Office of Student AffairsAnnual Report

July 2015Authored by

Susan Dalebout, Assistant Dean

ContentsIntroductionPart I: Overview of the College of Education Student Affairs Office Academic Advising for Undergraduate Students (and Prospective Undergraduate Students)Implementation of MSU Policies on the Academic Standing of Undergraduate Students (ASUS) and Satisfactory Academic Progress (SAP) Academic Orientation Programs (AOP)Colloquium with Your CollegeAdmission to College of Education Undergraduate ProgramsDegree (and Internship) ClearanceUniversity and College Recruitment EventsCareer ServicesJob Placement DataMSU Certification Office

Tracking/Reporting Conviction and Civil Infraction Histories for Teacher CandidatesCriminal Background Checks for Pre-InternsAssistance for Alumni Seeking Teacher Certification/Licensure in Other StatesMTTC Results

Commencement EventsData Extraction and StewardshipCurriculum Resource for Faculty and DepartmentsUniversity Policies and Procedures, Risk Avoidance, and Resolution of Student Issues

Part II: College of Education Student Success InitiativesSix-Year Graduation Rates for MSU/College of Education StudentsSAO Student Success Initiatives Day at State Freshman Seminars in Education/Special Education and Kinesiology/Athletic TrainingUniversity Innovation Alliance (UIA) Pilot Partnership between the MSU Neighborhoods and the College of Education: Spartan Success Coaching Program Success Training for Academic Recovery (STAR) ProgramSoft LandingReferencesAppendix A (AOP Advising Guide for KIN/AT Students)Appendix B (AOP Advising Guide for Education/Special Education Students)Appendix C (AOP Messaging to Incoming Freshmen)Appendix D (2014.2015 COE Career Services Summary Report)Appendix E (Teacher Certification Destination Survey Report 2014)Appendix F (Kinesiology/Athletic Training Destination Survey Report 2014)Appendix G (Members of University Innovation Alliance)Appendix H (Education/Special Education Alternate Majors)

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Introduction

Each of the fourteen MSU colleges/divisions with undergraduate programs maintains a Student Affairs Office intended to serve as a source of support, information and resources for undergraduate students. These offices offer centralized or decentralized academic advising which frequently includes major exploration, course planning, interpretation of degree requirements, explanation of university policies and procedures, academic support, referral to campus resources and other topics. This is also where students receive assistance with administrative issues involving enrollment, course overrides, late drops, medical withdrawals, repeat credit exceptions, registration HOLDs and a myriad of other actions that require college-level approval. In the College of Education, because admission to all of our undergraduate majors is restricted, students also seek guidance about admission requirements and the process for being admitted to upper level programs.

In addition to supporting academic success, advisors strive to help students find their purpose at MSU by encouraging them to engage in a wide range of opportunities like undergraduate research, study abroad, internships, student organizations and volunteerism. Advisors help students “unpack” those experiences and think explicitly about how engagement in such activities has helped them to grow and become ready for the contemporary workplace. For example, we hope engaging in these experiences will help students develop skills like communication, teamwork, networking, critical thinking, and global understanding, and we hope that our guidance will help them think about how to communicate about those skills with potential employers.

Part I: Overview of the College of Education Student Affairs Office

The work of the College of Education Student Affairs Office (SAO) is grounded in two Bolder by Design imperatives:

1. Enhance the student experience by expanding opportunities for where, when and how students learn and increasing the value of an MSU degree, and

6. Advance our culture of high performance by elevating the quality and effectiveness of every product and process

The College of Education Student Affairs Office is responsible for a wide range of important functions.

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Academic Advising for Undergraduate Students (and Prospective Undergraduate Students)

During the past year, eight advisors, some of whom are less than full time (7.13 FTE), had 6,190 individual meetings with students. This includes scheduled appointments and daily walk-in advising meetings. It does not include group advising meetings, email advising, or advising incoming freshmen, transfer students and international students at Academic Orientation Programs (AOP). Advisors provide specialized advising for cohort students, honors students, probationary students, student athletes, post-baccalaureate students, transfer students and teachers. Advisors are called upon to document academic eligibility for student athletes consistent with NCAA rules. Because the Kinesiology major has so many student athletes, KIN/AT advisors work closely with Student Athlete Support Services (SASS) and travel to the Smith Center to advise student athletes each semester.

Implementation of MSU Policy on the Academic Standing of Undergraduate Students (ASUS) and Satisfactory Academic Progress (SAP)

The Student Affairs Office is responsible for implementation of the university’s Academic Standing of Undergraduate Students (ASUS) and Satisfactory Academic Progress (SAP) policies and procedures. Based on cumulative GPA and other data, the academic standing of undergraduate students falls into one of six categories: good standing, probation, final probation, extended final probation, recess and dismissal. Decisions about students’ academic standing and satisfactory academic progress (related to Financial Aid eligibility) are made in SAO. Students who have been recessed from the university must petition for a reinstatement decision from their college.

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My advisor always resolves my problems and has helped me out when I've been at my worst. Having her in my corner throughout my college career has been such a blessing and words cannot describe how grateful I am to her.

The advisors are always very friendly. Even if I do not have an appointment with one and they see me in the waiting area, they say hello and ask how I am doing. They genuinely seem to care about each and every student that passes through the program. They are always concerned with how I am doing, not only academically, but emotionally and physically as well. They help me with all of my needs and I am very grateful for all the tears that they let me cry in their offices and all the tissues they supplied.

My advisor is ABSOLUTELY AMAZING! He has truly gone above and beyond for me and I cannot explain how appreciative I am of him. He truly cares about me, not only as a student but as a person as well. I am going through a really critical point in my life right now where I don't know if becoming a teacher is a passion of mine anymore, and he has been so helpful and caring thorough this entire process; talking me thorough other career options that could still be helping people and with children and helping me find opportunities to observe these potential career paths. He always responds to me almost immediately … and if he felt like it would be best to discuss it, he would have the next appointment available for me. Although it may sound cheesy, he has had such an impact on my college career and in my life. College can be very stressful and full of change, something I do not handle well. He helps me recognize that while this may be scary, that I should be embracing it, since it will all lead to something good and I will make the right decision. He is supportive, caring, and just a remarkable advisor who has truly made an impact in my life!

Academic Orientation Programs (AOP)

During six consecutive weeks in the summer and an additional 4-5 days before fall classes begin, College of Education advisors work with the university community in a central location to orient and advise new, incoming students. Advisors make presentations about our majors each morning and then work individually with students each afternoon to develop their course schedules for the coming academic year. Advisors for the Education and Special Education majors also host daily presentations for prospective secondary certification students and work with their advising colleagues in secondary majors (housed in other colleges) to help them promote interest in teacher certification. To a large extent, the freshman cohorts (UECP and GECP) are filled by students recruited by TE/SPED advisors during AOP. See Appendices A and B for examples of our AOP Advising Guides.

Because research suggests that many students approach orientation and their first semester on campus with fears about not belonging and not being able to succeed (Tough, 2014), we have adopted the practice of sending messages from our student workers to the new students who will be attending AOP the following week. Incoming students are encouraged to reflect on their feelings about attending AOP and respond. Their comments and reflections are then incorporated into conversations at AOP with the same students the following week. After attending AOP, students are encouraged to stay in touch and ask questions of our student workers and advisors who continue to communicate with them until they arrive on campus in the fall. See Appendix C for examples of messages sent to incoming students prior to AOP.

Colloquium with Your College

The university requires that each college with programming for undergraduate students offer a “Colloquium with Your College” as part of Fall Welcome. All new freshmen and transfer students are required to attend. We combine this with a Student Activity and Resource Fair in which all College of Education student organizations are invited to participate. In addition to the activity and resource fair, the colloquium program includes a college-wide welcome session, a welcome session and student panel for each individual major, and major-specific breakout sessions.

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Thank you so much for enrolling me in my first ever college classes! I could not have made it through AOP without your guidance! Go Green! Go White!

Thank you for being so kind and patient. I love you guys already and school hasn’t even started yet. I can’t wait to come back.

Thank you for being so helpful in planning for my first year of college and helping me get involved with the UECP!

Thank you for helping me through this tough process. You actually made it fun and I couldn’t have survived it without all of you.

At colloquium you could tell that each faculty and staff member wants every student at MSU to succeed and reach their goals.

Attending colloquium made me feel really confident about my major choice.

Everyone was so welcoming. I feel a lot less stressed about being here after colloquium.

Admission to College of Education Undergraduate Programs

Admission to all College of Education undergraduate majors is restricted and all of our majors impose minimum admission requirements. SAO handles the admission application process for the Education and Special Education majors and the teacher preparation program (which includes secondary certification students earning degrees in other colleges). See http://education.msu.edu/academics/undergraduate/apply-teacher-prep.asp for information about admission requirements and the application process. SAO also handles admission to the Urban Educators Cohort Program (UECP) and the Global Educators Cohort Program (GECP). Following admission, all new admits are required to attend an orientation session specific to their teaching level and major led by an SAO advisor.

The Student Affairs Office also tracks successful completion of admission requirements for the Kinesiology and Athletic Training majors and admits students to upper school when all requirements have been met. In the case of Athletic Training, requirements include application to the major and a highly competitive admission process.

Degree (and Internship) Clearance

Academic advisors verify that all degree requirements have been met before conferring degrees. Beginning in the fall of the senior year, advisors of students in the teacher preparation program conduct 2-4 clearance checks for each student, depending on when the student will complete degree requirements (clearance checks must occur early enough to allow for schedule adjustments in subsequent semesters if necessary). Advisors of students in KIN/AT complete summer degree checks for rising seniors and a final degree check when degrees are conferred.

For teacher candidates, advisors are also responsible for internship clearance which includes verification that all MTTC, coursework, and grade requirements have been met (e.g., to progress to the internship, candidates must have earned a GPA of at least 2.5 cumulatively, in the teaching major, in the teaching

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Prior to being an education major, I was a student in xxx. I always dreaded going to my advisors because they were no help at all and I often ended up leaving stressed and upset. Once I changed my major, I met with the educator advisors and had a totally different experience. They supported me and made sure they answered all of my questions. Every advisor I talked to went above and beyond to help me. I am so grateful for the advising staff!

My advisor is the best advisor I have ever had at any institution. She genuinely cares and does everything she can to set me up for success. When I talk to my peers I highly recommend they see her because she is the BEST!

My advisor is awesome! I've never had an adviser so caring about me as a person and as a student, as well as knowledgeable about options that would be useful in my course planning. He has shown so much support for me in my education, extracurricular activities, and beyond. Thank you!

minor for secondary certification students, and in professional education courses). See http://education.msu.edu/academics/undergraduate/criteria-for-progression.asp for Criteria for Progression to the Internship.

University and College Recruitment Events

In concert with the Office of Admissions, SAO advisors host presentations about our majors during Alumni Distinguished Scholarship weekends (N=8), Green Carpet Days (N=6) and Green and White Days (N=8). Throughout the academic year, in coordination with “Inside MSU” sponsored by the Office of Admissions, advisors host major-specific informational sessions for high school students and their families on a bi-monthly basis. They also meet with students/families who cannot attend the scheduled meetings on an individual basis. SAO advisors interact with no-preference students at events like MSU’s Marathon of Majors and the honors reception for no-preference students hosted by the University Undergraduate Division (UUD). Advisors are frequently asked by MSU Athletics to meet with athletic recruits when they are brought to campus (usually during weekends). In the fall,

advisors offer presentations in the core colleges about applying to the teacher preparation program and attend college colloquia in the core colleges to provide information about the secondary certification program. Some departments/colleges invite our advisors to talk with their students about the secondary certification program on an annual or semi-annual basis. Advisors also travel to community colleges to participate in college fairs and informational events.

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I am sorry it has taken me so long to email you, but I wanted to thank you for all the time you spent with me at orientation. It has been so awesome working with you, and I really appreciate you going out of your way to help me with my schedule. My interactions with you at Green Carpet Day and the ADS Competition played a big role in me choosing to go to MSU Kinesiology. I am so happy that you are my adviser and I look forward to working with you for the next four years!! Thanks so much!

I'm not sure that you will remember meeting my dad and I last June, but we had a really great talk with you about athletic training at MSU during a Green Carpet Day. I just wanted to let you know that I have been accepted to Michigan State, and I have decided that East Lansing is where I will be going to school next fall. Thanks to you and other people I have met on campus, I think that is where I will do the best after I am done with high school. I am so excited to be part of such a great school and athletic training program, and I look forward to talking with you again. Go green!

Career Services

In the College of Education, SAO is also the place where students access career-related services. MSU’s Career Services Network connects career professionals working in college-based and centralized career centers across campus. Not only do these professionals offer traditional career services (e.g., career and job search advising, interview preparation, resume and cover letter review, skill and interest assessment, graduate school planning, career fairs, on campus recruiting, etc.), they engage students as soon as they begin their MSU experience and encourage them to think about opportunities for connection and personal growth (e.g., study abroad, internships, undergraduate research experiences, student organizations, service learning, etc.). These experiences help students develop skills and competencies characteristic of “T-shaped” students and professionals. Career advisors and academic advisors work together to help students understand the transformative power of such experiences and how to communicate about their growth and development with prospective employers. See Appendix D for an overview of the college’s career consultant work over the past year.

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Pepa always quickly cleared up any questions I had, and provided fantastic support, resources, and feedback regarding the job search post internship. I went in to meet with Pepa before I went to a job fair in Arlington, VA, and she gave me awesome tips and feedback and suggestions for how to present myself in such a way that would make me a great candidate for a job. I went to the job fair, was called back after specific positions opened up for a final interview, and was the first choice candidate for a job that I accepted at Yorktown High School in Arlington Public Schools. My new principal said that my resume was impressive and impressively structured, and although this is the first time he has interacted with a freshman teacher out of MSU, he is very impressed with Spartan teachers. The internship year was demanding and difficult, but SAO was one of the few supportive resources I had. They were willing to work with me and overall help me succeed in the most important test of my training as a Spartan teacher - getting a job.

Dear Pepa and (advisor),

I just wanted to drop you both a note and let you know how everything is going with my new job.

My first week was a busy one. The training was rigorous and fast paced but manageable. They threw a lot of information at us and expected us to retain it and spit it out throughout the week. It helped me memorize most of it very quickly.

I learned a lot more about my position too. I learned how important our job is in order to keep the commercial policy holders operations running smoothly by keeping their employees safe. At the end of the day, it's all about "helping people live safer, more secure lives." I'm loving my job and the team I work with more and more every day. My team consists of people with degrees in Industrial Hygiene, Industrial Engineering, Industrial Safety and others. We are always learning from each other due to our diverse backgrounds.

I am so glad that I pursued this career path with my KIN degree and I couldn't have done it without the support from both of you. Thank you for everything, I think about everything you did for me every day.

Please let me know if you need anything, I am happy to help.

Job Placement Data Administered annually by the MSU Career Services Network, Destination Survey offers a snapshot of new graduates as they make their initial transition from college to work. In our college, Destination Survey results are gathered for Kinesiology and Athletic Training graduates during the May-March period following graduation. For graduates of the teacher preparation program, Destination Survey results are gathered during the August-March period following internship completion and certification. For graduates of the teacher preparation program, Destination Survey results are carefully integrated with placement data provided by the Michigan Department of Education (MDE) for MSU graduates in their first three years of teaching (in Michigan public schools only).

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I hope all is well with you! Things are going very well with my athletic training internship at Maryland. I actually got some very exciting news today. I have accepted a graduate assistantship position at Arizona State University. Things have been going very well for me. It has really made me appreciate the wonderful people, such as yourself, in my life! How is everything going for you and at MSU!?

I am sure you do not remember me, but I was a senior who just graduated this past December in kinesiology with an exercise physiology cognate. I met with you at the beginning of fall semester before labor day weekend for an academic advisor appointment. I am one of the undergraduates who was very active and involved in HERL, and I had my internship in cardiology at University of Michigan Health Systems as a clinical exercise physiologist for diagnostic stress testing and cardiac rehabilitation.

When we met, we were discussing graduate school plans and how I wish to pursue my MS from Wake Forest University as my dream school of choice.

I am very excited to inform you that I have officially been accepted in the MS Program of Wake Forest University for fall term and have been offered a full ride scholarship. I am extremely humbled and excited about this incredible opportunity and I truly want to thank you for all of your encouragement and faith you had in me. I was very intimidated and scared to apply to such a highly respected institution and you helped motivated me to follow my dreams.

In the mean time since graduation, I have been a full time clinical exercise physiologist in acute patient rehabilitation care at Evangelical Homes of Michigan in partnership with St. Joseph Mercy Health System of Ann Arbor. I have learned so much in the few months I have been working with some incredible patients who have deeply touched my heart and have inspired me not only as a health professional, but as a person as well.

I wish to thank you from the bottom of my heart. If other students are considering a career in clinical exercise physiology I can promise them that it is one of the most rewarding careers one could ever ask for.

Best regards and sincerest gratitude,

2013-2014 survey results for completers of the teacher certification program are included as Appendix D. Results for Kinesiology and Athletic Training graduates are included as Appendix E.

MSU Certification Office

The College of Education Student Affairs Office is unique in that it also houses the MSU Certification Office. The Certification Office is responsible for tracking the completion of certification requirements for prospective teachers, administrators, school psychologists and holders of Occupational (Career and Technical Education) Certificates. When completion of requirements has been verified, the Certification Office recommends candidates to the Michigan Department of Education for certification. The Certification Office offers advising for candidates seeking initial certification as well as teachers and other professionals who wish to advance their certification.

The MSU Certification Officer is responsible for tracking and reporting the conviction and civil infraction histories of teacher candidates. Appropriate court documents must be provided to the Michigan Department of Education when recommendations for certification are made. The Certification Officer is also responsible for reviewing the results of the criminal background checks required of pre-interns annually and for determining if candidates are cleared for K-12 classroom placements.

The Certification Officer provides institutional verification of successful completion of teacher certification requirements to other states when graduates of the teacher preparation program apply for licensure outside of Michigan. In addition, consultation with certification personnel in other states is necessary when perceived deficiencies in a candidate’s preparation require explanation and/or additional information.

The Certification Officer receives results of the Michigan Tests for Teacher Certification (MTTC) for MSU students and prospective students. Approximately 1,000 MSU students take MTTCs each year. The Certification Office tracks that information and conveys it to the teacher preparation program so coordinators know which candidates are eligible for internship placement. The Certification Office also determines each test taker’s eligibility for inclusion in MSU’s official test performance data by applying a

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I’ve interacted with my advisor for the past three years and she is absolutely fantastic! She is so supportive and I really felt that she cares about what happens in my life even after graduation. She was a huge support system for me, and a massive part of why my undergraduate career went so smoothly.

My advisor got my life together when I couldn't.

My advisor has gone above and beyond in helping me this past year and a half. I am not even an official student yet, but she has ALWAYS been contactable and very helpful in terms of what classes I needed to transfer, and the whole admittance process to MSU and just general oversight of the whole process. I honestly wouldn't have been able to succeed as well as I have without her help. I am looking forward to becoming a Spartan and working more with her!

set of criteria to all registrants included on a monthly test roster. The Certification Office provides information about test results and potential misalignment between test objectives and curricula to the departments and colleges that house our teaching majors and minors.

Commencement Events

SAO manages the college’s Baccalaureate Commencement Ceremony in the spring and the college’s Doctoral Convocations in the fall and spring semesters.

University Policies and Procedures, Risk Avoidance, and Resolution of Student Issues

Faculty and students (graduate as well as undergraduate) seek advice about the interpretation and implementation of university policies, particularly with regard to allegations of academic dishonesty, satisfactory academic progress and student-faculty disputes.

Data Extraction and Stewardship

SAO supports students, faculty, staff and administrators by completing and/or contributing to data reports (e.g., Title II, CAEP, AACTE PEDS, EPI Performance Score, U.S. News and World Report) and providing data to help answer administrative, research and other questions. SAO shares information extracted from MSU’s Student Information System as well as a number of specialized databases maintained by SAO.

Curriculum Resource for Faculty and Departments

In most MSU colleges advisors serve as members or ex officio members of departmental curriculum committees. Advisors serve as a resource for faculty and provide insight into the intended as well as unintended consequences of curricular changes. In the College of Education, the Assistant Director of KIN/AT Advising serves as a member of the departmental curriculum committee. Others advisors consult informally with faculty in other departments.

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Part II: College of Education Student Success Initiatives

“The goal is to look both across and within a variety of data sets in a timely manner so that students receive the support they need when they need it most. In this way, we will create individual support pathways—rather than one paved highway—making a large, sometimes complicated university easier to navigate, small enough to extend help, and a place to belong. As we learn about how best to use data, our intention is to expand the program to serve more students.”

Lou Anna K. SimonExcerpt from written correspondence

http://president.msu.edu/from-the-presidents-desk/2014/focus-on-student-success.html#sthash.J3QzJleJ.dpuf

The university uses several metrics to measure student success, including retention, time to degree and graduation rates.

Six-Year Graduation Rates

From 2000-2008, MSU’s six-year graduation rate increased for virtually all groups, except those considered “at-risk” by the university (32% for at-risk students entering MSU in 2000 vs. 30.2% for at-risk students entering MSU in 2008). See Figure 1. This is also true of students in the College of Education, although the six-year graduation rate for at-risk students in the college improved very slightly during the same time period (20.5% for at-risk students entering MSU in 2000 vs. 22.2% for at-risk students entering MSU in 2008). See Figure 2. The university defines “at-risk” students as having one or more of the following risk factors:

Projected MSU GPA less than 2.0 (Projected/predicted GPA is the result of multiplying the first time student’s high school GPA and the percentage of high school GPA retained in the first semester by recent MSU matriculants from the same high school.)

First term GPA present and below 1.6 Grade in first writing class less than 2.0, regardless of term

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All White PoC Not At Risk At Risk Not Pell Pell0

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20

30

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74 77.9 60 79.2

32

76.2 61.7

76.8 79.5 66.4 81

34.2

79 65.7

78.7 82.9 66.5 82.5

30.2

81.4 67.3

6-Year Graduation Rates for Freshmen Entering MSU in 2000, 2004 & 2008 (all majors)

200020042008

Figure 1. 6-Year Graduation Rates for Freshmen Entering MSU in 2000, 2004 & 2008 (all majors).

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All White PoC Not At Risk At Risk Not Pell Pell0

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71.7 76.149.2

77.720.5 (N=39)

76.342

77.3 79.5 66.2 81.5

11.5 (N=26)

80.9

57.6

82.2 85.2 66.286.7

22.2 (N=27)

85.6 68.4

6-Year Graduation Rates for Freshmen Entering MSU in CoE Majors in 2000, 2004 & 2008

200020042008

Figure 2. 6-Year Graduation Rates for Freshmen Entering MSU in CoE Majors in 2000, 2004 & 2008.

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For students in all majors entering MSU as freshmen in 2008 (the most recent year for which six-year graduation data is available), there are wide gaps between the graduation rates of majority students versus students of color (82.9% vs. 66.5%), students not at-risk versus those at-risk (82.5% vs. 30.2%), and students not eligible for Pell Grants versus those who are Pell-eligible (81.4% vs. 67.3%). See Figure 3.

All White PoC Not At Risk At Risk Not Pell Pell0

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20

30

40

50

60

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78.7 (N=7,359)

82.9 (N=5,418)

66.5 (N=1,233)

82.5 (=6,830)

30.2 (N=529)

81.4 (N=5,975)

67.3 (N=1,384)

6-Year Graduation Rates for Freshmen Entering MSU in 2008 (all majors)

2008

Figure 3. 6-Year Graduation Rates for Freshmen Entering MSU in 2008 (all majors).

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For students in College of Education majors entering MSU as freshmen in 2008, six-year graduation rates compare favorably with those of the university as a whole (e.g., 78.7% for MSU vs. 82.2% for COE). See Figure 4.

MSU COE Elem Educ SpEd KIN AT0

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20

30

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78.7 (N=7,359)82.2 (N=388)

85.8 (N=169)

71.7 (N=46)

83.1 (N=142)

70.4 (N=27)*

6-Year Graduation Rates for Freshmen Entering MSU in 2008

All

Figure 4. 6-Year Graduation Rates for Freshmen Entering MSU in 2008.*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.

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However, for non-majority students, at-risk students, and low income students, College of Education graduation rates are disappointingly low and similar to those of the university as a whole (of course, small and unequal sample sizes make comparisons difficult/inappropriate):

Students of color: 66.5% for MSU vs. 66.2% for COE; see Figure 5 At-risk students: 30.2% for MSU vs. 22.2% for COE; see Figure 6 Pell-eligible students: 67.3% for MSU vs. 68.4% for COE; see Figure 7 Summary: see Figure 8

MSU COE Elem Educ SpEd KIN AT0

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66.5 (N=1,233)

66.2 (N=65)

68.2 (N=22)

63.6 (N=11)

65.4 (N=26)

50 (N=4)*

6-Year Graduation Rates for Persons of Color Entering MSU as Freshmen in 2008

PoC

Figure 5. 6-Year Graduation Rates for Persons of Color Entering MSU as Freshmen in 2008.*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.

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MSU COE Elem Educ SpEd KIN AT0

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30.2, N=529

22.2 (N=27)

12.5 (N=8)

40 (N=5)

33.3 (N=9)

0 (N=5)*

6-Year Graduation Rates for At-Risk Students Entering MSU as Freshmen in 2008

At Risk

Figure 6. 6-Year Graduation Rate for At-Risk Students Entering MSU as Freshmen in 2008.*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.

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MSU COE Elem Educ SpEd KIN AT0

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67.3 (N=1,384)

68.4 (N=76)

70 (N=30)

45.5 (N=11)

76.7 (N=30)

50 (N=4)*

6-Year Graduation Rates for Pell-Eligible Freshmen Entering MSU in 2008

Pell-Eligible

Figure 7. 6-Year Graduation Rates for Pell-Eligible Freshmen Entering MSU in 2008.*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.

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All White PoC Not At Risk At Risk Not Pell Pell0

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78.7 82.9 66.5 82.5 30.2 81.4 67.3

82.2 85.2 66.2 86.7

22.2

85.6 68.4

85.8 87.9 68.2 89.4

12.5

89.2 70

71.7 73.5 63.6 75.6

40

8045.5

83.1 87.4 65.4 86.5

33.3

84.8 76.7

70.473.9

50

86.4

0

73.9

50

6-Year Graduation Rates for Freshmen Entering MSU in 2008

MSU

COE

Educ

SPED

KIN

AT

Figure 8. 6-Year Graduation Rates for Freshmen Entering MSU in 2008.*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.

SAO Student Success Initiatives

In addition to six-year graduation rates, SAO has developed a special focus on (1) recruitment and retention of diverse students, (2) helping students recover from academic probation, (3) helping students who enter MSU as freshmen in our majors meet requirements for admission to upper school in our majors, and (4) helping students who are not admitted to our majors find success in other majors at MSU. In an effort to effect improvement in each of those areas, several initiatives have been undertaken.

Day at State

In an effort to recruit a more diverse student population and retain students who may not be adequately prepared for success at MSU, we invite a group of high school students and their families to attend a “Day at State.” Invited students have declared a College of Education major and (1) are identified as CAAP (College Achievement Admission Program) students by the Office of Admissions, (2) are past participants in the College of Education’s Summer High School Scholars program, and/or (3) have ACT subscores below 22 in subject areas identified as important for gaining admission to the

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teacher preparation program (students admitted to the teacher preparation program must pass a rigorous state-mandated test in the areas of Reading, Writing and Mathematics; passing scores on this test correspond to ACT scores of 22 or greater).

Students and families who attend connect with their advisors and other students who will be in their majors. They also learn more about their majors, financial aid, residence life, and the resources available to them at MSU. They have opportunities to eat in an MSU café and tour a Neighborhood Engagement Center and a residence hall room. Their parents meet with advisors and learn how they can help their child (often a first-generation student) be successful at MSU.

Freshmen Seminars in Education/Special Education and Kinesiology/Athletic Training

Students who are invited to attend Day at State are also encouraged to participate in a freshman seminar tailored to their major (Education/Special Education or Kinesiology/Athletic Training). The focus of the seminars is student success and topics include successfully transitioning from high school to college; developing habits for success; S.M.A.R.T. goal setting; handling stressors that might stand in the way of goal attainment; time and money management; Financial Aid; individual learning styles; study strategies tailored to individual learning styles; strategies for reading and note-taking; strategies for success in math and science courses; strategies for taking multiple choice, true-false, fill-in-the-blank and essay tests; learning from test-taking mistakes; managing test anxiety; actively listening; strategies for communicating in a professional setting; creating a resume; tips for solving problems; health and wellness; handing stress in healthy ways; and how to handle failure as well as success.

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I’m leaving the ‘Day at State’ program with a clearer mindset coming into college. Before today, I was very unsure but now I know exactly the steps I need to take to prepare and be successful throughout college. Everyone was so helpful and very informative.

Thank you for the opportunity. Meeting with advisors from both my perspective and my student’s was invaluable. Very much appreciate your time and efforts.

Students in the Freshmen Seminars were asked to offer advice to students making the transition to college next year:

Three things I learned in my UGS seminar this semester that stuck with me are, in my eyes, three very good things to know when you are just starting out here at MSU. First, know your learning style. Whether you are kinesthetic, visual, or auditory; learn it and learn it well. By knowing your learning style, you can learn different study strategies on how to best use your learning style, and it will help you out immensely.

Secondly, don’t be afraid to ask for help. There are so many great resources on campus available for you to use! The Math Learning Center, Learning Resource Center, Chemistry help rooms are all somewhere on campus to name a few. Use them, and use them often; that’ what they’re there for! If you ever need other resources that don’t pertain to school such as to see a doctor or a psychiatrist, there’s an on campus health center for you to visit for free. There are so many people that are willing to help you succeed on this campus, and it is not hard to find them! That’s what makes Michigan State so great, everyone around you wants to help you and see you succeed in your short four years here.

Lastly, learn to manage your stress. Don’t over stress yourself on exams and upcoming homework. Unlike high school, you have a lot more time to spend on getting things done. Take breaks, watch Netflix! It’s okay to procrastinate. You wouldn’t be doing college right if you didn’t procrastinate a little! Figure out what helps you relax, whether it be yoga or going for a walk, or eating a whole package of double stuff Oreo’s in one sitting; who cares, as long as it gets you to relax a little is all that matters. College isn’t about consistently stressing over everything, it’s about enjoying yourself as well; this is where you find yourself and who you want to be.

University Innovation Alliance (UIA) Pilot Partnership between the MSU Neighborhoods and the College of Education: Spartan Success Coaching Program

Much of the UIA description of that follows was taken from the official website of that organization (UIA): http://www.theuia.org/#home

The University Innovation Alliance is a consortium of eleven large public research universities committed to making high-quality college degrees accessible to a diverse body of students (see Appendix F for a list of member institutions). Because UIA member institutions serve large numbers of first generation, low-income students— the group lagging farthest behind in earning college degrees — these institutions are at the forefront of America’s race to regain its educational edge and increase economic opportunity and mobility. At present, students from upper income households are about ten times more likely to complete their college education than are students from low-income households.

It is the nature of research universities to experiment, solve problems, and discover new ideas. Members of the UIA have already been recognized for aggressively driving innovations to serve more students with quality programs at a sustainable cost. Now they will work together to leverage their experience and strengths to maximize their collective impact. Working as a group, the UIA will create a playbook of proven innovations to help students from all family backgrounds graduate. They hope to show what succeeds across institutions, and then work to spread those innovations nationally. This means universities will spend less time and money on unproven strategies. The UIA has made a commitment to graduate 68,000 additional students by 2025 across their eleven campuses.

MSU has been nationally recognized for its Neighborhoods which harness the power of the nation’s largest residence hall system and bring academic and student success resources to students where they live. Colleagues in the Neighborhoods continue to learn about the wide variety of campus programs dedicated to connecting and supporting the same group of students. They continue to explore the potential for partnerships formed on behalf of this group of students as a means for creating “individual support pathways—rather than one paved highway” as the route to success.

In the coming year, SAO will join the MSU Neighborhoods in providing a peer coaching program for students who are first-generation, low-income or otherwise academically vulnerable. Research shows that connecting first year students with trained, academically successful juniors and seniors can help make the first-year transition go more smoothly. When done with thoughtful support and supervision, the student coaches also have a meaningful academic and personal experience. We hope our collaboration will be an example of a productive, cross-unit partnership that promotes the success of every student. In the words of our Neighborhood partners, Amy Martin and Reggie Noto, we hope to embody Provost Youatt’s admonition that student success is everybody’s job at MSU.

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We have hired six Student Success Coaches in College of Education (three for KIN/AT majors and three for Education/Special Education majors) who will join coaches hired by the Neighborhoods for three days of training in August. Because we believe academic success coaches can make an important contribution to all of our student success initiatives, particularly our freshman seminars, we have submitted a second grant proposal in an effort to secure funding for the program. However, in the event that our proposal is not funded, our neighborhood partners have generously agreed to support us for at least the coming year.

Success Training for Academic Recovery (STAR)

The Success Training for Academic Recovery (STAR) program is designed to help students on academic probation develop skills that not only foster their return to good academic standing, but support continued academic success and lead to degree completion. After researching best practices, piloting workshops and exploring intrusive advising, the three MSU core colleges launched the STAR program in Fall Semester 2013. The following semester, the College of Education joined the core colleges and implemented STAR with our freshmen on probation. The program combines guided, individualized reflection about the problems that led to academic probation; degree progress planning; meetings with course instructors; online instructional tools and interactive workshops. Advising is intrusive. An advising HOLD is placed on the student’s record (preventing enrollment changes) until he or she meets with a STAR advisor and completes at least minimum program requirements.

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The interaction with my advisor was great. She helped me when I was freaking out about teaching and if I felt I was really cut out for it. She calmed me down and told me about options for my future goals and career. She was really helpful and genuinely cared about my experiences and how I was feeling about my major.

My advisor is great and I wouldn't be here without her!

I just wanted to thank you for your time and support this semester and to let you know what a help our STAR meetings were.

I simply want to thank you for taking the time to meet with me, (my husband) and (my son) earlier this week. Your calming presence made all of us feel very positive. I believe that xxx is taking the steps needed to make him successful but no doubt, your regular communication with him will keep him calm and on-track.

Again, our sincere thanks to you for taking the time to explain the STAR Program and to reassure xxx that he can be successful at MSU.

Thank you very much! (Your recognition of my semester grades) means a lot and I couldn't have done it without you! Thank you for being my STAR advisor!

Soft Landing

We hope that every student who enters MSU in one of our undergraduate majors will be admitted to upper school in the major of his or her choice. However, some students are unable to meet admission requirements, at least in the short term. While we support the efforts of all students to qualify, we are also committed to helping students make informed choices about persisting (in the hope of being admitted at a later time) versus making a “soft landing” in another major. If a student does not meet with success in our majors, we want that student to find success in another major in which he or she can feel successful, excited, and fulfilled. And we want to help with that. Not only is this the right thing to do, it improves our graduation rates.

This year, we worked especially hard to establish connections with students denied admission to the Education and Special Education majors (we intend to launch a similar effort for students not admitted to the KIN and AT majors in the upcoming year). Students denied admission were assigned an advisor and invited to come in for a frank and supportive conversation in which a realistic plan for (1) making progress while persisting and applying for admission in a subsequent year, or (2) pursuing another major identified as having some similarities to the original major and to which some already completed coursework might be applicable. With the help of our College Career Services Consultant, we created a tool that provided information and created a bridge to other majors (e.g., information and a photograph of the advisor in the new major; see Appendix G). When students did not respond, advisors followed up and offered personalized help again.

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I wanted to thank you for all the help you’ve given me this semester through the STAR program. Although my grades aren’t nearly where I want them to be, I know that I’ve taken a step in the right direction this past semester. I had a really tough fall semester and this spring semester wasn’t the smoothest but I can confidently say I’ve made progress … even though they may just be baby steps.

I want to thank you for all the meetings throughout the semester. Your kindness and patience – not to mention your always smiling self – have really brightened my outlook. Also, I’m not sure if you remember but during one of our meetings you told me you could tell I was smart and you believed I could do it. That meant a lot. I know my grades are nothing to post on the refrigerator but your kind, motivating words have led me to find change.

Thank you for all the help this semester. I look forward to seeing you in the fall and I hope you have a wonderful summer!

I am pleased to inform you that I have successfully completed this semester. I passed Math, and also raised my GPA to the requirements we had set for STAR. I would just like to thank you so much for all of your support, and believing in me. You showed me how much potential I had within me, and I appreciate you for that!

References

Tough, Paul (May 15, 2014). Who Gets to Graduate? The New York Times Magazine, May 15, 2014. Retrieved from http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html?_r=0

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Appendix G

Arizona State UniversityGeorgia State UniversityIowa State UniversityMichigan State UniversityPurdue UniversityOhio State UniversityOregon State UniversityUniversity of Central FloridaUniversity of California-RiversideUniversity of KansasUniversity of Texas at Austin

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