MONday, mARCH 2, 2020

Workshop Session D: 4:00 - 5:00 pm


What to Do About the Exploding Need for Mental Health Services?

>> Room: White Ibis

Michelle Relyea, Senior Vice President - Enrollment and Success, The New School
Ann Marie Klotz, Vice President for Student Success, The New School

Given the ever-changing health needs of college students, it is incumbent upon each of our institutions to recalibrate our health care offerings on a regular basis for the students of our 21st-century institutions. In May 2018, we set out to do just that. As an urban institution in New York City, with a plethora of mental health providers close to our campus, we hoped to engage these providers to support our students. However, we quickly realized that would not be feasible for a number of reasons. Therefore, we had to undertake a comprehensive review to maximize our on-campus capacity for the rising changes in our needs for mental health services for students. First, we considered the question: What is our ethical and retention-focused responsibility to our students with respect to care on campus versus off campus? In other words, which services should we reasonably offer in house and for which services should we facilitate referrals to experts in our community? And how should we do that in such a way that communicates to students that we care about them and their health and well-being? It is important to note that there was no end game in this project other than the reduction of our counseling waitlist to zero. Everything was on the table, so to speak. Expansive and creative approaches were encouraged and, in fact, were considered crucial to the success of this undertaking.

Optimizing Degree Plans for Student Success Curricular Analytics

>> Room: Sandhill Crane

Hayden Free, Associate Research Scientist - Department of Computer Science, University of Kentucky
Kyna Betancourt, Assistant Dean of General Education, Assessment and Academics - Undergraduate Studies, University of South Florida
Paul Atchley, Dean of Undergraduate Studies and Senior Associate Vice President of Student Success, University of South Florida
Gregory Heileman, Associate Vice Provost for Academic Administration and Professor of Electrical and Computer Engineering, College of Engineering, University of Arizona

For a given curriculum associated with a particular undergraduate academic program, many different degree plans can be constructed for students to complete the courses in the curriculum. For instance, in many STEM disciplines, students follow different pathways to their degrees depending upon the background preparations they have in math and science. That is, these students often require different starting points in their math and science courses, and those advising these students often develop “customized” degree plans that take into account particular student needs. This logically leads to the question: “Are some degree plans better than others at meeting the needs of particular student populations?” In this paper we describe a study involving the undergraduate academic programs at the University of South Florida. We first describe a number of criteria that can be used to characterize the quality of degree programs, including how balanced the credit hours are across the terms in the plan, how closely spaced prerequisites courses are from the courses that require them, and how often “toxic” combinations of courses are scheduled in the same term. We compare the degree plans provided by programs at USF to those constructed according to these criteria, with a particular focus on how they may address the particular needs of different student populations.

Partnering Research and Practice to Promote Student Success

>> Room: Snowy Egret

Sue Farruggia, Assistant Vice Provost for Undergraduate Affairs, University of Illinois at Chicago
Elizabeth Houlihan, Director of the Office of First-Year Initiatives, University of Illinois at Chicago

Two initiatives reflecting the partnership between the Office of Research on Student Success (ORSS) and the Office of First-Year Initiatives (OFYI) are presented. The first initiative, noncognitive assets in advising, stems from an ongoing ORSS research project conducted on the role of noncognitive assets (e.g., time management, sense of belonging, help-seeking) in student retention. Advisors and coaches use individual assessments of students’ strengths and growth areas to facilitate holistic advising for first year students. The second initiative, the Flames Leadership Network (FLN), provides holistic support to incoming first year students who have been identified as the most at-risk for not-being retained. ORSS staff use predictive analytics of admissions data to identify. OFYI invites students to participate in FLN in the summer prior to college. FLN provides intensive success coaching, a small scholarship, academic success workshops, engagement with career services, and on-campus employment. The directors describe their work and partnership to promote success. The ORSS Director will discuss both the development of the noncognitive assets tools and the analytic process to identify the FLN students. The OFYI Director will discuss how her staff utilize the noncognitive assets tools and the FLN program that increased retention from 50% to 70% for students in the program.

Innovative Financial Models to Address Completion

>> Room: Cormorant

Courtney McBeth, Special Assistant to the President, University of Utah
Jason Taylor, Associate Professor - College of Education, University of Utah
Alison Griffin, Senior Vice President, Whiteboard Advisors

Rising student loan debt, college affordability, and degree completion dominate national discourse and demand new approaches to financing higher education. Featuring perspectives from a national foundation and higher education leaders, this session will discuss income share agreement (ISA) models and the unique approaches being used by multiple universities. Specifically, learn how the University of Utah is using impact capital to design, develop, and implement - Invest in U - a student-friendly, completion-focused, ISA program to fill funding gaps and help more students complete college degrees.

Aligning Study Abroad with Campus-wide Student Success Initiatives

>> Room: Herring Gull

Opal Leeman Bartzis, Executive Director of Education Abroad, Michigan State University
Chris Haynes, Assistant Director of Student Services - Education Abroad, University of South Florida

Study abroad has been designated (Kuh, 2009) as a “high impact educational practice” (HIP) (AAC&U), and research has linked undergraduate participation in study abroad to student engagement, retention, and on-time graduation (Barclay Hamir, 2015). These connections have caused varied campus units and study abroad offices to collaborate on the development of student-focused strategies and the joint goal of undergraduate student success. This session will discuss these connections and examine creative efforts undertaken by the study abroad offices of Michigan State University and the University of South Florida to support campus wide student success initiatives and to increase access to and diversify participation in study abroad. Because the benefits of study abroad are so many and this unique kind of learning experience can be transformative (Stone, 2014), it is important to enable as many students as possible to take part and intentionally address underrepresented groups. Attendees will be invited to share their experiences as these ideas are engaged, and they will leave the session with resources for continued discussion at their institutions.

Success in the City: Connecting First Year Seminar Students With Wrap-Around Support

>> Room: Wilson's Plover

Geoff Thames, Director of Ace - Excel Center Program, University of Illinois at Chicago
Justin Wier, Director - Recruitment & Engagement, College of Liberal Arts & Sciences, University of Illinois at Chicago

This session will highlight a recent cross-divisional collaboration between the College of Liberal Arts and Sciences (LAS) and a Student Affairs program at the University of Illinois at Chicago. The partnership between LAS First Year Seminar and Student Affairs (Ace, an Excel Center Program) featured an integrated model of academic support based upon modeling strategies through staff and student levels (Demetriou & Schmmitz-Sciborski, 2011). In this format, LAS instructors delivered First Year Seminar course content to help students connect with UIC and the campus community. Ace staff members supplemented the course content with workshops on study skills and time management. Students were also connected with Peer Success Coaches through Ace.