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Comprehensive Student Advising: An Integrated College-Wide Approach To

Facilitating Student Success

Luzelma G. Canales

Executive Director, Resource Development & Administration

Lone Star College System

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Presenter Background

• Over 25 years in Higher Education• 10 Years at University• 15 Year at South Texas College (STC)• Joined Lone Star College System January 2012• STC Achieving the Dream Lead since 2004• STC Completion by Design Lead• Talent Dividend Liaison for South Texas Region• Achieving the Dream Data Coach Since 2009• Student Success by the Numbers Consultant Since

2011

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What do we know about student success?

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Remediation: Too many students need it, and too few succeed when they get it.

75%

25%

Source: Complete College America

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Remedial students are much less likely to graduate.

Source: Complete College America

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Students are wasting time on excess credits …

75%

25%

Source: Complete College America

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… and taking too much time to earn a degree.

Source: Complete College America

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Nontraditional students are the new majority.

75% of students are college commuters, often juggling families, jobs, and school.

25% of students attend full-time at residential colleges.

75%

25%

Source: Complete College America

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Of Every 100 Kindergartners…

Graduates White African American

Latino/Hispanic

High School

94 89 62

Some College

66 51 31

At Least Bachelor’s Degree

34 18 10

Source: US Department of Commerce

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College Graduates by Age 24

75% From High Income Families

9% From Low Income Families

Source: Postsecondary Educational Opportunity

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Role of Community Colleges

• Access• Equity

• Opportunity

1990s

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(2004)

(2011)

(2009)

National Initiatives

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Role of Community Colleges

• Access• Equity

• Opportunity• Success

• Completion

1990s

2000s

2010

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Historical Challenges

• Many initiatives do not produce the results and gains anticipated

• Institutional performance benchmarks remain flat

• Public image of academic quality is disappointing

• Lack of responsibility and accountability for student success

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The “best practices” have disappointing results

“Tough love” is equally disappointing

Student Success

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Culture of Evidence

• Collecting and analyzing data to improve student outcomes– Institutional level–Program level–Faculty/staff level

• Strong evaluation component

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Culture of Evidence

• Historical Student Outcome Data• Student, Faculty & Staff Surveys• Student & Community Focus Groups• Consultant Reports• Policy & Practice Inventory • Community Conversations• Other

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Achieving the Dream: Five Step Process for Increasing Student Success through Institutional

Improvement

(Canales, 2012) Source: Achieving the Dream Field Guide, 2009

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Leading Change ...

• Presidential Leadership & Commitment

▪ Build Culture of Evidence

▪ Listen to the “Voices”

▪ Identify Barriers to Student Success

▪ Broad Based Engagement

▪ Eliminating Silos

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Demise of the Silos

Instruction

StudentServices

Finance and Administrativ

e Services

Information and

TechnologyServices

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Silo Busting for Student Success

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Data Driven … Student Focused

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Asset Models

Vs

Deficit ModelsX

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The Role of Quantitative DataIdentifying Gaps in Student Success

Indicators of Student Student Success• Term-to-term persistence• Year-to-year persistence

• Completion of gatekeeper courses• Completion of developmental education

• Degree/certificates completion• Transfer

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The Role of Qualitative Data

Understanding the Underlying Factors of Gaps in Student Success

Why are particular students not succeeding at the same rate of other students?

What are the barriers and challenges that such student experience?

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A Theory and a Method of Conducting Focus Groups

Understanding Knowledge, Actions, Attitudes in

Overcoming Barriers to Student Success

Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).

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Three Assumptions of Framework:1) Campus is a Black Box

2) Barriers are contextually dependent 3) Students viewed as experts

Students

No Degree

Degree,

Certificate Completion,

Transfer

Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).

Developing Local Models of Minority Student Success

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Source: Student Success Model as adapted from Padilla, Gonzalez, & Treviño, 1996

The Role of Knowledge

Total knowledge at graduation

Initial Knowledge

Campus dependent

Campus independent

Heuristic knowledge component

Theoretical knowledge component

Rules of thumb

Experiential learning

Classroom learning

Laws, axioms, & principles

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Barriers Freq. Knowledge Actions Changes

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Fall 2005 Barrier Study

• 25 focus groups

• 387 student essays

Spring 2007 Follow-up Barrier Study

• 22 focus groups

• 322 student essays

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2005 Barrier StudyMoney

Lack of Information

Work/Job Time Management

Facilities/Equipment

Child/Daycare/Family

Course Offerings

Developmental/THEA

Technology

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Student Voices…• “I can afford to start but not to finish. Problems

happen later in the semester.”

• “Financial aid is not enough for my family, and I get pressured to work.”

• “Work piles up too quickly! I can't find time to do homework or study. Tests and papers are always due together…for all my classes.”

• “I don’t know what to expect, like what to do to get into college, and how the college works.”

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Faculty & Staff Voices …

22 representative groups of faculty, staff, and students

met with two consultants

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Community Conversations …

Communication/Information Engage parents/families early in

the process Communicate process of

enrolling in college and expectations

Partnerships Create more partnerships with

businesses Join efforts with K-12 and

existing organizations

Access to Existing Programs Create programs like Gear-up for

all students Offer dual enrollment to all

students Schedule college tours for all

students (elementary, middle, high school)

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Inventory of Policies/Practices

Academic Affairs

Student Affairs

IT

Finance

Student Success

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Staff Advisory Council

• Develop strategies and initiatives to reduce “silos” between departments at all campuses

• Expand professional development for staff and encourage greater participation

• Provide leadership training for staff and first level supervisors

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Rethinking Advising ...TASK FORCE FOR

COMPREHENSIVE STUDENT ADVISING

The mission of the Task Force is to develop over the next four years a comprehensive student advising program, which

promotes a personalized, student-centered environment that provides an integrated system of quality educational

information and planning services for addressing students’ needs from initial contact through graduation, transfer and/or

job placement.

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Taskforce Charge

Spring 2005 (January 21, 2005)–Develop Recommendations for a New

(FTIC) Student Academic Advising Model and the Comprehensive Plan for Implementation

–Preliminary Report: March 4, 2005

–Final Report April 4, 2005

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Taskforce Membership• Dean Counseling & Advising (Co-Chair)• Chair of the Faculty Senate (Co-Chair)• VP for Finance & Administrative Services (Ex-Officio)• Counselor (1)• Advisor (1)• Director of Financial Aid• Workforce Development (2)• Dean of Liberal Arts & Social Sciences• Faculty (6)• Director of Distance Education• Developmental Ed. Retention Specialist• IT & Research (2)• Accountability (1)

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Promoting Student Success

• Student-centered vision• Culture of evidence and

accountability• Equity and excellence

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The Comprehensive Student Advising

Task ForceInternal Data• Provide data on the college’s FTIC make-up• Provide data on NAH’s current advising model

External Data• Valencia Community College• El Paso Community College• UT-Pan American• Del Mar Community College• San Antonio Community College

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Questions Addressed by Taskforce

• How are students assigned to advisors?• How often does a student see their advisor? • Are there written guidelines?• Is there training for faculty members regarding

advising• Is there an evaluation of advising by students?

Faculty?• Are you satisfied with your advising system now?• What would you like to change?

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Strengths Weaknesses• Answer Centers• Faculty Training• Case Management• Advisors/Counselors

Licensures & Advance Degree

• Advising Services on Weekends

• Highly Structured Advising• Collaboration with ISD

• Lack of surveys• Communication• No training support• Walk-In model

Reports Provided by Taskforce Members

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Responding to Student & Faculty Voices

Better knowledge of the student Utilization of services Make advising more individualized Reduce time it takes to graduate Make students accountable Provides consistent information Improve student maturity Improve attendance Improve student persistence — “push effect” Improve student success

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Recommendations

1. Case Management2. Mandatory Student Orientation3. Student Welcome Center4. Faculty/Staff Advisement Training5. Recognition for Service in Advisement

Immediate Implementation:Oversight Provided by VP-Student Affairs & Enrollment ManagementProgram Development by Dean of Student SupportInstitutional Research – Consensus Building Sessions/Focus Groups

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Fall 2005 Semester; 936 students

First Time In College (FTIC)

StudentWelcome Center

Testing

Complete Orientation

Process

Meet With Assigned Advisor

Follow-Up Session With Advisor First 6 Weeks of Class

Is student in good standing?

GPA

Continue with Advisor or

Department, if applicable

Refer toCounselor

orRetention Specialist

Review Academic Progress and

Register for Next Semester

YES

NO

New Student Academic Advising Flowchart

Process Before First Day of Class Process After the First Day of Class

1. Case Management

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Case Management Approach to Academic Advising

Should begin the moment a student completes the Mandatory Orientation Program.

When do they see their assigned advisor?1. Prior to registration2. 6 weeks into the semester3. Priority registration

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2. Mandatory Orientation

• Fall Orientation Program had an increase of 40% student participation

• On-line Orientation Program• College Success Course integrated the On-line

Orientation Program

(5% overall grade).

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3. Welcome Centers

• Welcome Centers established at all three campuses

• Fully function in Spring 2006• Hired additional staff and restructure SSD

employees to provide coverage.• Conduct SSD Tours and Workshops

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4. Faculty/Staff Advising Training

Purpose: to promote the quality of academic advising at South Texas College.

–Program uses NACADA training model to provide professional development for faculty and academic advisors.

–Program reaches out to student’s academic, career, and personal development during their experience in higher education.

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Certificate of Advising

• The Counseling & Advising Department created a Certificate of Academic Advising.

• Advising workshops/video series and completion of the (NACADA) academic advising modules.

• The NACADA Faculty Advising Training utilizes theorists who provide a broad background for the development of Academic Advisors.

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Advising Workshops Topics

1. Initial interviews between advisor and advisee.

2. Hallway encounters between advisor and advisee.

3. Discussion between Novice and Experienced Advisor.

4. Short-term planning, crisis problem-solving solving and referral.

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Advising Workshops Topics

5. Long-range planning, goal-setting, follow-up

6. Advisor and Advisee review the student’s progress over the year.

7. Initial interview between transfer students and his advisor

8. An adult student who wishes to change her major meeting with the advisor.

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Training Key Components

• Advising Scenarios• Expert Commentary• Leading questions relating to each

scenario• Group discussion and processing• Application of advising strategies

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Academic Advisor Mentor

• Provide an introduction to the importance of Academic Advising and how it will translate to student success and achievement.

• Student Information Screen Codes Overview• Advising Forms • Testing Requirements• Counseling and Advising Workshops

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• Advising Script for Consistency • Advising Tips and Successful Advising• Degree Plans• Graduation Requirements• Advising Evaluation Survey• Student Transfer Information• Academic Advisors provide training for faculty

and staff members during each semester to update vital information and disseminate information

Academic Advisor Mentor

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Advising Technology Support

The Counseling and Advising Department assists faculty with advising issues.• Online Academic Advisor • Establish a Discussion Board• Online Referral Form

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Review the Policies and Procedures

• All participants receive the Instruction and Student Services Governance Policies (3000 series)

• A pre-test and post-test over the Family Education Rights and Privacy Act (FERPA)

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Financial Aid Advising

• Financial Aid Advisor’s responsibilities• Provide Financial Aid Training• Enhancement of Credit Smart and College

Success Courses• Heavily involved in Orientation & Welcome

Centers• Parents and Students Advising Sessions

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Faculty Advising Training Program

• Counselors & Advisors - 26• Faculty - 400• Student Services Staff - 120• Other Staff - 20

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Did the changes make a difference?

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Successful Course Completion Fall 2005

59%

65%

55% 60% 65% 70%

Com

plet

ion

Rate

CM

Not CM

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Higher Grades - Fall 2005

64%

71%

60% 65% 70% 75%

Grades A-CCM

Not CM

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Higher Degree Level - Fall 2005

71%

82%

65% 70% 75% 80% 85%

Ass

ocia

tes D

egre

e

CM

Not CM

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Retention/Persistence

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Scaling Up

• FTIC Case Management• Student Success Specialists• Faculty Advising• Probation/Suspension Counseling• Beacon Mentoring • Career Pathways Specialists

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Did it make a difference?

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Percent of Full-Time-First-Time-in-College Students Who Re-enroll from

Fall to Spring by College Ready Status

2005 2006 2007 2008 2009

84% 83%

78%

82%

86%84%87%

84%86% 87%

Received Remedia-tion

Did Not Receive Remediation

Closing the Gap

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Percent of Full-Time-First-Time-In-College Students Who Re-enroll from

Fall to Fall by College Ready Status

2004 2005 2006 2007 200840%

45%

50%

55%

60%

65%

70%

54%52%

54% 54% 55%

60%58%

62%64%

69%

FT Received Remediation FT Did not Receive Remediation

2nd Fall Term

14%

Gap6%Gap

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Percent of Part-Time-First-Time-in-College Students Who Re-enroll from

Fall to Spring by College Ready Status

2005 2006 2007 2008 2009

73%75%

65%

73%

77%77%73% 72%

75%

76% Received Remediation

Did Not Receive Re-mediation

Closed the Gap

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Percent of Part-Time-First-Time-In-College Students Who Re-enroll from

Fall to Fall by College Ready Status

2004 2005 2006 2007 200830%

35%

40%

45%

50%

55%

60%

44%41% 42% 41%

48%

51%54%

47%

51%52%

PT Received RemediationPT Did not Receive Remediation

2nd Fall Term

4%Gap

13%Gap

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Results

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Results

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Fall to Fall Retention(Full-time Students)

11 % Increase

From 58% to 69% over a Four Year Period

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2005 Barrier Study 2007 Barrier Study

Money

Lack of Information

Work/Job Time Management

Facilities/Equipment

Child/Daycare/Family

Course Offerings

Developmental/THEA

Technology

Instructor Issues

Child/Family

Course Offerings

Developmental/THEA

Work/Job Time Management

Personnel

Money

Lack of Information

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Results

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Results

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What do we know about instructor issues?

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“Instructor Issues”

2007 Barrier Study

Instructor Practices

and Course Inconsiste

ncy

Instructor Spoken

Language and

Accents

Instructor

Expectations

Instructor

Attitudes

Quality of

Instructors

Disaggregated categories of “Instructor Issues” from Barrier Study

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• Disaggregate “instructor issues” data• Triangulate to other sources of data

– CCSSE student responses (2006, 2007)– CCFSSE faculty responses (2006, 2007)– HERI fulltime faculty responses (2004,

2007)– Student evaluations of faculty (2004-2007)– Student issued complaints (2006, 2007)

Faculty Research Group

(South Texas College, 2011)

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• Faculty and student perceptions differ• Multiple sets of data help tell a more complete

story• Faculty engagement leads to ownership and

innovation

What did we learn?

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Evidence of Success . . .

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Resources

• Achieving the Dream– http://achievingthedream.org/resources

• MDRC Publications– http://www.mdrc.org/area_publications_5.html

• Completion by Design– http

://knowledgecenter.completionbydesign.org/knowledge-center

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Luzelma G. Canales, Ph.D.Executive Director, Resource

Development & AdministrationLuzelma.Canales@lonestar.edu

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