Download - OCPA Conference_Jan2015
Retaining At-risk Students
Through Mandatory
Academic Intervention
Services
Rebecca McMenamin
Mike Poljak
Graduate Assistant Interns
Center for Student Progress, Youngstown State University
Outline
Youngstown State University Profile
Center for Student Progress
Intervention Services Overview
First-year students demographics
Retention Data
Conditional Admission Policy
Predictors of first-year college persistence
Motivational Interviewing techniques
Outline of study skill topics
Activity
Case Studies
Youngstown State University
University Facts
Mid-size Urban Research Institution
Over 115 undergraduate programs, 44
masters programs and 3 doctoral
$7,900/year in-state tuition & fees
Student Demographics
13,381 total students; 1,203 grad
students
46% male, 54% female; 18% minority, 1.5%
international students
95% are from within 8 miles of the campus
25% are from 6 local high schools
Center For Student Progress
Founded in 1996
Services Include:
Orientation Services
First-year Student Services
Individual Intervention
Multicultural Student Services
Student Tutorial Services
Supplemental Instruction
Services
Disability Services
CSP Staff
Becky Varian, Director
10 Coordinators
4 Admin Support
6 Graduate Assistants
First-Year Student Profile
61% take developmental
classes
Over 77% work more than
half time
90% commute to YSU
20% are conditionally-
admitted
56% are 1st-generation
32% are non-traditional
54% receive Pell Grant
21% are underrepresented
population
Average H.S. GPA
2014 – 3.11 (new admission
policy)
2013 – 2.97
2014-2015 Peer
Mentors
Usage and Retention Data 2013-2014
Served 5,880 individual students
Provided over 43,200 contact hours with students
Fall to Fall Retention of 1st year Students
Conditional Admission (CA) Policy
H.S. GPA is below a 2.00 Or composite ACT is below a 17
Transfer GPA is below a 2.00
Requirements: 1. Cannot start during summer session
2. Must attend freshman orientation
3. Must be classified as a “undetermined” major
4. Must fulfill a contract with the Center for Student Progress, including weekly meetings with a coordinator and two appointments with academic advisor
5. Cannot take more than 14 credit hours
6. Students placed in RSS 1510A, B or ENGL 1539, 1540 must take these courses in 1st semester and may not withdraw unless they completely exiting the university
7. Restricted to an approved list of courses
8. Achieve a 2.00 or higher to be fully-admitted
Individual Intervention Services
Individual meetings with a “Success Coach”
Holistic approach that focuses on the individual
Campus referral process
Starfish® Early Warning program resolves class
attendance and poor grades.
Motivational Interviewing (MI)
Person-centered, directive counseling approach that focuses on resolving ambivalence and enhancing motivation for change.
Collaboration builds rapport and facilitates trust
Draw out the individual’s own thoughts and ideas
Lasting change is more likely to occur when the student discovers their own reasons and determination to change
True power for change rests within the student
Principles
Express Empathy
Support Self-Efficacy
Roll with Resistance
Develop Discrepancy
(Rollnick & Miller, 1995)
Sample MI Questions and Statements For Reflective Listening
“You’re feeling frustrated with…”
“So, if I understand you so far…”
For Developing Discrepancies “If things worked out exactly as you like, what would be different?”
“What difficulties have you encountered in trying to change your…”
For Rolling with Resistance “It’s okay if you don’t think any of these ideas will work for you, perhaps you’ve
been thinking about something that might work instead?”
“Ultimately, it’s your decision. So, what would you like to try?
Supporting Self-Efficacy “How important is this to you?”
“It sounds like to want to…? What personal strengths do you have that will help you succeed?”
Reinforcing Positive Change-talk and New Behaviors “That sounds like a great idea.”
“That’s a great point.”
“You’ve really changed the way you… How do you feel about that?”
(Rollnick & Miller, 1995)
Benefits of Mandated Individual Interventions
Tailored approach for each individual
Mandated Students = great opportunity
Rapport and trust building
Personal cheerleader/advocate
“One-stop” support service
Fosters change and independent
learning
Prevents / Diffuses crisis
Session Topics
Intake: Develop action
and goal Plan
Time Management
Syllabus Review
Learning Style
Test-taking strategies
Note-taking strategies
Reading the textbook
Managing stress
Registration
Writing Process
Presentation skills
Midterm reflection
Finals preparation
Wrap-up – review of goals
and accomplishments
Sample Lesson:
Learning Styles Inventory Beatrice, Jonelle A. Learning to Study Through Critical Thinking.
Irwin: Chicago, 1995
Case Study 1
Amanda
18 years old – traditional student
White, middle-class
2.53 high school GPA
13 composite ACT – 8 in Math
Major: Early Childhood Education, Special Education Certificate
Amanda feels confident about her academic abilities, except in
math. She understands math problems in class and on the
homework, but fails the weekly tests. She does not see the
point of taking math in college and it makes her question why
she is at YSU.
Case Study 2
Patrick
24 years old, non-traditional student
Veteran, Marine infantry
2.10 high school GPA
Major: Mechanical Engineering
Patrick reports that he is having trouble staying focused in class
and feels like he is getting behind. He continually shakes his leg
rapidly up and down as he sits in your office. He also remarks
on how college is way different from the military and how it’s
difficult to connect with professors and peers. He also
experiences a lot of frustration with relearning math and
writing skills that he learned in high school.
Case Study 3
Mario
18 years old, traditional student
Latino, first-generation student, low SES
2.50 high school GPA
Major: Business
Mario reported that he needs help managing time. His family expects him to contribute financially and also help with younger siblings. He has been missing classes because of working 3rd shift, but receives the notes from classmates. Attendance is not graded so it’s not a major concern. He feels like he knows the material, but has done poorly on the last two exams.
Questions?
Contact us!
Rebecca McMenamin
Mike Poljak
(330) 941-3538
Center for Student Progress
Youngstown State University
References
Iarussi, M. (2013). Examining how motivational
interviewing may foster college student development.
Jounal of College Counseling, 16, 158-175.
Kahn, J.H., & Nauta, M. M. (2001). Social-cognitive
predictors of first-year college persistence; The
importance of proximal assessment. Research in
Higher Education, (42)6, 633-652.
Rollnick, S., & Miller, W.R. (1995). What is motivational
interviewing? Behavioural and Cognitive
Psychotherapy, 23, 325-334.