course, GS 29001: Academic Success Skills. GS 29001 is a one-credit elective that focuses on learning and applying skills so help students successfully adapt to the academic expectations and rigor of college. Topics include time management, note-taking, reading, exam preparation, and other academic success skills. Peer Success Coaching Program The Peer Success Coaching program provides students with opportunities to meet one-on-one with trained Peer Success Coaches (PSCs) throughout an entire semester or periodically via drop-in


consultation hours. PSCs support students as they navigate their new environment and learn how to succeed academically, socially, and personally at Purdue University. Tutoring Resource Management The ASC does not provide any tutoring. Instead, the ASC supports students in connecting to the various tutoring and academic support resources available on campus, many of which are free. The tutoring resource management efforts include the Boiler Guide app, Blackboard advertisements, campus tutoring and academic support website, Tutor Matching Service, and Tutor Essentials. The Boiler Guide app allows students to find information on resources through mobile devices. Students have the ability to sync sessions to their device calendar and view a map of a resource’s location on campus. It is available for free on the Apple App Store and Google Play Store. The tutoring database feeds information to Blackboard advertisements and the tutoring website to help students learn about available resources that support a specific course. Tutor Matching Service (TMS) is an outside organization that the ASC has partnered with to provide students with a marketplace for private tutoring. Students can search and connect with private tutors or sign up to be a private tutor. To aid in the development of private tutors at Purdue and across the country, the ASC developed Tutor Essentials, an online, self-paced tutor training program, and made it available through TMS’s website. Workshops Academic Success workshops help with the process of learning and cover topics such as time management, procrastination, and effective studying. While each workshop is different, almost all of the workshops include activities, opportunities to apply the information, and handouts in addition to the effective strategies presented. Workshops are free and available to all students. The ASC also provides workshops-by-requests for classes, student groups, and residence halls. LEARNING OUTCOMES Consultations As a result of participating in academic consultations, students will be able to:

• Evaluate current academic success skills, strategies, and approaches • Identify strengths and areas for improvement • Paraphrase strategies or skills related to the consultation session’s focus/topic • Develop an action plan to improve or apply new academic success skills, strategies, and/or

approaches Course: GS 29001 The GS 29001 course is designed to help students learn and improve skills and strategies that are essential to academic success. Through activities, application, and reflection, the material covered in this course should support and assist students in their other courses. Students will be able to:

• Apply concepts covered in this course to their own academic careers • Assess and articulate their own learning strategies, strengths, and areas of improvement • Develop confidence in their ability to succeed as a student at Purdue University • Define short and long term goals and design an action plan for goal achievement • Summarize their learning preferences and strengths • Differentiate between different dimensions of learning and thinking • Select, monitor, and evaluate effective study strategies related to:

o Time management o Memory


o Note-taking o Reading o Self-Management

• Construct and execute an appropriate plan for all aspects of the test-taking process including: o Exam preparation o Test-taking skills o Self-Assessment

Peer Success Coaching Program As a result of participating in the Peer Success Coaching program Student coachees will:

• Identify, explain, and implement multiple success strategies • Identify, describe, and utilize appropriate and relevant campus resources • Develop strong academic, social, and personal goals and develop action commitments to meet

those goals • Identify and strategies to remove obstacles that impede progress toward success

Level 1 PSC Trainees will:

• Explain and understand the coaching model, the difference between coaching and mentoring, and the coach/coachee roles

• Define and apply coaching skills (e.g., active listening, questioning, motivation) • Identify and describe multiple academic success strategies (e.g., time management, study skills) • Recognize which success strategies meet different academic needs and preferences • Observe and evaluate their own coaching skills after a coaching session and make appropriate

adjustments in future sessions • Increase self-awareness and cultural competency • Demonstrate responsible decision-making and personal accountability

Level 2 PSCs will: • Demonstrate advanced questioning skills (e.g., connecting questions to the coaching model) • Improve teamwork skills (e.g., working in groups on semester-long projects) • Recognize which coaching or relational approaches meet different student needs and

preferences • Observe and evaluate their own coaching skills during a coaching session and make appropriate

adjustments in the moment • Develop training and presentation skills (e.g., create and carry out PSC staff trainings, participate

in coaching demonstrations)

Level 3 PSC Leaders will: • Demonstrate a broad understanding of the position of the PSC program within the office,

department, university, and field • Demonstrate supervision, facilitation, and leadership skills including:

o Skill and confidence in providing and receiving performance feedback o Skill and confidence in fostering others’ personal and professional development o Skill and confidence in resolving conflicts

Tutoring Resource Management As a result of utilizing the Tutoring Database, Blackboard Ads, or BoilerGuide app, users will be able to:

• Identify resources available for a specific course or subject


• Locate further information regarding specific resources, including availability, location, and contact information

As a result of successfully completing the Tutor Essentials online training program, participants will be able to:

• Create a tutoring philosophy that showcases your knowledge of the roles and responsibilities of a tutoring relationship

• Identify appropriate responses to ethical dilemmas • Identify appropriate, actionable, and measurable goals for a tutoring session • Select effective strategies for conducting a tutoring session • Recognize communication skills necessary for establishing trust and rapport • Identify communication skills that will draw students into deeper inquiry • Identify the levels and approaches of learning used by a student and needed for a task,

assignment, or exam • Match tutoring strategies to individual learning needs

Workshops As result of participating in the ASC workshop series or workshop-on-request, students will be able to:

• Identify and utilize resources provided by the ASC • Assess their strengths and areas for improvement in academic skills • Recognize ways to develop and apply effective academic skills related to study skills and exam

preparation • Formulate and practice effective self-management and time management strategies

ASSESSMENT PLAN The ASC aims to impact the overall success of the students served by each program and service offered. In regards to that mission and goal, the ASC seeks to address the following questions:

• To what extend are campus stakeholders (students, staff, and faculty) aware of the resources and services offered by the ASC?

• What affect do our services have on campus? • What are the outcomes of students who interact with the ASC’s services? • What impact does the ASC’s services have on targeted populations such as students who are

predicted at-risk and students who are on probation? Each of the ASC’s programs and services assess student engagement and outcomes in attempt to answer these overarching questions. Consultations

• Collect student demographic information • Evaluate session information and appointment scheduling for trends including topics addressed,

referrals in and out, resources provided, and time duration • Evaluate student outcomes (retention, GPA, and academic standing) and trends • Semester review meetings with departments/areas requiring students to have a consultation or

academic success evaluation • Conduct pre- and post- surveys for student participants on consultation experience and

academic support need (initiating in Spring)


Courses: GS 29001 • Student learning is assessed throughout the semester by performance on assignments, including

reflections, skill applications, and final study plan creation, as evaluated by rubrics • Conduct in-class, anonymous mid-semester feedback to evaluate student perceptions on course

structure, instructor’s teaching style, and classroom learning environment • Administer end of course evaluations through Center for Instructional Excellence • Track retention and GPA data of enrolled students each semester

Peer Success Coaching Program

• Administer pre- and post- surveys to student coachees (confidence ratings and self-reflection related to the coachee learning outcomes)

• Administer pre- and post-surveys to Level 1 PSC Trainees and Level 2 PSCs (confidence ratings and self-reflection related to the PSC learning outcomes)

• Review coachee and PSC GPA history, current semester GPA, and future semester GPA • Track retention data for each cohort of coachees and PSCs • Collect PSC and coachee demographic information • Review information included in the first meeting forms • Conduct focus groups with select populations (current coachees, former coachees, non-

coachees) • Biweekly check-ins with Level 1 PSC Trainees (conducted by coordinator or Level 3 PSC Leader) • Monthly check-ins with Level 2 PSCs and Level 3 PSC Leaders • Review self-management project portfolios and reflections • Observe and evaluate self-management project meetings with an observation rubric • Review PSC documentation in the database (narrative notes, goal/commitment type, duration

of meeting, meeting location, logged date, etc.) • Track attendance at the end of semester celebration and any coachee or PSC recruitment events • Track contact with students (date of application, date of first contact, date of first meeting, etc.) • Track PSCs’ distribution of working time using the verification form and time card

Tutoring Resource Management • Track usage and search data of Blackboard ads, including searches by course, searches by course

subject code, number of unique users, and user role on semester basis • Track search data of tutoring database, including searches by course, and searches by course

subject code on semester basis • Track BoilerGuide page views on semester basis • Monitor Tutor Essentials participate module progress in Passport • Assess Tutor Essentials participants’ learning through online assessments and reflections • Review evaluation data from final assessment in Tutor Essentials

Workshops

• Administer workshop evaluation surveys after series presentations • Track number of presentation requests received and fulfilled • Track workshop attendance and participant data • Survey students who registered for workshops but did not attend (piloting)

CONTRIBUTIONS TO STUDENT SUCCESS The Academic Success Center contributes to the institutional goal of enhancing retention rates, graduation rates, GPA success, and satisfaction levels of Purdue students by:


• Providing support for student adjusting to rigorous academic challenges and transitions through a variety of means, including personalized peer engagement, one-on-one interactions with staff, small group discussions, and/or course activities

• Providing students with information about academic success strategies (e.g., time management, study skills, motivation) so they can further develop their skills and techniques

• Fostering students’ non-cognitive and metacognitive skill development • Creating opportunities for students to define “success,” develop holistic goals, and connect their

short-term tasks with long-term goals (e.g, graduation) • Helping students identify and strategize to overcome obstacles impeding progress toward

success • Connecting students with relevant campus resources and academic programs • Fostering peer interaction and professional relationship among peers • Supporting new teaching and learning technologies developed by the university, including the

new predictive at-risk model, Forecast app, and Pattern app • Continuing to piloting new interventions to determine their effectiveness in supporting

students’ academic success, including interventions for students predicted to be at-risk, students on academic probation, the Summer Start program, and the general student population seeking skill development

• Collaborating with the Director of Undergraduate Academic Advising and the advising community on many projects and issues, including the Advising Resource Fair, the Probation Community of Practice, at-risk intervention and communication support, and the new institutional system for advising, note-taking, and scheduling (BoilerConnect)

CONTRIBUTIONS TO THE UNIVERSITY’S DIVERSITY ACTION PLAN

1. The ASC contributes to the Provost Advisory Committee on Diversity Items in the following ways: a) Retain diverse students. (Action Item #2)

• The ASC provides peer support and learning opportunities through the Peer Success Coaching program to assist in retention, completion, and graduation of undergraduate students. Strategic outreach and marketing is done during PSC selection to ensure a diverse student leader pool so that students who are minorities are represented. This helps retain successful students as well as provide students who are in need of academic support with a successful role model who shares their ethnicity, sexual orientation, religion, or general background in hopes of retaining them.

• Our representation meets and exceeds campus rates for 5 out of 9 ethnicity reporting groups (based on Fall 2015 data).

PSC % University %

(Fall 2015) 2 or more races 0% 1.67% American Indian or Alaska Native

0% 0.115% Asian 16% 4.7% Black or African American

8% 2.25% Hispanic/Latino 4% 3.25% International 24% 13.28% Native Hawaiian or Other Pacific Islander

0% 0.095% Unknown 0% 1.67% White 48% 47.86%


b) Increase diversity in faculty and staff hiring. (Action Item #3)

• Worked with HR contact to post open job descriptions in accessible places to recruit diverse candidate pool.

• Worked with HR contact to monitor candidate pool diversity for full-time staff hiring process.

• Reached out to faculty about graduate assistant applications to ensure diverse candidate pool.

c) Retain diverse faculty and staff members. (Action Item #4) • Ensure all staff have access to professional development resources. • Allow full-time staff to dedicate approximately 1-2 hours a week to building community

across campus, including connecting with organizations, programs, or students that align with their passions, areas of interest, and/or identities.

d) Embed diversity in the curriculum and create inclusive classroom settings. (Action Item #5) • Built expectation that all new hires (full-time staff and graduate staff) take an active role

in learning and training related to diversity, including Safe Zone, Green Zone, and CIE trainings.

• Discussing practices with instructors on how to adopt and create an inclusive classroom environment

• GS 29001 curriculum includes references to academic diversity, syllabus statement about inclusive classroom goals and expectations, and representative examples of success/successful people.

e) Provide co-curricular activities in support of the diversity and inclusion mission. (Action Item #6) • Encourage students to take advantage of campus resources supporting diversity and

inclusion through PSC trainings on resources (cultural centers) and diversity, provided by the Diversity Resource office.

• Encourage students to take advantage of campus resources supporting diversity and inclusion through GS 29001 Resource Reflection assignments.

f) Inspire involvement in enhancing diversity and reward a culture shift. (Action Item #7) • Inclusion of appreciate for and understanding of diversity (defined as individual and

group differences and intersections among areas including but not limited to: culture, ethnicity, nationality, socioeconomic status, gender, gender identity and expression, sexual orientation, ability/disability, religion, age, size, etc.) into staff performance evaluations.

2. The ASC aspires to contribute to the Provost Advisory Committee on Diversity Items in the following ways: a) Retain diverse students (Action Item #2)

• Resume targeted outreach to student groups based on retention and/or completion gaps.

• Create closer ties with cultural centers and look for opportunities for collaboration, including hosting workshops or satellite consultation in the centers.

b) Retain diverse faculty and staff members. (Action Item #4) • Supervisor and staff take IDI survey, complete a debrief conversation, and develop plan

to continue to develop cultural competency.


• Conduct exit interviews with any departing staff to look for opportunities to retain future staff.

c) Embed diversity in the curriculum and create inclusive classroom settings. (Action Item #5) • Explore curriculum of GS 29001 and workshops to see where opportunities exist for

addition or greater emphasis on diversity, adjustments to ensure accessibility and inclusion, and increased representation of success/successful people.

d) Educate leaders to foster diversity and inclusion. (Action Item #7) • Develop tiered diversity trainings for each level of PSC training/education. • Incorporate diversity explicitly into full-time and graduate staff training (orientation and

on-going). e) Inspire involvement in enhancing diversity and reward a culture shift. (Action Item #8)

• Publicly recognize individual staff efforts to promote diversity on campus, in the community, and in the ASC.

f) Evaluate Progress toward achieving diversity goals. (Action Item #10) • Include metrics related to diversity in new assessment plan for the ASC’s services and

programs. • Develop post-consultation survey to include questions regarding ASC’s perceived

inclusion, welcome/approachableness, and accessibility.

NOTABLE CHANGES FROM 2015-16 Academic Year General

• Staffing: The ASC restructured the staff model. o Assistant Director position

Total of 2 assistant directors with specialized areas of responsibilities • Peer Success Coaching program • Workshop and Consultation services

Both positions were recently filled, beginning in June 2016 o Graduate Assistant position

Expanded from 2 positions to 4 positions (12 month, 0.5 CUL) All positions funded on a reoccurring basis

o The ASC no longer has continuing lecturer positions or undergraduate teaching assistant positions.

• Increase in partnerships and collaborations o Continuation of probation initiative with Electrical and Computer Engineering o Increase in workshop requests from student leaders in Residential Life and Fraternity,

Sorority, and Cooperative Life o Collaborating with university implementation committees and work groups for the pilot

and successful launch of BoilerConnect o Research opportunity with Engineering Education Ph.D. student

Consultations

• Moved to an online scheduling system late Spring 2016 (Krannert Scheduling System) • Will pilot BoilerConnect scheduling and note-taking system beginning Spring 2017 • Increase in referral partnerships across campus • Development of a post-consultation evaluation process


Courses • Previous course offering GS 17700, continuing lecturer Brenda Downing, and the undergraduate

teaching assistant positions were relocated to the College of Education’s Department of Educational Studies.

• GS 29001 participated in the pilot of the Summer Start program in a 5-week format with additional staff from across the university.

• Revised assignments, including final strategies portfolio • Piloting 2nd 8 week course format in Fall 2015 • Piloting 1st 8 week course format in Spring 2016

PSC Program

• Increase of the number of PSCs (from 17 coaches to current 25 coaches) • Increased number Level 3 PSC Leader positions to 2 • Changes to orientation training

o Extended to 8 hours (from 6.5) o Served lunch and dinner o Shared training responsibilities with Level 3 PSC Leaders

• Changes to training and staff meeting topics and scheduling (2 sessions) • Development of more formal accountability and discipline-action system for employees • Space changes

o PSCs hold office hours at desk spaces in GA offices o PSCs share 2 consultation rooms with ASC staff instead of having dedicated office room

Tutoring Resource Management

• Resources and websites connected to new university-developed app for students, Forecast Workshops

• Updates to content within traditional workshop topics • Increased topics covered for requested workshops • Update to workshop requests and tracking process

OUR DATA Consultations During the 2015-2016 academic year, the ASC held a total 1,686 consultations for 279 unique students. This is a significant increase from the 80 unique students served through consultations during the 2014-2015 academic year. Specifically, in fall 2015, there were 944 consultation visits and 174 unique students served; in spring 2016, there were 742 consultation visits and 124 unique students served. For more detailed data and analysis, see Appendix A. Courses Data on GS 29001: Academic Success Skills focuses on understanding the demographics of students who enroll in the course, the grades earned in the course, and enrolled students’ semester GPA. For detailed data and analysis, see Appendix B.

PSC Program In its second year, the PSC program served 136 unique students and slightly exceeded the goal of doubling the first year’s caseload of 61 unique students. The students served by the program had a total


of 2,713 interactions with their peer success coach. For more detailed data and analysis, see Appendix C. Tutoring Resource Management

Blackboard Ad Views To assist students in locating campus resources related to their specific courses, the Tutoring Database managed by the ASC feeds an image displaying relevant academic support resources into each course’s Blackboard module.

Term Student Views Professor Views Other Views* Total Views Unique Viewers

Fall 2015 49,403 1,402 310 51,115 18,475

Spring 2016 20,845 1,413 198 22,456 9,845

Total 2015-2016 Academic Year 70,248 2,815 508 73,571 22,543

User roles are provided as listed in the course module on Blackboard. * Others combines grader (G), teaching assistant (T), and course builder (B) roles.

Resource Searches through Purdue.edu/Tutoring

Most Frequently Searched Courses* Most Frequently Searched Subject*

PHYS 17200 287 MA/MATH 6584 CHM 11500 267 CS 5574 COM 11400 210 CHM 2407 ENGR 13200 185 PHYS 2333 MA 16010 166 COM 2051 MA 16100 165 *Does not include course searches initiated through

Blackboard or incomplete searches (missing course number, incorrect course subject, etc.). MA 15300 134

MA 16200 126 MGMT 20000 124

*Does not include course searches initiated through Blackboard or incomplete searches (missing course number, incorrect course subject, etc.).

Tutor Essentials The tutor training program is open to Purdue students as well as non-Purdue participants through Tutor Matching Service’s website. As a self-paced program, participants can register at any time and progress through the training at their own speed. The current learner (participant) completion rate is 61% with a total of 21,466 module activities/challenges completed.


Introduction to Training

Module 1: Professional

Ethics

Module 2: Session

Management & Leadership

Module 3: Communication

Module 4: Approaches to Learning

Capstone Badge (Final

Module)

Number of Module Activities/Challenges 2 5 4 7 4 3

Registered, Not Begun 257 398 490 498 553 573

In-Progress 95 62 2 49 8 14 Completed 965 857 803 770 756 709

In the last module, participants must complete a final assessment and evaluation of the program. Eighty-two percent of participants indicated that the completed the training because it was recommended or required by their program, center, or institution.

2.01

%

0.81

%

5.91

%

0.81

%

1.34

%

2.55

%

1.07

%

29.9

3%

0.81

% 7.78

%

62.4

2%

60.8

1%

48.9

9%

46.1

7%

59.8

9%

33.0

2%

37.3

2%

15.1

7%

52.2

1%

32.6

2%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

I f e e l m o r e c o n f i d e n t i n m y

t u t o r i n g a b i l i t i e s .

I r e c o g n i z e a r e a s w h e r e I c a n i m p r o v e m y

t u t o r i n g s k i l l s .

I s i g n i f i c a n t l y c h a n g e d m y

T u t o r i n g P h i l o s o p h y f r o m

t h e i n i t i a l d r a f t t o t h e f i n a l d r a f t .

I w i l l a p p l y a t l e a s t o n e

t e c h n i q u e f r o m t h e S e s s i o n

M a n a g e m e n t a n d L e a d e r s h i p b a d g e m o d u l e i n m y o w n

s e s s i o n s .

I w o u l d r e c o m m e n d T u t o r

E s s e n t i a l s t o a f r i e n d o r

c o l l e a g u e .

EVALUATION RESPONSES"What is your level of agreement with the following

statement:"

Very Much Disagree Disagree Agree Very Much Agree


Workshops Requests The ASC fulfilled 70 presentation requests and 5 resource fair requests during the academic year, with a majority occurring in the fall semester. Requests were received from instructors/course coordinators, learning community faculty, and student groups. This is a significant increase from 39 requests the previous academic year.

16

155

114

128

83

250

0 50 100 150 200 250 300

Other

None

I had no direct tutoring experience but I had othermentoring experience.

A few sessions(1-7)

Some sessions(8-14)

Many Sessions(15+)

"When you started Tutor Essentials, what was your level of tutoring experience?"

10 13 13

215232 247

353

311 305

167189 178

0

50

100

150

200

250

300

350

400

Session Management andLeadership

Communication Approaches to Learning

PREDICTED APPLICATION RESPONSES"How many techniques from the ________ badge module

will you apply in your own sessions?"

None 1-2 Technique(s) 3-4 Techniques 5+ Techniques


Topic Fall 2015 Spring 2016 Total

College Success 2 1 3 ASC Overview/Resources 31 2 33 Study Strategies 6 4 10 Time Management 15 2 17 Finals Prep 1 0 1 Academic Topic Training Residential Life, Fraternity & Sorority Life, or Academic Advising groups 5 1 6 Resource Fair 5 0 5 Total 65 10 75

OUR STORY The Beginning of the ASC: The Learning Center In 1970, Helen Bass Williams (first African American professor at Purdue), Earl Notestine (Professor Emeritus of Education Studies), and Professor Al Dye presented a proposal to begin a Learning Center at Purdue University. Two years later, the Learning Center opened in a classroom space in Recitation Hall. The Learning Center had three part-time instructors, and Margaret Leonard served as the first director. The first students served were a group of 5-6 underrepresented students personally recruited by Williams and Notestine. The students received personal counseling, tutoring, and registered for courses taught by Learning Center staff and faculty in Educational and Psychological Studies (EDPS).

In 1975, the Learning Center welcomed several changes, including a new director, the development of the first GS 290 Study Skills Seminar course, and a new location in Heavilon Hall across from the Writing Lab. Kathleen Kroll began serving as the third director in 1982. The Learning Center made several more moves as it waited for the new Liberal Arts and Education Building, now Beering Hall, to be built. In 1989, the University Senate approved several General Studies courses for permanent course numbers. The center purchased its first computer, used for vocabulary practice, that same year.

By 1993, the Learning Center had grown to utilize its full space in Beering Hall, with a reception area, 6 staff offices, and two multimedia labs. In addition to the GS 290 course, the center offered paired study skills classes with PSY 120 and similar courses in sociology, history, and math. In 1997, the Learning Center celebrated its 25th anniversary of serving Purdue University students. A year later, the center was awarded funds from the Lilly Retention Initiatives grant to initiate a Supplemental Instruction (SI) Program. The program demonstrated success as participating students were retained longer and earned higher grades. The SI program continued until 2007 when funds were transferred to other initiatives and the program was restarted separately from the center.

After 31 years serving the campus as the Learning Center, the center’s name was changed to the Academic Success Center (ASC) in 2003. Around the same time, the ASC began to sponsor a student group called the Student Advisory Board (SAB). The SAB members were recruited through the study


skills seminar courses, took a peer education and presentation course, and assisted in leading requested workshops.

Recent History Within the last five years, the ASC has navigated through many changes in structure, services, and staffing. In 2011, the ASC became part of Student Success at Purdue and later moved to join the department in the former Engineering Administration Building. Kroll retired in 2012 after leading the center for thirty years. Dr. Antwione Haywood became the fourth director and led the ASC through a shift in focus after a university-wide self-evaluation process called the Foundations of Excellence (FOE). As part of the FOE, the staff of the ASC was tasked with providing a coordinated point for tutoring and academic support resources. In 2014, the ASC and many units of Student Success moved to a newly constructed building near residential campus, the Krach Leadership Center. At the same time, three continuing lecturers and the secretary retired, the director position became vacant, and a university-wide reorganization was conducted. After a year of reorganization and the settling of the new department of Student Success, the ASC was restructured to mirror other units with a senior assistant director and coordinator leading the unit rather than a director. Phase 1 of the staff transition meant the ASC was staffed by one senior assistant director, an assistant director, a continuing lecturer, and two graduate assistants. Phase 2 of the transition and the current staffing structure is one senior assistant director, two assistant directors, and four graduate assistants.

Courses

Beginning in 2012, continuing lecturer Brenda Downing started redesigning the GS 29000 course curriculum through participation in the university’s IMPACT initiative. After the redesign process, the course integrated a theoretical framework approach aimed to foster critical thinking and higher level analysis of learning strategies, theories, and academic self-regulation. In addition to the curriculum change, the course capacity has expanded over the years from 20 students per section to 65 students per section. The increase in capacity is supported by the addition of undergraduate teaching assistants who each work with a team of 6-7 students as small group facilitator.

In 2013, a pilot was launched in partnership with the Director of Undergraduate Academic Advising, Sandy Monroe, to determine outcomes of students who were predicted to be academically at-risk enrolled in GS 29000 (IMPACT).

In 2014, the last sections of the vocabulary course, study skills for math (paired with Math 15300), and the traditional GS 29000 course were taught in the spring then removed from the course listing in the fall. The 1-credit version of GS 29000 was redeveloped as GS 29001: Academic Success Skills. The course capacity was changed to 25 students per section, and instruction became a role of the ASC staff. At the same time, the three credit course was granted a new course number, GS 17700, to help distinguish the two evolved curriculums.

In 2015, Student Success, the Academic Success Center, and the Department of Educational Studies within the College of Education began conversations around the best placement for GS 17700. As a General Studies course, some colleges would not allow students to use the credits to count toward electives on their plans of study. The GS course listing also kept the course from being able to apply for inclusion in the core curriculum program. For these reasons as well as curriculum fit and research


interests, it was decided that GS 17700 would transition into Educational Studies after the Spring 2016 semester. The course was cross-listed as GS 17700 and EDPS 49100 for the first academic year and will transition to a permanent EDPS course number.

During summer 2016, GS 29001 was piloted as part of Summer Start, an early admittance bridge program. The course curriculum and schedule was adjusted to fit the 5-week Summer Start module. Seven sections were offered, requiring instructors from other units on campus. Following the pilot, it was determined a general first-year seminar course would be a better fit for future sessions of Summer Start.

Peer Success Coaching Program

The SAB was discontinued after spring of 2014 due to feedback from the students regarding time commitment and volunteer status. Instead, a new peer educator position was proposed and funded for a pilot. The new position, peer success coach, would address the university interest in coaching for success and retention. An additional assistant director was hired to develop and coordinate the program. The program began in fall 2014 with ten Peer Success Coaches (PSCs) and aimed to reach up to 40 undergraduate students each semester. The goal was for PSCs work individually with students to address academic, social, and personal goals, to provide accountability, and to increase drop-in availability for the ASC. The program was further developed to be a tiered position with levels one through three, allowing student leaders to grow with the position through different training and responsibilities. In fall 2015, the program expanded to 19 coaches, including one level 3 coach helping with the supervision and training of new coaches, aiming to reach 60 undergraduates each semester. In late spring 2016, the program received full, reoccurring funding. The program continued to expand in fall 2016 with 25 coaches aiming to reach 100+ undergraduate students.

Tutoring Initiatives

Following FOE recommendations, the ASC collaborated with other campus supports to facilitate increased communication and a centralized point for information on available resources. In 2013, a group of faculty, staff, and students finalized the Purdue Tutoring Rights, Responsibility, and Ethics, a document outlining the shared expectations and standards for academic support. The ASC shared information about known campus resourced on a new website (www.purdue.edu/tutoring) and on the new campus resource app, Boiler Guide. Students could also complete a request form to receive an email detailing resources available for a specific course. After noticing that many campus resources focused on a similar set of first-year and second-year courses, the ASC partnered with Tutor Matching Service (TMS) to increase private tutoring options covering more courses for students.

In 2014, the ASC developed an online, self-paced tutor training called Tutor Essentials to continue to support private tutoring and address the need for basic tutor training. Tutor Essentials was licensed to TMS who provides it online for tutors at Purdue and at institutions across the country. The tutoring website was also relaunched to be an interactive, searchable database, helping students find relevant resources quickly and eliminating the need for a request email system. The searchable database was also designed to connect to Purdue’s learning management system, Blackboard, providing students with advertisements for resources in the course page. These efforts are continued today.

http://www.purdue.edu/studentsuccess/academic/tutoring/tutorrre.html

http://www.purdue.edu/tutoring


Consultations & Workshops

Consultations and workshops have remained a consistent service provided by the ASC. Beginning in fall 2013, session notes from academic consultations began being documented in the Student Success database. In 2015, graduate assistants served as consultants for students in addition to full-time staff. An increase in graduate assistants in 2016 allowed for a drastic increase consultation availability and a change to a consistent drop-in hours schedule. Workshop curriculum is continuously updated and customized for presentation requests. In spring 2015, the ASC piloted drop-in workshop sessions based on student feedback. Sessions were over the same topics as traditional workshops, but students could stop by the workshop at any point during a three hour window for 1-on-1 or small group support. The ASC returned to a traditional workshop series in fall 2015. During this time, the demand for requested workshops and presentations also began to increase. Workshops are now hosted in the University Residences Support Center, embedded within residential campus and Shreve Hall, and in Stewart Center, embedded within academic campus and near student parking, to reach a broad audience and access for undergraduate students. YEARLY CYCLE & TIMELINE

Month Timing (early, mid, late, specific date) Area Calendaring Task

August

early

contact tutoring and resource partners across campus for updates and changes to listings in Resource Manager and BoilerGuide app


mid (pre-semester) Set Graduate Assistants' work hours and desk locations General

mid (pre-semester) Assign drop-in hour coverage General

mid Update Resource Manager and Boiler Guide app listings


mid email advising listserv the workshop schedule Workshops

mid Update website for new workshop topics Workshops

mid to late Set up eboard PSC flyers - this task recurs on a monthly basis PSC Program

late Boiler Gold Rush Resource Fair PSC Program late Submit workshop flyers to PurdueBoard Workshops late Submit workshop flyers to BoilerTV Workshops

late (first week of classes)

PSC initial check-ins PSC Program

late (Saturday before or after classes start)

PSC Orientation - direct PSCs to complete pre-assessment before orientation PSC Program

August - December biweekly

Carry out training meetings for PSC team PSC Program



September

early Submit preferred dates, times, locations and capacities for Spring semester courses to Schedule deputy

GS 29001

early Student-Instructor meetings GS 29001

early Send out email marketing to targeted populations (at-risk, academic probation) PSC Program

October

early Create Spring course offering flyer (after receiving CRN numbers) GS 29001

early distribute Spring course offering flyer to advising listserv and post to website GS 29001

mid Submit textbooks and material requirements for Spring semester to schedule deputy

GS 29001

mid Observe all self-management meetings PSC Program

mid check on user progress on Tutor Essentials in Passport


mid Schedule rooms for Spring workshops (on-campus or in URSC) Workshops

early to mid Start hiring process for Spring hires and notify campus partners of the opportunity PSC Program

mid to late Deadline for PSC applications and begin to review PSC Program

midterm date Provide students with grade feedback (email or in Banner if available) GS 29001

November

early Hold group and individual interviews PSC Program mid Select and notify new hires PSC Program

late Solicit availability from PSCs for Spring semester and schedule training meeting time and location

PSC Program

late Send out post-assessment to PSCs PSC Program late Plan and host end of semester celebration PSC Program

December

early Student-Instructor meetings GS 29001

early Send out post-assessment to assigned coachees and invite to participate next semester

PSC Program

late update registration Qualtrics for spring workshops Workshops

late (post semester) Run report on Blackboard ad views and tutoring database searches for semester (through database)




late (post semester) request BoilerGuide views by page Tutoring Resource Management

January

early (pre-semester)

Set Graduate Assistants' work hours and desk locations General

early (pre-semester)

Assign drop-in hour coverage General

early Send out email marketing to targeted populations (at-risk, academic probation, transfer)

PSC Program

early send tutoring and resource partners data from the report for their resources and related courses


early

contact tutoring and resource partners across campus for updates and changes to listings in Resource Manager and BoilerGuide app


early Update Resource Manager and Boiler Guide app listings


early Update website for new workshop topics Workshops

mid Submit preferred dates, times, locations and capacities for Fall semester courses to Schedule deputy

GS 29001

mid Submit workshop flyers to BoilerTV Workshops late Student-Instructor meetings GS 29001 mid Submit workshop flyers to PurdueBoard Workshops

January - May biweekly

Carry out training meetings for PSC team PSC Program

February

late distribute Fall course offering flyer to advising listserv and post to website GS 29001

late Start hiring process for Fall hires and notify campus partners of the opportunity PSC Program

late Submit textbooks and material requirements for Spring semester to schedule deputy

GS 29001

late Create Fall course offering flyer (after receiving CRN numbers) GS 29001

March early

Pull coachee demographic data from Fall semester & send to Assessment Specialist for review

PSC Program

early check on user progress on Tutor Essentials in Passport




mid Observe all self-management meetings PSC Program late Hold group and individual interviews PSC Program

early to mid Deadline for PSC applications and begin to review PSC Program

midterm date Provide students with grade feedback (email or in Banner if available) GS 29001

April

early Select and notify new hires PSC Program

mid Solicit availability from PSCs for Fall semester and schedule training meeting time and location

PSC Program

late Student-Instructor meetings GS 29001 late Send out post-assessment to PSCs PSC Program late Plan and host end of semester celebration PSC Program

May

early Send out post-assessment to assigned coachees and invite to participate next semester

PSC Program

early

contact tutoring and resource partners across campus for summer avaialblity for listings in Resource Manager and BoilerGuide app


mid Update Resource Manager and Boiler Guide app listings for summer availablity


late send tutoring and resource partners data from the report for their resources and related courses


mid(post semester) Run report on Blackboard ad views and tutoring database searches for semester (through database)


mid (post semester) request BoilerGuide views by page Tutoring Resource Management

Summer

early Pull coachee demographic data from Spring semester & send to Assessment Specialist for review

PSC Program

throughout STAR monitor course enrollment and capacity GS 29001

throughout Review results from pre- and post-assessments and make any programmatic changes

PSC Program

throughout Review previous year's feedback and student results and make major curriculum updates as needed

GS 29001

June mid check on user progress on Tutor Essentials in Passport




mid Schedule rooms for Fall workshops (on-campus or in URSC) Workshops

30 (or last day of fiscal year)

ITaP runs list of users in Tutor Essentials in Passport for PRF reporting and payment cycle


July late update registration Qualtrics for fall workshops Workshops

Continuous

Update and monitor availability in Krannert Scheduling system cConsultations

Monitor [email protected] for emails and requests General

Email workshop participants post-evaluation after each series workshop Workshops

BENCHMARK PROGRAMS The Academic Success Center benchmarks with the following programs:

• University of Tennessee, Knoxville (consultations, web presence, staff training) • University of Illinois (peer success coaching) • University of Mary Washington (peer success coaching) • Grand Valley State University (consultations, coaching, study strategy courses) • Big 10 Learning Centers network group (consultations, assessment, study strategy courses, staff

training, staff and budget models, etc.) • Various academic success centers currently utilizing EAB’s Student Success Collaborative system • Purdue University’s International Coaching Program (peer coaching and collaborations)

The Academic Success Center aspires to benchmark against the following programs:

• IUPUI • Kent State University • Louisiana State University • Northern Illinois University • Northwestern University • Rutgers University • Texas A&M University • University of Connecticut • University of Minnesota • University of Kentucky

The Academic Success Center also utilizes the following resources to stay up-to-date on research and best practices:

• National College Learning Center Association (NCLCA) Conference, Institute, and Publications • College Reading and Learning Association (CRLA) Conference and Publications • NASPA Conference, Publications, and Knowledge Communities


• Listservs, including Learning Assistance Professionals (LRNASST) through Learning Support Centers in higher Education (LSCHE), CRLA, and First-Year Experience (FYE)

• Research publications and conferences on mindset and non-cognitive variables • Appreciative Advising course, publications, and resources • Purdue Coaching Community

OPPORTUNITIES FOR FUNDRAISING AND DEVELOPMENT Increased Staffing An increase in student positions expands the ASC’s current capacity to serve more students and provides our student educators with valuable leadership experience. Staffing Position Use/Need Met Impact Cost

Peer Success Coach- level 1

Provide 1-1 individual coaching to peers for academic, social, and

personal areas

Each additional level 1 PSC can provide 5 hours of coverage a week for 17 weeks, serving 3-4 coachees

$680/ semester


Provide 1-1 individual coaching to peers for academic, social, and

personal areas

Each additional level 2 PSC can provide 5 hours of coverage a week for 17 weeks, serving 4-6 coachees

$700/ semester


Provide 1-1 support and oversight to new PSCs as

well as 1-1 individual coaching to peers for academic, social, and

personal areas

Each additional level 3 PSC can provide 7 hours of coverage a week

for 17 weeks, serving 4-6 coachees as well as leading groups of level 1 & 2

coaches and completing projects

$1,000/ semester

Graduate Assistant

Provide 1-1 individual consultations on strategies

related to academic success, including study skills, test

anxiety, time management, etc.

Each GA would have the capacity to meet with 16 students a week for 1

hour appointments. This would allow the ASC to have increased drop-in

coverage and pilot new opportunities such as outreach/satellite locations.

GAs could also assist in covering

requested presentations to student organizations, Greek life, and classes.

$31,432/ fiscal year

Technology Investments As the ASC works to address the evolving needs of the student population, funding for technology and web projects could increase and improve the ways the ASC engages with students.

Item Use/Need Met Impact Cost

Web workshop

team- student leaders

Create, film, and edit online workshops for the

ASC; student leaders would expedite this process

Would provide on-demand resource for all Purdue students; this resource would not only

provide students with valuable information that is accessible at any time, but it would also

help the ASC track student needs, follow

$700/student per semester


Item Use/Need Met Impact Cost trends and patterns in student viewing, conduct targeted outreach, and capture

student usage for retention and graduation rates

This would also provide valuable experience

for students interested in working in film, production, editing fields.

Adobe Suite/Creative

Cloud

Access, update, and/or create materials for

website and distribution, including study skills handouts, marketing

pieces, course guides, etc.

Currently, our web student intern is the only one who

has access to these programs. When changes

or updates need to be made, it has to be funneled

through his workload.

Covers license for 1 university owned computer for one term (currently until Dec. 2016) and provides access to Premiere Pro,

Photoshop, Dreamweaver, Illustrator, InCopy, InDesign, and more.

Provide higher quality of design in digital and print materials; ensure strong brand identity.

$132/license

iPad Air (Wi-Fi 32 GB;

with protective case and

keyboard)

Utilize during student consultation sessions (for consultants or PSCs not stationed at a Surface

workstation).

This would allow impact students’ experience during consultations with staff members and coaching sessions with PSCs in many ways.

Consultants could receive updates about

student arrivals while in consultation rooms (away from desktop computer), access online resources while working with the student, and take digital notes during the session. It would also help the ASC shift from printed handouts

to digital handouts.

$578.95/ Tablet set

Surface Pro

Utilize during student consultation sessions (for consultants or PSCs not stationed at a Surface

workstation).

This would allow impact students’ experience during consultations with staff members and coaching sessions with PSCs in many ways.

Consultants could receive updates about

student arrivals while in consultation rooms (away from desktop computer), access online resources while working with the student, and take digital notes during the session. It would also help the ASC shift from printed handouts

to digital handouts.

$800/ Tablet

(Estimate)

Additional development opportunities include:

• Increase professional staff positions to serve more students


• Professional development funds for Peer Success Coaches and student leaders (webinars, conferences, etc.)

• Programming funds directed for targeted initiatives (probation, at-risk, etc.) • Signage for the ASC space • Academic Success Center naming rights • 50th Anniversary (2020 for proposal; 2022 for serving Purdue students)


LEGEND ASC Academic Success Center BGR Boiler Gold Rush

BoilerConnect The university-wide integrated predictive advising system, piloted in Spring 2017 by ASC and several colleges; full university-wide adoption planned for Fall 2017; system is EAB’s Student Success Collaborative program

CIE Purdue University’s Center for Instructional Excellence

Database the Student Success database, a home-developed system in place prior to BoilerConnect

Documentation notes written into the database by ASC staff detailing their interactions with students

EAB The Education Advisory Board provides peer-tested research and best practices on education’s pressing issues then incorporated the insights from data and best practices into its technology and services. www.eab.com

FOE Foundations of Excellence; a university-wide self-evaluation and improvement initiative

GA Graduate Assistant IMPACT Instruction Matters: Purdue Academic Course Transformation

OIRAE Purdue University’s The Office of Institutional Research, Assessment and Effectiveness

SAB Student Advisory Board UIA University Innovation Alliance (ADD UIA set descriptor here) ARE at-risk enrolled in GS 177—used during pilot study description and results GS General Studies Assigned coachee student who has signed up for the semester program Caseload a PSC’s coachee assignments for the semester Coachee student receiving coaching PSC Peer Success Coach Semester program the part of the PSC program that offers semester-long coaching Drop-in program the part of the PSC program that offers drop-in consultations Bb Blackboard BG Boiler Guide App

TE Tutor Essentials, an online, self-paced tutor training developed by Purdue and made available for all tutors through Tutor Matching Service (TMS) site

TMS Tutor Matching Service

http://www.eab.com/


INFOGRAPHIC


APPENDIX A Data Analysis of Consultations

2015-2016 Academic Year During the 2015-2016 academic year, the ASC held a total 344 consultations for 273 unique students. This is a significant increase from the 80 unique students served through consultations during the 2014-2015 academic year. Specifically, in fall 2015, there were 207 consultation visits and 168 unique students served; in spring 2016, there were 137 consultation visits and 122 unique students served.

Fall 2015 Spring 2016 2015-16 Year

# of Visits 206 137 344

Unique Students Served 167 122 272

Demographic Information of Students served through Consultations

32.1%

67.9%

22.1%

77.9%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Female Male

Consultation Gender

Fall 2015 Spring 2016

87.5%

12.5%

88.5%

11.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Non-URM URM

Consultation URM



4.2%7.2%

3.0% 5.4%

29.3%

3.0%

47.9%

1.6%

9.8%

3.3%7.4%

27.9%

6.6%

43.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

2+ Races Asian Black/Af.American

Hispanic/Latino International Unknown White

Consultation Ethnicity


7.1% 4.2%

62.5%

3.6%7.7%

1.2% 3.6% 1.2% 4.2% 4.8%1.6% 4.9%

80.3%

1.6% 1.6% 0.8% 0.0% 0.8%5.7%

2.5%0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

AG CLA ENGR EXPL HHS GRAD MGMT PHRM SCI TECH

Consultation College


29.8% 31.0%39.3%

28.7%36.9% 34.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

Foreign Non-Resident Resident

Consultation Residency



Academic Standing of Students served through Consultations At the end of fall and spring semesters, students are given an academic standing. Students who have a term and cumulative GPA at or above a 2.0 are placed in good standing/continued good standing. Students who have term and/or cumulative GPA below 2.0 are placed on probation. If a student who was previously placed on probation earns less than a 2.0 term and cumulative GPA, then they are dropped, or academically dismissed, from the university. The following charts shows students’ academic standing the semester(s) they participated in an academic consultation.

12.5%

22.6%

30.4%32.7%

1.8%

15.6%

35.2%32.0%

16.4%

0.8%0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Freshman Sophomore Junior Senior Graduate

Consultation Classification


Distribution of Colleges/Schools (Consultations)

Fall 2015 Spring 2016 Agriculture 12 2 Health & Human Sciences 13 2 Liberal Arts 7 6 Pharmacy 2 1 Science 6 7 Engineering 105 98 Exploratory Studies 6 2 Polytechnic 8 3 Graduate School 2 1 Management 6 0 Total 167 122


72.73%

56.58%

75.00% 76.92%

27.27% 30.26%

0.00%

13.46%

0.00%

13.16%

25.00%

5.77%0.00% 0.00% 0.00%

3.85%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Good Standing (N= 34) Probation (N=76) Dropped (N= 4) No Standing Previous Term(N=52)

Fall 2015 End of Semester Standing by Beginning of Semester Standing Categories

Continued Good Standing Probation Dropped No Standing at End of Term

85.00%

59.38%

0.00%

40.00%

15.00%

34.38%

0.00% 0.00%0.00%6.25%

100.00%

60.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Good Standing (N= 20) Probation (N=96) Dropped (N= 1) No Standing Previous Term(N=5)

Spring 2016 End of Semester Standing by Beginning of Semester Standing Categories

Continued Good Standing Probation Dropped

2015-2016 GPA Averages Fall 2015 Spring 2016

Overall GPA Average 2.66 2.50 Term GPA Average 2.50 2.23 Average Credit Hours Completed 11.66 11.39


Consultation Session Data Of the 344 consultations held during the 2015-2016 academic year, a majority of consultations were by appointment (94.2%) rather than drop-in sessions (5.8%). This may be due to limited drop-in availability which caused some drop-in students to be redirected to an appointment. ASC staff spend a documented total of 210.78 hours providing consultation services. The average duration per student was 0.69 hours (41.4 minutes). Students who utilized consultation services had an average of 1.2 visits in the fall and 1.1 visits in the spring. The minimum number of consultations for a single student was 1 and the maximum number of consultations for a single student was 4 sessions. At the conclusion of each consultation, ASC staff document the interaction including categorizing topics covered and listing how the student learned about the ASC (if relevant). The following charts show the

topics and referral sources documented in consultations.

66.6%

1.8%

5.6%

5.6%

5.6%

3.8%

10.9%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Academic advisor

Advertisement

Faculty member

Friend/classmate

ODOS

Parent/relative

Website

Referrals to Consultation 2015-2016

13.9%

2.9%

5.5%

27.0%

2.4%

1.0%

5.7%

9.3%

32.3%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0%

campus resource information

comprehension

focus

memory/study strategies

note-taking skills

possible learning disability

test anxiety

test taking strategies

time/project management

2015-16 Consultation Topics


APPENDIX B

Data Analysis of Courses, GS 29001 2015-2016 Academic Year

During the 2015-2016 academic year, the ASC taught 5 sections of GS 29001: Academic Success Skills (3 sections in the fall, 2 sections in the spring). With each section capped at 25 enrolled students, the fall cohort was 68 students and the spring cohort was 50 students.

Demographics of Enrolled Students

79.40%

14.70%

2.90% 2.90%

36% 36%

12%16%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Freshman Sophomore Junior Senior

GS29001 Classification


47.0%

60%53.0%

40%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%


GS29001 Gender

Female Male

77.90% 84%

22.10% 16%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%


GS29001 Underrepresented Minority Status

NON URM URM


2.9% 2.9%

17.6%

1.5%5.9%

1.5%

67.6%

4%8% 8% 6%

22%

2%

50%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

2 or more races Asian Black or AfricanAmerican

Hispanic/Latino International Unknown White

GS29001 Ethnicity


5.90%

27.90%

66.20%

22% 24%

54%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%


GS29001 Residency



Grades & Outcomes of Enrolled Students

GS 29001 Student Outcomes (Semester Enrolled in Course)


Overall GPA Average 2.69 2.65

Term GPA Average 2.77 2.76

Term Credit Hours Earned 13.79 13.27

Retention Rates of GS29001 Students Fall 2015 Spring 2016

Class Size 68 50

Class Retention 66 (97.10%) 42 (84.0%)

Data of 2015 Fall and 2016 Spring show there is a positive correlation between students grades in class GS29001 and their term GPA for that semester (see the graphs below, presenting the same relationship in two ways). The correlation is statistically significant (p<.001). This suggests there is a positive relationship between students’ study-related skills learned in GS29001 and their academic achievement for that semester.

59%

9% 8% 10%

0%10%20%30%40%50%60%70%

A B C DFW

Fall2015 GRADES

60%

6% 8% 5%

0%10%20%30%40%50%60%70%

A B C DFW

Spring2016 GRADES



APPENDIX C Data Analysis of the Peer Success Coaching Program

2015-2016 Academic Year (2nd year of Pilot) In its second year, the PSC program served 92 unique students and exceeded the first year’s caseload of 61 unique students. The students served by the program had a total of 564 interactions with their peer success coach.

Fall 2015 Spring 2016 2015-16 Year

Visits 312 252 564

Unique Students Served 59 48 92

Demographics of Students Participating in the PSC Program

NON-URM80%

URM20%

UNDERREPRESENTED MINORITY STATUS

Female53%

Male47%

GENDER

3%

8%

8%

10%

13%

6%

53%

0% 10% 20% 30% 40% 50% 60%

2+ races

Asian

Black

Hispanic

International

Unknown

White

Ethnicity


Academic Classification of PSC Participants Classification Fall 2015 Spring 2016 Freshman 31 13 Sophomore 8 14 Junior 10 8 Senior 8 11 Professional 0 0

8%

1%

13%

11%

10%

7%

6%

1%

33%

8%

0% 5% 10% 15% 20% 25% 30% 35%

Agriculture

Education

HHS

CLA

Science

Krannert

Pharmacy

Exploratory

Engineering

Polytech

College Distribution

14.30%

46.20%

39.60%

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%


Residency


Coaching Methods and Session Data The Peer Success Coaching program is designed to be tailored to students’ individual goals and needs. Coaching can occur in-person (by a scheduled appointment or during a coach’s drop-in hours), by email, text, phone conversations, or through social media interactions. Students identify at least one goal to work on with their coach and make action commitments toward goal attainment. The goals can be academic, social, and/or personal in nature. While each student uses the program to address unique needs, data shows that 46.3% of all PSC interactions with students are through in-person, scheduled appointments and 63.8% of students’ goal/commitments are academic in nature. The following tables show in-depth data on the coaching methods and session data.

As is shown in the table below, students who choose to contact their coaches in person have an average of 5 visits per semester. The minimum visit is 1 and the max is 15. The descriptives are shown in the table below.

N Mean Std Dev Minimum Maximum

105 5.24 3.33 1 15

46.3%

26.3%

18.7%

7.1%

1.2% 0.3%0.0%5.0%

10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%50.0%

ScheduledAppointments

Email Text Mass email Social media Phone

PSC Contact Methods

20.2%

63.8%

16.0%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%

personal academic social

Goals/Commitment


Please see the table below regarding information of students who came to PSC on probation, and their academic standing at the end of the semesters.

End of Semester Standing

Back to Good-Standing Continued on Probation Dropped

Fall 2015 Probation Students (N=6) 2 2 2

Spring 2016 Probation Students (N=17) 8 6 3

Analysis shows that, currently, the number of PSC in-person contacts or total coaching time is not correlated with students’ semester GPA or their cumulative GPA; however, there may be a relationship between coaching time and student confidence, which may improve student success (whether related to individual goal achievement or academics). The ASC will continue to monitor these data and evaluate relationships between students’ interaction with the ASC and their academic success.

ACADEMIC SUCCESS CENTER - Purdue University SUCCESS CENTER MISSION STATEMENT Through partnership with the Purdue community, the Academic Success Center (ASC) provides undergraduate

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