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Graduation Success Team: Snapshot Interviews (President's Counsel)

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jenna ross

on 20 November 2012

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Transcript of Graduation Success Team: Snapshot Interviews (President's Counsel)

As an institution collects information about a prospective or current student, there are tools and resources which allow the school to use this data to predict a student’s likelihood of success. This data can be used to analyze the retention risk of that student and to design programs and services which counteract the retention risk. 1. Institutions actively consider what makes a successful student during the prospective student phase, considering retention risk factors when making decisions regarding admission. 2. As students move from admitted to matriculated, institutions are involved in supporting students in this decision-making and transition phase. Resources are designed to set students up for a successful start. 3. A student’s initial experiences at an institution will often predict the likelihood of success in later years. Institutions will design certain programs, such as a Freshman First Year Experience at many undergraduate schools, which address retention risks in this first year. 4. Beyond the first year, students must maintain the momentum to continue to pursue a degree for many years. Institutions may design programs which aid a student in navigating challenges. For example, a school may design a special advising program to support a student through the process of selecting their major. 5. Institutions should remain aware of those events or experiences which delay a student in progressing toward a degree, and design specific programs or resources to assist students in completing. 6. Institutions may be aware that certain populations of students are a particularly high retention risk, and so will make efforts to target these groups with specific services intended to increase the likelihood of success. Similar to removing barriers for students, schools should design services and programs in a way that facilitate students’ experiences. The student experience should be designed for student’s benefit. 8. Institutions must recognize that when students begin to identify themselves as part of a school’s community, they are more likely to be retained. Additionally, they are more likely to continue associating with the school upon graduation. 9. 7.
The Graduation Success Team (GST) is grateful for the time that your department took to assess and communicate during the recent Snapshot of the Student Experience interview. Our goal is to eliminate as many of these barriers as possible. We hope to provide the highest quality seminary experience for each of our students, from the day they arrive to the day they graduate. Collaboration between Student Services and CLL to expand and/or collaborate regarding the various systems in place within CLL (APE, ELMO, SMART) that serve, track, and evaluate student progress.

Inform Student Services faculty, adjunct faculty, about the option to purchase a CLL DVD as a supplemental “study aid” to the same campus course.

Cooperate with Student Services or advisors in promoting CLL options to retain students who “stop out” for reasons which prohibit on-campus attendance. Enhance placement strategy to offer equal services to students and alumni at any campus or location

Continue to develop a strategy to reach alumni and prospective donors and thereby strengthen financial aid resources for students.

Advancement staff members attend prospective/current student events to convey the tangible and intangible benefits of being a graduate of WS. Transition curricular advising to the Student Services department, in order to allow for a more standardized advising process. (In lieu of such a transition, the creation of an advising manual would enable advisors to gain a shared understanding of the expectations and requirements of the role of a faculty advisor. Academics and Student Services would need to collaborate on the creation of such a manual).

Create sequence sheets for each degree program on each campus, showing which classes a student may take in which semester to graduate within the statute of limitations. This resource can offer curricular planning assistance and will create more time and space for personalized advisor-student interaction.

Establish a method whereby at-risk and marginal students (provisional admits, academic probation, and students dealing with other areas of concern) would be flagged as such in WEDS, and core and adjunct faculty made aware of flagged students in their classes, for the purpose of increasing support directed towards these students. Develop a system for Enrollment Counselors to ensure that pertinent prospect information learned outside of applications is passed along to application reviewers.

Set up a capacity in WEDS for student development deans and advisors to track provision or probation flagged students past the point of matriculation, and to better share relevant data regarding the student’s potential successes or challenges.

Work with student services or advising staff to draft a process for ensuring that new students make early contact with their assigned advisors. Portland Facilities staff should request that Student Services staff share Campus Services Evaluation (CSE) results as they are compiled and/or request to participate in the annual CSE review meeting.

All campuses should create a simple and visible means for students and/or faculty and staff to report facilities issues or wish lists (e.g. suggestions or work requests box).

Expand financial aid community service program to impact facilities at Sacramento campus Enhance financial advising process for students who demonstrate low ability to pay/high outstanding debt.

Enhance visibility of Finance Office system-wide; policies and procedures, perhaps through New Student Orientation presence, or retooled web presence.

Include assessment of the Finance Office in annual Campus Services Evaluation. Determine how to best publish/enforce financial aid deadlines and how to package aid awards—for the sake of increasing early communication with students prior to their admission, and influencing enrollment decisions.

Pass along prospect contact information from ISIRs to the appropriate Enrollment Team members.

Standardize FA policy communication with the Enrollment and Student Services Teams on all three campuses. Work with the appropriate departments campus-wide (e.g. Student Services) to standardize (1) a form-based process for students to acquire wi-fi access and, (2) communication about limitations on inappropriate wi-fi usage (e.g. Netflix, Skype, Pandora).

Seek permission of Portland faculty and staff to expand wireless internet access throughout all classrooms at the Portland campus, in keeping with wireless philosophy at other campuses.

Continue to explore means of funding and increase in wireless internet bandwidth, considering an increase in tuition rate to fund wi-fi access (not fees). The aim would be to obtain bandwidth proportional to enrollment, so that internet speeds are not inordinately affected by increases in enrollment. Identify a solution for providing remedial writing or reading resources to students at any campus.

Work with Academic Dean to encourage faculty to include Library research when creating syllabi.

Promote Library webpage
Provide updated library information
Provide list of local libraries (PDX)
Make Western Seminary Writing Guide more easily accessible Establish channels for cooperation/communication between advisors and student services staff.

Further training and communication needed between Assistant Dean of Student Development and local campus faculty/staff to better partner in helping students with academic problems.

Increase WEDS capabilities for tracking communication between the student and relevant faculty or staff to better facilitate holistic care for a student. System-wide Retention: 2008: 82% 2009: 77% 2010: 77% 2011: 79% Of the students in the years below, the percentages indicate the number of spring students who returned in the fall of the coming year: FACT: 4 out of 5 students return.
FACT: 1% = roughly 8 people.
FACT: There are things we can do to improve. If so, feel free to contact PJ at pjoswald@westernseminary.edu Sara Pirolo (Assistant Dean of Student Development) attended a conference for undergraduate and graduate institutions in March 2011
Conference based on retention efforts
Result was 9 Key Action Steps departments take that have the most impact on retention and student success, following students from the prospective stage to graduation and beyond Remove Barriers to Timely Degree Completion
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