Persist in Higher Education (MAR 2024)

PERSIST IN HIGHER EDUCATION

EDUCATOR GUIDE

PERSIST IN HIGHER EDUCATION: EDUCATOR GUIDE

©2024 Educational Credit Management Corporation (ECMC). All rights reserved.

Updated March 2024

No commercial use may be made of this publication or its component parts except by express written permission of ECMC.

Every effort is made to provide the most accurate and up-to-date college and career planning information available. However, laws governing these programs and industries change frequently, as well as certain facts, and, as such, there is no warranty or guaranty - express or implied - as to the accuracy or completeness of any information or graphics contained in this publication. It is provided "as is" and any reliance on the information presented is at your own risk. In no event will ECMC be liable for any claims, damages, or liability (whether direct, indirect or consequential) which result from or arise out of the use of any information, data or interpretations in this booklet.

CONTRIBUTORS

Thomas J. Bailey, Steve Baumann, Terry Butler, Angela Christie, Barry Christopher, Carol Cohen, Jo Lynne DeMary, Andrew Eichel, Bridget Ellis, Amanda Emery, Jorden Favors, Lindsey Fifield, Julie Fowkes, Tally Hart, Abril Hunt, March Kessler, Jennifer Kimball, John Lee, Ellen Levitov, Abby Miller, Lana Muraskin, Timothy Renick, Andrew Rabanal, Jennifer Satalino, Harifa Ali Albar Siregar, David Swedlow, Paul Thayer, William G. Tierney, Vincent Tinto, Georgianna E. Torres Reyes, Suzanne Ulmer, Richard Voorhees, Victoria Whebbe, and Abby Wilner.

Part 1 Developed by the National Institute for Student Success at Georgia State University (NISS) and Part 2 Developed by JBL Associates/Coffey Consulting, LLC and updated by NISS

Edited by Lori Auxier (ECMC); Catherine Mueller and Beth Ziehmer (Mapping Your Future)

0324-12

FORWARD

There are few things more valuable than a college degree. In the United States, individuals who hold a college degree are one-third as likely to be unemployed when compared to individuals whose highest education is a highschool diploma. College graduates earn about 35% more annually than high-school graduates in their early careers and almost $1 million more over the course of their lifetimes. College graduates have more geographic mobility, better health care, and longer life expectancies, and their children have better access to education and healthcare. A college degree is a game changer.*

Unfortunately, all Americans do not have equal access to a college degree. If you are among the 25% wealthiest Americans by annual household income, you are between eight and ten times more likely to hold a college degree than if you are among the 25% least wealthy Americans. Even when students from lowincome backgrounds enroll in college, they are far more likely to drop out before earning a postsecondary credential. We need to do better.**

PERSIST IN HIGHER EDUCATION (PERSIST) shows educators how we can do better. PERSIST is a toolkit designed for postsecondary educators to help them learn about and implement best practices in support of low-income, minoritized, and first-generation college students. This guide provides practical, step-by-step instructions for implementing a range of programs shown by evidence to produce better outcomes in admitting, enrolling, advising, preparing, retaining, and graduating students from all backgrounds. The guide also connects educators to research showing why these programs matter so that users of the guide can make compelling cases for change at their home institutions.

Both the field of Student Success and the research that supports it are changing rapidly. In recent years, practices such as learning communities, meta-majors, and completion grants— once seen as experimental—have become commonplace.

* www.pewresearch.org/social-trends/2014/02/11/the-rising-cost-of-not-going-to-college

** archive.nytimes.com/campaignstops.blogs.nytimes.com/2012/03/12/the-reproduction-of-privilege/

FORWARD

This guide provides practical, step-by-step instructions for implementing a range of programs shown by evidence to produce better outcomes in admitting, enrolling, advising, preparing, retaining, and graduating students from all backgrounds.

The guide also connects educators to research showing why these programs matter so that users of the guide can make compelling cases for change at their home institutions.

Meanwhile, tools foreign to student-success efforts only a few years ago—e.g., big data, predictive analytics, machine learning, artificial intelligence—have revolutionized the ability of institutions of higher education to deliver personalized supports to students at scale.

As a result, this PERSIST guide is divided into two main parts that are distinct in time and origin.

Part One was developed in 2022 by the National Institute for Student Success at Georgia State University. It covers the programs and approaches that have most recently emerged in the field of Student Success and which hold exciting potential for transforming outcomes for students from underserved backgrounds.

Part Two was developed by JBL Associates (now Coffey Consulting, LLC) and updated by the National Institute for Student Success in 2022 to ensure that materials are current and references are up to date, it provides a detailed guide to onboarding students to college and promoting their success academically, financially, and from a career perspective.

This PERSIST guide is designed to be used in different ways. Individual sections can be pulled by practitioners to learn about and implement specific programs, and the whole guide can provide a comprehensive curriculum to inform student-success efforts across a postsecondary institution.

Compelling evidence show that the approaches outlined in this guide, when properly implemented, can transform student outcomes, especially for students from underserved backgrounds.

We have the tools. Now we need to get to work.

Dr. Tim Renick

Executive Director

National Institute for Student Success

Georgia State University

https://niss.gsu.edu

PART ONE PERSIST SUPPLEMENT

PART ONE

NATIONAL INSTITUTE FOR STUDENT SUCCESS SUPPLEMENT

Until recently, the idea that college students from all racial, ethnic, and economic backgrounds could graduate at comparable rates seemed like a fantasy. Research shows that equity gaps can be found in 8th grade math scores, to 3rd grade reading scores, even to pre-K outcomes. Surely there is nothing we can do to reverse these trends by the time the students arrive at college.

Or so the argument went. At Georgia State University—a large, public Minority-Serving Institution in Atlanta—graduation rates are up by 70% and there have been no equity gaps in graduation rates for bachelor’s students for more than half a decade. For six consecutive years, Black, Hispanic, and Pell-eligible students have graduated at or above the rate of the student body overall. These outcomes are now being approached and equaled at universities in Florida, Maryland, and Texas, among other places. Perhaps it’s time we adjust our expectations.

How are these stunning results being achieved? Part One of the PERSIST guide is dedicated to answering this question. Through a range a scalable, data-informed and (often) technologyassisted approaches, a leading group of postsecondary institutions is reminding us of something we have always known: students respond to personal attention.

INTRODUCTION TO PART ONE

Elite colleges and universities have long espoused their low student to faculty/staff ratios and the personalized support they offer. For large public universities such as Georgia State—where tuition and fees are modest and the majority of students are low-income—hiring lots of additional faculty and staff has not been financially feasible. Through innovative new approaches such as predictive analytics deployed to track all students for more than 800 risk factors on a daily basis and an A.I.-enhanced chatbot that had more than 180,000 interactions with students in its first three months of deployment, Georgia State is now delivering personalized attention through alternate means.

Over the next section, you will learn about these alternate means. Not all of the approaches are high tech. Meta-majors depend far more on the latest psychological research in “choice architecture”—how people come to make the decisions that they do—than they do on new technology. Not all of these approaches are expensive. Learning communities, for instance, can be implemented at scale for minimal costs, and they still produce exceptionally strong outcomes, especially for students from low-income, minoritized, and first-generation backgrounds. In fact, even some of the approaches that do require substantive start-up investments—proactive advising, chatbots, completion grants—have been shown to produce positive returns on investment, and there are multiple references to such ROI studies throughout this section.

For each of the approaches, you will learn about what the intervention is, why you should consider it, how to get started, how to implement it, and how to assess whether it is working. You will also be provided with references to research both to allow you to understand the intervention better and to equip you with evidence to share with the (oftentimes skeptical) stakeholders on your campus.

No matter what resources you have available—high-level analytics or basic course grades, fancy communication technology or basic email and a phone—every campus can begin to put these strategies into action.

BACKGROUND AND ACKNOWLEDGMENTS

ECMC, a nonprofit corporation affiliated with ECMC Group, secured the services of the National Institute for Student Success (NISS) at Georgia State University to create Part One of the PERSIST guide. The NISS was also contracted to update Part Two of the PERSIST guide to ensure that content and references were up to date.

As to Part One, Copyright 2022, National Institute for Student Success at Georgia State University (NISS). All Rights Reserved.

The following individuals provided written content and expert input to Part One of PERSIST:

• Andrew Eichel

• Angela Christie

• Julie Fowkes

• Carol Cohen

• Amanda Emery

• Lindsey Fifield

• Timothy Renick

• Harifa Ali Albar Siregar

The following individuals provided editing and updates to Part Two of PERSIST:

• Andrew Eichel (Project Lead)

• Harifa Ali Albar Siregar (Graphic Design)

• Andrew Rabanal (Research)

• Jorden Favors (Research)

• Angela Christie (Content Expert)

FRESHMAN LEARNING COMMUNITIES

Learning communities or learning cohorts are a pre-selected cluster of courses taken by the same group of students. An early definition of learning communities comes from the 1990 publication Learning Communities: Creating Connection Among Students, Faculty and Disciplines (Gabelnick, MacGregor, Matthews, and Smith), which says this program is “any one of a variety of curricular structures that link together several existing courses–or actually restructure the curricular materials entirely–so that students have opportunities for deeper understanding and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise.”

While many Freshman Learning Communities (FLCs) nationwide group courses based on meta-majors or areas of interest, there are still others that are straight-forward block schedules meant to promote a shared learning experience. These communities can also be organized by residential living assignments and career goals1. Learning communities are most prevalent as part of the first-year experience, as they offer a way to deliver earlyintervention and academic support programs.

WHY SHOULD YOU CONSIDER FLCs?

According to the Center for Engaged Learning at Elon University, learning communities share the following characteristics:2

• Organizing students and faculty into smaller groups

• Encouraging integration of the curriculum

• Helping students establish academic and social support networks

• Providing a setting for students to be socialized to the expectations of college

• Bringing faculty together in more meaningful ways

• Focusing faculty and students on learning outcomes

• Providing a setting for community-based delivery of academic support programs

1. www.youtube.com/watch?v=yLqU1liiKr0

2. www.centerforengagedlearning.org/resources/learning-communities

3. https://files.eric.ed.gov/fulltext/EJ1240093.pdf

4. https://files.eric.ed.gov/fulltext/ED489439.pdf

5. www.centerforengagedlearning.org/resources/learning-communities

6. https://success.students.gsu.edu/freshman-learning-communities

Learning communities are a High Impact Practice, and as George Kuh points out in High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, one of the ways to enhance student engagement and increase student success is to “make it possible for every student to participate in at least two high impact activities during his or her undergraduate program, one in the first year and one taken later in relation to the major.” He goes on to note that a logical choice for the first year is a learning community.

Freshman Learning Communities, especially those that create space for collaborative learning, result in higher GPAs and increased retention rates. At Georgia State University, students in Freshman Learning Communities earned higher GPAs, attempted and completed more hours, and were retained at a higher rate than their peers not enrolled in learning communities.

In addition to these benefits, FLCs increase student’s selfesteem through the development of social networks3, develop an increased feeling of satisfaction with their institution when connected to co-curricular activities4, and an overall greater engagement with learning5. The benefits of FLCs extend beyond the first year. Students who were part of first-year learning communities maintain scholarships at a higher rate and graduate in less time6

Learning communities also have benefits from an administrative perspective. Since students register for all of the courses in a community as part of one “block schedule,” registering students for the semester of course work is streamlined, and it is easier to distribute student enrollment evenly across course offerings. Another administrative benefit of learning communities is that the structure allows colleges and universities to deliver services to the students—from academic advising to content about a specific meta-major or career pathway—to the students as a block. For instance, students can be enrolled in a community based on their interest in a specific meta-major, and the community can be programmed to highlight content critical to the theme.

Note that learning communities do not require teaching different courses or teaching courses differently, though in time faculty might collaborate across the sections in a single community. Rather, the benefits of FLCs come from the structure of the block schedule, which allows students to develop friendships, study partners, and a support system through taking a semester of courses together.

WHERE DO YOU START?

TASK

Determine the method of grouping.

Will you group by meta-major? Career focus? Topic of inquiry?

Also note that learning communities do not require adjusting the seating capacity of courses. While a learning community typically will consist of 25 or so students, courses can be larger as long as the students from a single community are all enrolled in the larger course.

Determine the set of values and expectations for student participation.

Secure faculty participation and input.

Establish a “home” for this program and put administrators in place.

Select the courses that provide the basis for the community. These courses should be applicable to ALL majors.

Develop or include the student-life/first-year seminar course.

Make connections between the communities and student engagement activities.

Secure buy-in from the university scheduling team and the advising team.

Determine the way the classes will be restricted through the registration process.

If FLCs have integrated pedagogy, set up the training and communication for faculty teaching in the cohort.

Will you have peer-mentors supporting the learning communities? If so, how will they support the students?

If FLCs aim to add administrative support, put these in place first.

Determine the number of credit hours the FLC will contain. Two possible models: 12+3 model or the required 15+freshman seminar course.

Parent communication about FLCs.

HOW DO YOU IMPLEMENT FLCs?

STEP 1

Determine the number of FLCs – percentage of anticipated enrollment.

STEP 2

Determine how many students will bring in pre-collegiate credit and adjust the FLCs accordingly.

STEP 3

Determine how many FLCs are needed for each area. For instance, if organizing by career focus, determine how many FLC groups are needed for each career interest.

STEP 4

Select classes for the core English, Math, History or Political Science, Area C class in the Arts and Humanities, major-level intro class (GSU adds orientation).

STEP 5

Create a bench of courses for swap (example: 1102 English or Math) and allow students with pre-collegiate credit to add different classes.

STEP 6

Submit a list of restricted courses in the registration system.

STEP 7

Build the block/cluster schedules with times and dates and registration numbers in Excel – this is a manual process.

STEP 8

Run the clusters by the advising team to make sure they match the major maps.

STEP 9

Restrict the blocks in the registration system.

STEP 10

Work with students at orientation to help them register for the blocks.

STEP 11

Work with Advising and Orientation to make sure seats fill or if you need to add more FLCs.

HOW DO YOU KNOW FLCs ARE HAVING AN IMPACT?

With all new initiatives, develop a plan for assessment before implementation of the pilot. The initial stages of a new initiative are the perfect time to run a randomized control trial (RCT) since often you will be piloting with a small group of students. Use a randomized process to select the students who will receive the new support and those who will not. The data that you generate from the “RCT” will both help you refine the initiative and produce evidence for its scaling that can be shared with campus stakeholders.

Start tracking the following data to see what impact FLCs are having.

• Run reports on GPA, hours earned, and retention and compare to the non-FLC students.

• Create and run a method for student response.

COORDINATED STUDENT COMMUNICATIONS

Coordinated Student Communications cut through the clutter and noise for students by using data and planning to deliver personalized, targeted messages in a prioritized fashion. When the flow of important information is not coordinated and streamlined, institutions unknowingly set up communication barriers that, for many students, are difficult to overcome. A barrage of confusing emails from a multitude of offices, for example, can especially exacerbate the challenges students from underserved backgrounds already face.

How institutions communicate to students matters. Students fail to take action when offices individually prioritize what they want to accomplish over what students most need to hear. Effective communication pays attention to what students are hearing and how they are perceiving the variety and often conflicting priorities of the information flowing their way. For some students, an overloaded inbox translates as white noise. A 2021 Mainstay article “10 Reasons Why Email No Longer Works To Engage Students,” warns “email fatigue can result in students missing important information and failing to take key actions tied to student success.”7

The report explains: “Over the past year, many institutions have faced increased engagement challenges as they work to communicate important COVID-19 updates on a near-constant basis. Yet, by relying on mass emails issued by individual contributors or departments, many students have suffered from inbox overload due to tons of irrelevant information. This tends to create an “email fatigue” scenario, where students often ignore or simply delete emails altogether.”

A coordinated and strategic communications effort is a studentcentric solution to overcoming today’s student engagement challenges. It considers what students hear, how they perceive the information presented, and what communication channels are today’s students most responsive to.

WHY SHOULD YOU CONSIDER COORDINATED STUDENT COMMUNICATIONS?

COORDINATED STUDENT COMMUNICATIONS MATTERS:

• Drives engagement and long-term success

• Increases action

• Makes more accessible campus resources

• Helps make sense of administrative requirements

• Fosters a sense of belonging

• Impacts office objectives

AN EXPERT WEIGHS IN

Lindsey Fifield, Director of Student Success Communication at Georgia State University, poses the following exercise when workshopping with campuses:

“Can you answer these questions: (1) What have students heard from your university today? (2) Is what they heard the current priority for the institution? (3) Are you surprised that the students haven’t done what you asked them to do in those communications? A coordinated student communications effort requires a willingness among offices to collaborate in order to achieve their goals. Conversations need to be had about removing the communication barriers universities set up for students when they do not streamline the flow of information and adopt a student-centric approach.”

A collaborative communication effort can help students make sense of complicated administrative requirements. In a report on using behavioral intelligence to improve student retention and persistence, Georgia State University highlights why coordinating student communications is important: “After a student is enrolled at a college or university, making sense of the ongoing administrative requirements and forms they need to complete can feel daunting. A single misstep, like missing a deadline or failing to submit their completed FAFSA, can mean losing their spot in a class or missing out on access to critical financial aid. These outcomes can ultimately put a student’s ability to graduate at risk. What’s more, many students are unaware of campus resources that are intended to help streamline these processes and make their lives easier.”8

A student-centric communications approach has helped Georgia State University see the following improvements:

• 3.6% increase in academic progress meetings

• 29% increase in academic advisor meetings

• 6% increase in FAFSA filing by priority deadline

• 30% boost in career and internship fair attendance

7. https://mainstay.com/blog/10-reasons-why-email-no-longerworks-to-engage-students

8. https://mainstay.com/case-study/how-georgia-stateuniversity-uses-behavioral-intelligence-to-improve-studentretention-and-persistence

WHERE DO YOU START?

TASK

Know the problem

Identify student impact and office impact goals. Establish consistency guidelines. A useful exercise is to convene staff from major offices across campus—financial aid, registration, student affairs, athletics, college dean’s offices, recreation programs, and so forth—and ask them to bring to a meeting copies of all of the mass emails that their offices sent to students over the previous semester. Use a white board and sticky to map out, week by week, what messages students were receiving. Was the communication flow coherent? From a student’s perspective, was it clear what matters were being prioritized by your institution?

Decide who needs to be involved

Leadership buy-in and a willingness to collaborate is critical. Who will execute the coordinated communication effort?

Meet the students where they are at

Consider students’ preferred communication platforms. Ineffective communication methods can hinder student success.

Establish policy guidance

Decisions need to be made about when and how communications will go out. What communication guidelines will be mandated?

Select strategic communication tools

Text messaging, social media, and Behavioral Intelligence strategies are affective tools for driving students to action.

Plan communications

Streamline the flow of information.

HOW DO YOU IMPLEMENT COORDINATED STUDENT COMMUNICATIONS?

STEP 1

Establish leadership buy-in. Create a communications team. Assign roles.

STEP 2

Determine how you will communicate. What communication platforms do students respond to? It will be important to direct mass messages to students through the communication team or limit the number of offices that can send out such messages to a few so that the flow of communications can be coordinated.

STEP 3

Develop a campaign strategy. A targeted, personalized approach will help drive students to action.

STEP 4

Evaluate student response and be willing to adapt.

HOW DO YOU KNOW COORDINATED STUDENT COMMUNICATIONS ARE HAVING AN IMPACT?

Start tracking the following data to see what impact coordinated student communications are having on your campus.

• Track whether students are driven to action by specific messages sent.

• Conduct “A/B studies” by sending messages about the same issue using different language, different communications platforms, and different times of day/week and determine which approaches were more effective.

• Survey students or conduct focus groups to determine how students perceive the messages you are sending.

CHATBOTS

Chatbots are one of the newest and more promising tools available to institutions trying to drive change in student outcomes. Chatbots are texting platforms that allow institutions to “nudge” students with texts and, in more advance instances, use artificial intelligence and machine learning to automatically answer students questions about a range of issues impacting their enrollment, progression, and academic success.

Driving students to complete time-sensitive tasks by important deadlines can be a major challenge for institutions. Getting students through the admissions process and enrollment cycles is especially difficult. Bureaucratic terms such as FAFSA verification and satisfactory academic progress present huge hurdles for students, especially for those who do not have a support network to guide them through the barrage of jargon and administrative tasks. Driving students to action requires a student-centric approach, and chatbots are proving to be an effective communication method for engaging today’s students who “spend 94 minutes a day texting."9

The incorporation of texting into an institution’s communication strategy to support administrative staff and aid students when they need it is on the rise.10 It allows institutions to integrate services and information, reducing instances when students are bounced between departments in search of help and answers. There are different types of chatbots.11 The rules-based chatbot with its decision tree structure has limited capability. It provides users with a series of questions using key words until it arrives at the right answer. The artificial intelligence (AI) assisted bot is powered by natural language processing algorithms. Interacting with the bot feels more conversational and the quality of the bot’s responses improve the more users interact with it. Operating on an SMS (text messaging) platform, the AI assisted chatbot communicates with students in the mode they are most responsive to.

SMS STUDENT ENGAGEMENT RATES12

• 98% open rate, versus 20% for email

• 45% response rate, versus 6% for email

• 90 seconds reply time, versus 90 minutes to respond to an email

WHY SHOULD YOU CONSIDER CHATBOTS?

The results, published in Inside Higher Ed in March 2022, of a 2020/21 collaborative communications study between GSU Perimeter College and Mainstay showed that chatbots positively affect student action.

The study demonstrated “students receiving targeted, personal text messages from an artificial intelligence chatbot were more likely to complete tasks critical to staying enrolled.”13 The study also revealed these results about students:

• 14% more likely to register early for the fall 2021 semester

• 16% more likely to file their applications for financial aid by January

• 66% attendance increase at an academic support

“Comeback Camp” event due to encouraging reminders

Emails are no longer an effective method of communication for driving students to complete tasks on time. If important information is not lost in the information overload from different offices, email communications are not easily accessible or digestible and support for students needing help completing time-sensitive tasks is not available after hours. Chatbots give students access to important information in a relatable way in real time and can contain links to videos and other materials to help students navigate more complex challenges.

9. www.truedialog.com/blog/higher-education-top-12statistics-on-why-universities-colleges-should-be-textingstudents

10. www.insidehighered.com/news/2019/09/06/expansionchatbots-higher-ed

11. https://chatbotsmagazine.com/which-is-best-for-you-rulebased-bots-or-ai-bots-298b9106c81d

12. https://eric.ed.gov/?id=ED568799

13. www.insidehighered.com/news/2019/09/06/expansionchatbots-higher-ed

WHERE CHATBOTS ARE MAKING AN IMPACT

• Keep students on track with next step nudges and reminders of important deadlines

• Drive student engagement with digestible, relatable language

• Foster students’ sense of belonging with personalized check-ins

• Provide a safe space for students to ask questions of any department and free up staff time to concentrate on more complex student issues with a chatbot that has two-way texting capability

WHAT ARE SOME EXAMPLES OF HOW COLLEGES ARE USING AI TO SOLVE STRATEGIC IMPERATIVES?

DRIVING STUDENT RETENTION AND PERSISTENCE: CONVERSATIONAL CHATBOTS AND AI PLANNING AND ADVISING PLATFORMS

GSU uses a conversational AI assisted chatbot with smart text messaging capability to drive student retention and persistence.14 The institution’s personalized behaviorally intelligent chatbot provides admissions and enrollment support, helping students find answers to questions without them having to visit several offices, and keeping students on track with targeted personalized messages and nudges. Elon University’s AI planning and advising platform enhanced the institution’s registration process. Elon’s new Student Planner assists

WHERE DO YOU START? TASK

Know the problem

students with planning a personalized graduation pathway.15 Students receive alerts during scheduling about prerequisites, corequisites, and how frequently a course is offered, prompting them to adapt their graduation path accordingly in order to stay on track to graduate.

SERVING LARGE CLASSES: AI TEACHING ASSISTANTS

The University of Michigan’s automated text analysis tool fills the feedback gap for student writing in large classes.16 Georgia Institute of Technology’s automated personalized chatbots serve large classes as AI teaching assistants, providing timely answers to course-specific lower level-questions and freeing up human teaching assistants to focus on high-value activities.17

PROVIDING TECHNICAL SUPPORT FOR STUDENTS, FACULTY, AND STAFF: AI SELF-SERVICE HELP DESK

As well as deploying a smart text messaging chatbot to guide students through the admissions and acceptance process, Valdosta State University’s Solutions Center provides near instant technology support to students, faculty, and staff with its knowledge-based Technology Services Portal.18

Chatbots have varying capabilities and there are many chatbot vendors. Decide if and which chatbot technology will best address the problem.

Decide who needs to be involved

Establish leadership buy-in to address the issue and decide on a central point for managing chatbot communications.

Align financial and human resources

Chatbot technology can vary greatly in price. Check your existing campus platforms to see if a bot option can be built into your existing contract.

14. https://mainstay.com/case-study/how-georgia-state-university-uses-behavioral-intelligence-to-improve-student-retention-andpersistence

15. www.elonnewsnetwork.com/article/2021/09/elon-university-registrar-academic-advising-debuts-new-technology-registration-degreeaudit

16. www.edsurge.com/news/2017-06-06-how-u-of-michigan-built-automated-essay-scoring-software-to-fill-feedback-gap-for-studentwriting

17. https://edtechmagazine.com/higher/article/2021/06/qa-georgia-tech-researcher-discusses-how-ai-can-improve-student-success?ms clkid=62cd22a2b0fe11ec89119fc8746e5f01

18. www.valdosta.edu/about/news/releases/2020/08/from-admissions-to-campus-support,-vsu-uses-technology-in-innovative-ways. php

MANAGING CHATBOT COMMUNICATIONS

Protect and prioritize the messaging to your students. Texting is more often than not an optional platform. One of the risks is, at any point in time, students can withdraw or OPT OUT of the service. Once the student takes this step, your ability to reach that student is effectively gone. Managing the communication in a way that protects the student from over-messaging is a critical component of managing your bot.

HOW DO YOU IMPLEMENT A CHATBOT?

STEP 1

Choose a chatbot and decide how your bot will respond to student inquires. You will want to customize your bot’s voice and personality to best serve your student population. Consider asking students, student workers, and graduate assistants for their input about voice.

CHOOSING THE RIGHT CHATBOT

Georgia State’s chatbot journey started with a summer melt issue. In 2016 its summer melt (the phenomenon where students are accepted to the university but don’t matriculate) had reached an all-time high of 22%. The institution’s initial thought was that this high percentage reflected students who had chosen to attend a different institution. However, a closer look revealed that the students who melted from the incoming class were not attending any institution. These qualified and accepted students were simply melting out of the higher education ecosystem. Something in the administrative, admissions process was resulting in these students not taking that final step into college courses. GSU chose an AI chatbot with smart text messaging capability to help reduce summer melt and increase enrollment.

HOW WILL YOU CUSTOMIZE YOUR CHATBOT?

Georgia State’s communication strategy incorporated texting with a bi-directional AI assisted chatbot. Named “Pounce” after the university’s mascot, GSU’s chatbot is friendly and sends encouragement and emojis from time to time.

USER LEVEL PRICE STRUCTURE

Messages level price structure

USERS IN BOT DETERMINE PRICE STRUCTURE

Each message (incoming and outcoming) determines price structure

Conversation level price structure

Defined timeframe or number of messages determine price structure

STEP 2

Develop your knowledge base. The primary building block of an AI driven chatbot is a well-developed system of answers that will drive how your bot responds to student inquiries.

GSU’s CHATBOT KNOWLEDGE BASE

Georgia State’s knowledge base started with an FAQ out of the Admissions office—the initial iteration of our bot focused on student persistence and retention. A call was sent out to the relevant units inside Student Success (Student Financial Services, Registrar, Advisement, University Career Services) to develop and synthesize FAQ’s for the bot. The bot’s knowledge base grew as students interacted with the bot and new areas of knowledge emerged.

TIPS FOR DEVELOPING YOUR KNOWLEDGE BASE

Start with what you have – FAQs

Centralize your already robust FAQs and translate answers into texts. Go to student support offices to determine the questions they receive most often by phone and email. Answers to these questions will seed your knowledge base.

Start small and grow from there

A good strategy for managing and developing your knowledge base is to start with a key area and grow from there. You could start with questions about FAFSA, then branch out to Financial Services and balance inquiries, and from there move to registration questions.

Call in the experts

Recruit other offices to help create a knowledge base specific to them—each office will have procedures that are continually being updated. Build your team in such a way that those offices have buy in to the build out of your chatbot’s knowledge base. GSU hired student assistants and graduate students to serve in key offices during the semester of launch. If a question came into the chatbot that was not currently in the knowledge base, the chatbot team had an ally “on the ground” to quickly determine an answer.

STEP 3

Plan your communication calendar (campaigns). An interactive question and answer structure where students can find the information they need quickly and in a format that is easily digestible will save staff time so that they may direct their effort towards more complex student issues.

STEP 4

Decide who will execute your communication plan to ensure a coordinated, streamlined communication effort.

HOW WILL YOU EXECUTE YOUR COMMUNICATION PLAN?

The chatbot’s knowledge base alone will not be enough to fully engage students. Be creative! How will this communication stand out from other university communications? What will be the cadence of your communication? What are the goals of your communication? The chatbot’s knowledge base will need to be monitored to make sure it is responding appropriately to student questions and that answers are updated with any new information. A centralized campaign strategy will help students cut through the communication clutter. Centralizing the voice and metrics of your chatbot will help protect the integrity of the communication stream.

EXAMPLE OF STAFF TIME SAVED WITH A CHATBOT

1 million messages = 1/4 substantial (questions that would come to an office) = 250,000 messages = if each would have taken a minute of staff time to respond = 250,000 minutes = 4,166 hours = 104 weeks = 2 FTE’s

STEP 5

Evaluate student engagement. Do students chat back? What are students’ attitudes? Are students opting out of the messaging, or are they studying engaged?

STEP 6

Evaluate the chatbot’s effectiveness. Are students responsive to the campaign strategy? Are issues being resolved? Are students who receive texts more likely to take action than those who do not? Can you leverage the chatbot to gather additional data? What campaigns are the most impactful?

STEP 7

Evaluate lessons learned to ensure the success of future communication campaigns. Is there room for chatbot growth?

HOW DO YOU KNOW A CHATBOT IS HAVING AN IMPACT?

Start tracking the following data to see what impact chatbot is having on your campus.

• Are students engaging with the chatbot?

• What are students’ attitudes towards the chatbot?

• Are students responding to communication campaigns? Try A/B studies where a text request to do

X is sent out to students in two formats—include an emoji or encouragement in one, for instance— and see which format gets the best response from students.

• Are students resolving the issues chatbot raises?

• Are students who receive texts more likely to take action than those who do not?

DEGREE MAPS

A degree map or major map is a semester-by-semester guide that provides all courses a student must take in order to graduate on time. They do more than list the courses a student must take; they map out the preferred sequence of those courses as well as other milestones for the student to accomplish at specific stages of their studies. These maps should be student-friendly and integrated into advising sessions. Degree maps must change when students change majors and should be flexible enough to include courses a student takes in fulfillment of a minor, certification, or university-mandated or sponsored programs.

Degree maps on their own can help guide your most selfsufficient students through their degree programs as they register for courses each semester, but they are also useful tools for advising programs. Advisors can use degree maps to develop early alerts and to understand areas in each program that can trip up students (data that is useful for schools using predictive analytics). While many colleges have major maps, designing and leveraging these maps is a key determinant in their impact on student success. On the design side, degree maps should be constructed in conjunction with each department. They should include co-curricular options like career-readiness, internship, field study, and other programmatic opportunities. When leveraging degree/major maps, university advising can use the annual update period to address obstacles to progression and on-time graduation. The advising team can also use degree maps to establish and monitor a set of data points that will help them create and supply supplemental support and targeted interventions.

WHY SHOULD YOU CONSIDER DEGREE MAPS?

There are many benefits to creating and integrating degree maps into the advising structure.19 With good degree maps, students always know what courses to take when and they can find this information in one place. As a training tool for advising, degree maps ensure students receive consistent advice when they meet with their advisors. Students can “see” their academic programs. It is easier for them to visualize their progress and the possible obstacles when they have a map that visualizes it for them.

ESSENTIAL COMPONENTS OF ACADEMIC MAPS

Complete College America provides 5 possible components to the degree map. They include the narrative, sample schedule, recommended minimum grade, milestone courses, and employment opportunities.

Degree maps ensure advising offices and departments are on the same page when it comes to sequencing. Students are no longer surprised by hidden prerequisites and, therefore, they can complete their programs on time. Degree maps also help departments with improved course scheduling by allowing them to track the number of students who are scheduled to take specific courses during upcoming semesters. Degree maps also help to build clear pathways for transfer students and help bachelor’s students understand the expectation is for them to graduate in four years.20

According to Complete College America, students who graduate in four years save an “immediate $38,000 and up to $147,000 in lifetime savings.”21

In addition to keeping students on track, degree maps are an important tool if your university plans to develop a list of risk indicators for student success. When students get off track, advising can send alerts that nudge them back on the right pathway. Degree maps are also crucial to illustrate to departments how their major pathways stall student progress or how the pathways contain unintended obstacles.

If a student does decide to change majors, the degree map allows them to visualize the new path. Students are often unaware of how much time a change in major adds to their graduation goals. The maps allow them—often with the help of an advisor—to determine which courses transfer over to the new degree program and which areas they will have to repeat. Students are able to make more thoughtful choices when they change majors because they have all the time-to-degree information and cost analysis at their fingertips.

19. https://completecollege.org/article/ten-steps-for-creating-academic-maps

20. https://completecollege.org/article/building-academic-maps

21. https://completecollege.org/article/essential-components-of-academic-maps

If you choose to use a degree mapping program, the maps created by advising in conjunction with each department can be supplemented with a digital academic planner. This real-time planner, like the one provided by several vendors, encourages students to plan their courses and request feedback online from the advisor. After a student sees the degree map, they can use the planner to work with the advisor in a dynamic way to view, edit, and adjust the path. Students can move things around and see the map change and request approval from their advisor using the student portal provided by the vendor.

WHERE DO YOU START?

TASK

Make sure degree audits are up to date

Degree maps are visualizations of the degree audit.

Have a team of advisors prepopulate template for each major

Create a rubric for advisors

Use to review and highlight difficult semesters, sequencing, and hidden or unanticipated prerequisite courses.

Use the degree maps to set up outreach points for each term Registration period, drop/add, early alert, midpoint/withdrawal, grades.

HOW DO YOU IMPLEMENT DEGREE MAPS?

STEP 1

As a team, complete the prepopulated degree maps for each major.

STEP 2

Use review rubric to highlight areas in the major that slow progression.

STEP 3

Share degree maps and rubric with each department according to established review process schedule.

STEP 4

Evaluate lessons learned to ensure the success of future communication campaigns. Is there room for chatbot growth? Each department owns their own map. These maps are the responsibility of the departments and the colleges. Establish an annual process for reviewing maps and adjusting as needed.

STEP 5

Include degree maps in first email from advisors for students with declared majors.

STEP 6

Include degree maps in first email from advisors for metamajors.

STEP 7

Go over degree maps in each advising session.

STEP 8

Use degree maps to create a student pathway or academic planner in the student portal of EAB or other third-party platform.

STEP 9

Use the maps to schedule alerts for students who get off track.

HOW DO YOU KNOW DEGREE MAPS ARE HAVING AN IMPACT?

Start tracking the following data to see what impact degree maps are having on your campus.

• Decrease in time to degree

• Increase in the graduation rates

• Course load and courses taken outside the degree audit

• Track number of major changes.

• Track number of advising sessions: the initial appointment is more meaningful and directed.

• Students can make adjustments in the planner and receive feedback from an advisor–frees up more time for advisor (can communicate through the portal). Students before may have never come in.

• Sequencing–track the number of students who progress through program by taking prerequisites first.

GSU ADVISORS HAD 106,000+ INTERACTIONS WITH STUDENTS IN 2021.

META-MAJORS

Meta-major groupings provide students with a clear pathway to graduation and help them make connections between their studies and different career tracks. The use of meta-majors permits universities to leverage the groupings to push courseof-study and career-specific programming to students in the initial stages of enrollment, typically the first semester or year.

Meta-major groupings can also serve as a vehicle to push academic support and co-curricular programming that addresses students’ needs. For instance, research may indicate incoming students in the STEM field need more up-front exposure to data analysis literacy. The meta-major can then adjust curriculum in early courses to address this learning gap. Since students have set schedules depending on their metamajor, the program streamlines the process of major selection by limiting choices at the onset. Tania Nguyen, senior analyst at EAB, points out in the report below that the combination of meta-majors with preset schedules “limits options at the start of the student life cycle to preserve options for students later down the line in terms of picking their major.”

By eliminating the guesswork for students concerning which courses will be applicable to their majors, meta-majors give students confidence that the courses they take will not waste time or money and are applicable to any major within the larger academic umbrella. Meta-majors offer a safety net if students do get off track, as the program structure accounts for switching among similar disciplines.

Meta-majors help cut down the number of students who change majors or add time to degree by switching from one major to another. Since implementing meta-majors, Georgia State University has experienced a 30% reduction in students changing their majors.22 As such, meta-majors can help reduce equity gaps for students from first-generation and low-income backgrounds by reducing time to degree and hence the total costs of a college education.

WHY SHOULD YOU CONSIDER META-MAJORS?

• Nationally, students take on average up to 9 more classes than they need for their degrees.

• Retention rates increase with meta-majors.

• 31+ million students have enrolled but stopped out before earning a degree over the last 20 years.

National data shows students accumulate, on average, 16-28 more credits than they need to graduate, which increases time to degree.23 This data is especially troubling for low-income students. The process of academic mapping limits students’ choices on the onset, which alleviates the uncertainty students face when looking at the overwhelming number of classes from which to choose. They help students stay on track and allow for seamless transition between majors within the larger field of study. It may seem like meta-majors restrict student choice, but in fact, meta-majors allow students to explore possible programs without accruing additional credits.24

22. https://eab.com/insights/daily-briefing/student-success/ how-meta-majors-guide-students-toward-on-time-graduation

23. https://eab.com/insights/daily-briefing/student-success/ how-meta-majors-guide-students-toward-on-time-graduation

24. https://eab.com/insights/daily-briefing/academic-affairs/ build-meta-majors-without-the-endless-back-and-forth

The meta-major does not lock a student into a career path the moment they start classes, but it does give them a direction and, coupled with an advising system, allows them to explore the broad field of study without fear of adding time or wasting money.

At New Hampshire’s community college system, students who were enrolled in a meta-major style program had a 33% higher retention rate than their peers who did not enroll in the program.25 Guided pathways eliminate the “cafeteria-style” course offerings students encounter at many colleges. Sixty percent of community college students fail to complete their degree programs and research suggests the low rate of program declaration at the start coupled with the high rate of major shifting contributes to this low rate of degree completion.26 Meta-majors are part of a purpose-driven practice. According to “The Shared Beliefs and Practices for Putting Purpose First in American Higher Education”27 report published by Complete

WHERE DO YOU START?

TASK

Develop or edit degree maps

College America, a “Purpose First Institution emphasizes career exploration and planning throughout the full student experience, while recognizing that the first year provides unique opportunities to assist students in articulating goals and aligning their academic experience to those goals.”28 Universities and colleges that have implemented guided pathways or meta-majors can also design academic support programs that can target student cohorts. Meta-majors provide a system to track student progress and push student programming in a meaningful, targeted way. Underrepresented students are most overwhelmed by the plethora of choice and leave college with just some credit, but no degree.29

Having set degree maps for each major is a crucial first step to launching meta-majors.

Obtain department feedback

Each meta-major will house a set of degrees. Make sure departments sign off on the meta-major classification. These discussions will determine how many meta-major classifications your university will need.

Analyze student data

Do you have access to the number of students who change majors? At what point during the undergraduate degree do students change majors? Is there a course that usually trips up students during the major?

Determine how your university will promote meta-majors

Will you build learning communities? Will you push meta-major information into an orientation course? Will you require a course in the core to include meta-major programing? Will meta-majors be part of the information you provide in your application and admissions process?

Discuss the technology requirements with your IT office

How will you register and track students in the meta-major?

Create the new registration codes for the meta-majors

Decide whether your university will use learning communities, first-year seminars, or another form of pre-set, block schedules

Meet with advising (either central or in each department) to put alert systems in place

25. www.chronicle.com/article/how-some-colleges-are-helping-freshmen-find-their-academic-focus

26. www.researchgate.net/publication/347777273_Major_Movement_Examining_Meta-Major_Switching_at_Community_Colleges

27. https://completecollege.org/wp-content/uploads/2018/10/CCA_PurposeFirst_10_5_2018.pdf

28. www.chronicle.com/article/how-some-colleges-are-helping-freshmen-find-their-academic-focus

29. www.researchcghe.org/perch/resources/publications/wp35.pdf

HOW DO YOU IMPLEMENT META-MAJORS?

STEP 1

Develop an implementation committee and include the following stakeholders: advising, first-year programs, orientation, admissions, schedulers, IT, student engagement, student success, career services, and faculty.

STEP 2

Once meta-majors are set and a list of majors categorized under each, it’s time to start developing onboarding materials for students.

META-MAJORS

Business:

• Pre-Actuarial Science

• Pre-Accounting

• Pre-Business Analytics

• Pre-Business Economics

• Pre-Computer Information Systems

• Pre-Entrepreneurship

• Pre-Finance

• Pre-Hospitality

• Pre-Management

• Pre-Marketing

• Pre-Real Estate

• Pre-Risk Management

Natural Sciences:

• Biology

• Biomedical Science and Enterprise

• Chemistry

• Pre-Computer Science

• Pre-Data Science

• Pre-Game Development

• Geosciences

• Mathematics

• Neuroscience

• Physics

Policy Studies:

• Criminal Justice

• Economics

• International Economics and Modern Languages

• Public Policy

• Exploratory Social Work

• Social Entrepreneurship

Example of GSU’s meta-major structure

Humanities:

• Africana Studies

• Applied Linguistics

• English

• French

• German

• Pre-Game Design

• Pre-Journalism

• Philosophy

• Religious Studies

• Speech

• Spanish

Social Sciences:

• Anthropology

• History

• Interdisciplinary Studies (listed below)

• Political Science

• Pre-Psychology

• Sociology

• Women’s, Gender & Sexuality Studies

Interdisciplinary Studies

Concentration:

• Asian Studies

• Environmental Science

• Gerontology

• Global Studies

• Law and Society

• Media Entrepreneurship

• Middle East Studies

• Philosophy, Politics, and Economics

Arts:

• Art

• Arts Administration

• Art Education

• Art Studio

• Music

• Pre-Film and Media

• Theatre Performance

Education:

• Exploratory Birth through Five

• Exploratory Elementary Education

• Exploratory Exercise Science

• Exploratory Health and Physical Education

• Exploratory Middle Level Education

• Exploratory Sign Language Interpreting

• Exploratory Special Education

• Exploratory Sport Administration

• Exploratory World Languages

Teacher Education

• Human Learning and Development

Health Sciences:

• Dental Hygiene

• Health Informatics

• Health Sciences

• Nutrition

• Exploratory Nursing

• Exploratory Respiratory Therapy

Public Health:

• Pre-Public Health

STEP 3

First-year programs should create block schedules which allows incoming students to choose from those blocks during orientation.

STEP 4

If students take a first-year seminar or orientation course as part of the block scheduling, curriculum should be revised to include major exploration and career path.30

STEP 5

Develop support programming for targeted meta-majors (Do your STEM students need additional academic mentoring? Do your business majors generally get tripped up on the economics course and, if so, is there academic support that can be offered in the block schedule to help them?).

STEP 6

Consider near-peer support that can be included as part of the meta-major block scheduling.

STEP 7

Design the early alert system that will track students’ progress and work with advising to create the notifications and advisor reach out protocols.

STEP 8

Train faculty on how to use the early alert system.

STEP 9

Develop the co-curricular support for each meta-major–bring in student life or student engagement to determine what cocurricular programs are best for each broad field of study.

STEP 10

Outline the career path opportunities that exist in each metamajor.

STEP 11

Determine the at-risk behaviors that should trigger advisor/ mentor outreach.

STEP 12

If your university has access to EAB or another student risk management system, design the alerts for at-risk behaviors for each major (GPA in introductory course, GPA at the end of the term, etc.).

STEP 13

When students declare a major (before orientation), they are placed in the corresponding meta-major – set up automatic meta-major registration.

STEP 14

When students are placed in a meta-major, they should have access to a choice of block schedules at orientation.

STEP 15

Design student surveys for end-of-semester response.

HOW DO YOU KNOW META-MAJORS ARE HAVING AN IMPACT?

Start tracking the following data to see what impact metamajors are having on your campus.

• Decreased shifts in majors

• Shortened time to degree

• Reduction of credit hours at graduation

• Student’s perception of how they “fit” (student surveys)

• Retention rates for students in the meta-major

• Identify the predictors of dropping out

• GPAs for students in the meta-major versus students who did not enroll in a meta-major

30. https://success.students.gsu.edu/files/2017/03/GSU-1010curriculum-2017.pdf

PREDICTIVE ANALYTICS & EARLY ALERTS

When a school says it uses “predictive analytics” it means their student success offices collect and analyze data in order to create statistical models to determine a student’s likely future performance. Using “big data” allows advisors to identify not only students who are struggling with their course work, but students who in all likelihood will soon be struggling based on a set of predetermined data points. When schools preemptively identify students who are on the path to struggling, they can push out targeted interventions and decrease the likelihood a student will stop or drop out. Predictive analytics enable schools to find trends and patterns in student behavior and performance in order to determine the likelihood a student will succeed.

An Early Alert System goes together with predictive analytics. When university advisors receive daily reports on the list of students who fall into the “struggling” category, they can review the issues and then push alerts to the students they advise. Alerts can be automated, too. In fact, the most effective early alert system is the one that blends nudges from an advisor who has established a relationship with the student and the automated alerts either via email or text messaging/chatbot. Another type of early alert system involves faculty. Faculty can report students’ academic progress (including attendance) in the early weeks of the semester. Faculty play a key role in helping advisors reach struggling students. Early Alert systems should consider faculty perspectives and stakeholder buy-in, and provide an established path between early alerts and coordinated interventions.

WHY SHOULD YOU CONSIDER PREDICTIVE ANALYTICS & EARLY ALERTS?

Predictive analytics allow you to track large numbers of students daily. By using historical data (student records and grades) a university can establish the analytics-based alerts (GSU has 800+) that indicate a student may struggle in the semesters ahead. For instance, at GSU if a student receives a C in the Introduction to Chemistry course, he/she has only a 39.5% chance of graduating with a chemistry degree. If he/she earns a D, the likelihood drops to 8.3%. Political Science majors who receive a C in Comparative Politics graduate at just 25% with a Political Science degree. This information is crucial to providing students early interventions and pathway options. Predictive analytics and big data allow schools to “target students in the middle” and who could easily get off track with one bad semester, one bad class even.31 In most cases, the early

interventions help the students to get back on track in their chosen fields. By using early alerts systematically, Georgia State has increased the number of students successfully completing their first major of choice by 32% and has more than doubled the number of students completing STEM degrees.

Big data can also help reduce time-to-degree numbers, as it allows advisors to push targeted messaging to students who sign up for the wrong courses and helps to identify problems early in the semester to increase the likelihood that students will receive help and pass courses. At GSU the average number of credit hours a student earned by time of graduation dropped from 141 in 2011 to 127 in 2021.32

The data is only the first part. There must be a “personal touch” part of predictive analytics. Nudges and emails and calls can be off-putting to students. An advising structure that uses the data to establish a meaningful series of interactions with students is the best way to go. Universities must be willing to change the way they provide academic support, student engagement opportunities, and social and emotional outreach.33

PREDICTIVE ANALYTICS IMPACT

Universities using big data have seen success in decreasing time to degree and increasing numbers of graduates. In fact, 75% of respondents in a report from The Chronicle of Higher Education on the evolving state of predictive analytics “express confidence that predictive analytics has improved retention and graduation rates at their institution.”34

31. https://hechingerreport.org/predictive-analytics-boostingcollege-graduation-rates-also-invade-privacy-and-reinforceracial-inequities

32. www2.ed.gov/about/offices/list/ope/ predictiveanalyticsslides.pdf

33. https://edscoop.com/higher-education-student-successpredictive-analytics

34. https://connect.chronicle.com/rs/931-EKA-218/images/ PredictiveAnalyticTools.pdf

The Chronicle’s survey also highlights these areas of growth:

• “Establishment of a number of co-req courses to help fill gaps in student learning without delaying progress toward a degree.”

• “A change in policy to the add/drop deadline where withdraw (W) is not punitive like a failing grade (D or F), but a success strategy to preserve GPA.”

• “Changing financial-aid packaging formulas; identifying tactics that might have a positive impact on student retention.”

• “Using analytics, the registrar is able to help associate deans streamline the scheduling practices of departments to better align schedules with student needs.”

• “We are changing prospective student event dates based on analysis that students are applying but not yielding earlier.”

• “We now will prevent students from registering in multiple high failure rate courses in the same semester now that they have been identified.”

WHAT ARE SOME EXAMPLES OF HOW COLLEGES USE PREDICTIVE ANALYTICS?

HOW PREDICTIVE ANALYTICS SUPPORTED STUDENTS DURING THE PANDEMIC

The use of big data helped many universities transition to online learning and student support during the pandemic. Some of the questions for a panel of higher-ed experts in a webinar linked below include:35

• “How did institutions adapt their algorithms in light of the pandemic?”

• “How does collecting student data change in a remote environment versus an in-person one?”

• “What do students need now from their colleges to keep them enrolled and moving forward?”

UNIVERSITY INNOVATION ALLIANCE (UIA) STRATEGIC STUDENT DATA INITIATIVE

A predictive analytics approach to student success allows universities to identify urgent problems and customize administrative solutions to these problems, which yields better retention and graduation rates. In fact, the 11 universities participating in the University Innovative Alliance’s 2014 initiative to use data to increase enrollment and retention are “on track to surpass its goal of graduating 68,000 additional

undergraduates by 2025 — so far by more than 50,000 students. It also increased its number of low-income graduates by 27,000 students over 2013 levels.”36

LEADING WITH PREDICTIVE ANALYTICS AT GSU

Visit the following link to hear Dr. Tim Renick—Executive Director of the National Institute for Student Success at Georgia State University—talk about how GSU revolutionized many of its student success practices by focusing on better use of readily available data.37

35. www.chronicle.com/events/virtual/evolving-models-forpredictive-analytics-and-student-success?

36. www.highereddive.com/news/what-a-predictive-analyticsexperiment-taught-11-colleges-about-sharing-dat/552986

37. https://player.vimeo.com/video/201059410?

HOW DO YOU IMPLEMENT PREDICTIVE ANALYTICS & EARLY ALERTS?

STEP 1

Collect student data over a historical period (for example, 10 years). Executive Director Dr. Tim Renick: “We ran this big data set to try to figure out what were the advancing indicators that a student might drop out six months, 12 months, a year later? We thought we’d find a couple dozen. We found 800.”38

STEP 2

Determine the risk behaviors.

STEP 3

Create watchlists based on the risks—advisors can pull a list of students who fall in all the risk categories: low risk, murky middle, and high risk.

STEP 4

Involve faculty in the Early Alert System–they will be the ones responding to the alert requests and can trigger alerts during the semester.

STEP 5

When using a third-party vendor, determine the alerts your advisors will receive daily.

STEP 6

Determine the advisor response to these alerts (and be sure to include positive alerts, too!).

STEP 7

Let the technology do the work – have the third-party platform run reports during crucial semester points: registration, drop/ add, first three weeks of classes, midpoint, and final grades.

STEP 8

Use the data to divide and conquer: create targeted messaging and actions for specific alerts. For example, if a student drops a class that the student needs in order to register for next semester, advisors should message and set up an appointment. If a student is not performing well in the first three weeks of class, advisors can send an email with academic support options. If a student has more than one alert, advising assigns an academic coach.

HOW DO YOU KNOW PREDICTIVE ANALYTICS & EARLY ALERTS ARE HAVING AN IMPACT?

PREDICTIVE ANALYTICS’ IMPACT AT GEORGIA STATE

GSU has eliminated achievement gaps. For the last six years, its Black, Hispanic, and low-income students have graduated at rates at or above the rate of the student body overall. Contrary to what experts have said for decades, Georgia State is proving that demographics are not destiny.

The number of bachelor’s degrees conferred to African American students has increased 103%. As a result, GSU ranks #1 in the nation among non-profit colleges and universities in the number of bachelor’s degrees conferred to African Americans each year.

Start tracking the following data to see what impact Predictive Analytics and Early Alerts is having on your campus.

• What are your universities achievement gaps? Use the data to measure them.

• Track changes to time to degree.

• Track Retention and Graduation rates.

• Track changes of major across your students and by degree program.

Since starting its use of predictive analytics, Georgia State is graduating more than three thousand additional students every year, with the biggest gains being with students from underserved backgrounds. For every one percent increase in retention, Georgia State has a $3.18 million increase in revenue.

GSU HAS A 70% RESPONSE RATE FOR EARLY ALERT REQUESTS.

38. www.ellucian.com/assets/en/white-paper/whitepaper-earlyalerts-tool-student-success.pdf

TRANSITION & GRADUATION ADVISORS

Transition and graduation advisors are senior-level advisors that focus their efforts on two specific challenges faced by college students.

Graduation advisors work with the cohort of students who are 1-2 semesters away from graduation. Students in this cohort are automatically assigned a graduation advisor, who will help to guide them through their final semesters in college. These advisors are proactive in their methods. Graduation advisors are aware of the remaining courses a student must take to complete his/her degree. The advisor checks upcoming schedules to ensure availability of these courses and contacts departments when a course adjustment or substitution is needed. The advisor pushes early alerts to the faculty teaching these students. If faculty indicate a student is not performing well in a course, the advisor can arrange tutoring, supplemental instruction, and other academic supports that help to keep the student on track. The advisor also works closely with the financial aid office to confirm aid/scholarship availability. These advisors keep close track of their graduating cohort; they reach out to each student weekly.

Like the graduation advisors, transition advisors focus their time on a select group of students. These senior-level advisors help students persist toward a degree when students have decided that they cannot continue in their current degree programs. Students who earn specific grades in courses before proceeding into the program, or students who otherwise do not meet the requirements stipulated by the major or program, are often “cut loose” without any clear pathway toward earning a degree. For example, students who have taken a series of prerequisite courses for the nursing program may find out two semesters (or years!) in that they have not been accepted into the program because they do not meet the GPA requirement. Without dedicated transition advisors, these students would not know how to navigate to a new pathway without adding additional time and financial resources toward their degrees. These students are more likely to stop out or transition to another university. Transition advisors are specially trained to navigate students onto a new graduation path because they are wellversed in the undergraduate catalog and in making connections between one program of study and another with a connected, similar course of study or field of work.

PROACTIVE ADVISING AND COMPLETION GRANTS AT GSU

At Georgia State University, if a student is close to graduation, but running short on financial aid, the advisor can submit a request for a completion grant. Completion grants provide modest emergency funding to students who are on track to graduate but at risk of dropping out due to modest financial shortfalls affecting their ability to pay tuition and fees.39 See the next section for more information on completion grants.

WHY SHOULD YOU CONSIDER TRANSITION & GRADUATION ADVISORS?

Graduation requirements and degree audits can be difficult for students to understand. Students who need additional support during the last two semesters of their degree program are at risk to stop out. Graduation advisors mentor students through these last two semesters and help them avoid the obstacles that often keep students, who are so close to the finish line, from leaving higher education.

COLLEGE DROPOUT RATES:40

• College dropouts make an average of 35% less income than bachelor’s degree holders.

• College dropout rates indicate that up to 32.9% of undergraduates do not complete their degree program.

If your university has data on student persistence or stop-out rates, especially at the moment when students change majors late in their degree programs, you might see there are many students who have difficulty persisting after they change or are required to change their programs of study. This moment is especially difficult for students as they are not only being told they cannot continue studying what they want, but they do not have the knowledge or training to see how the courses they have successfully completed could apply toward a connected, similar program of study. In this very moment, students need empathy and knowledge. They need a coach.

These senior-level advisors use empathy and listening skills, which they learn about in their advisor training. They also have a good command of the degree requirements and all the possible pathways a student can take at the moment they must change to a new major. These advisors also must weigh a student’s capabilities against the possible paths open to them and be able to communicate that with care and respect.

39. https://success.students.gsu.edu/panther-retention-grants

40. https://educationdata.org/college-dropout-rates

WHERE DO YOU START? TASK

Look at programs where students have difficulty persisting

Get the data—these may be modest at first.

Set up a cohort tracking system

Establish leadership buy-in to address the issue and decide on a central point for managing chatbot communications.

Determine the stop out risk factors

Financial aid, course availability, internship or co-curricular graduation requirement.

Create a checklist of obstacles for graduation

Use existing degree audits.

Create a calendar for outreach for the graduation counselors

Determine the courses that each student needs to take to graduate in 1-2 semesters

Create a training program that is specific to this coaching relationship and on the majors and programs

Make sure this group has a lower student-to-advisor ratio.

HOW DO YOU IMPLEMENT TRANSITION & GRADUATION ADVISORS?

STEP 1

Create a training program for these advisors

• Recruit from current ranks (those with experience)

• It may be necessary to reduce the student-to-advisor ratio

• Provide empathy and listening training

STEP 2

If using an advising platform, set up the triggers for transition students and graduating students.

STEP 3

Graduation and transition advisors run weekly reports to determine which students need assistance.

STEP 4

Make sure transition advisors have a time goal: their students do not stay in their population. The goal is to move students off their roster as soon as possible by getting them established in a new pathway. Set up a reporting mechanism for this process.

HOW DO YOU KNOW TRANSITION & GRADUATION ADVISORS ARE HAVING AN IMPACT?

Start tracking the following data to see what impact Transition and Graduation Advisors are having on your campus.

• Graduation Rates: keep track of four-year, six-year, and three-year (community college) rates, comparing baseline results to those achieved by students coached by the graduation and transition advisors.

• For transitioning students: how many students were retained and how many transferred out or dropped out entirely?

• Time to degree: are students coached by graduation advisors graduating within the minimum time periods required by their course work? Are transitioning students graduating with their cohorts?

COMPLETION GRANTS

HOW COMPLETION GRANTS WORK41

Every semester universities drop students who cannot pay modest balances on their tuition and fees. Many of these students are in good academic standing, making progress toward graduation, and have just a semester or two remaining. State, Federal, and institutional aid programs often come with time limits (typically four years or eight semesters). If a student takes a semester longer than the eight provided by their funding, they are often left with tuition balances they can’t afford to pay at the very moment that the completion of their degree is in reach.

Completion grants (also called microgrants, seed grants, or retention grants) are a short-term funding opportunities that are proactively deposited into student accounts. Students do not have to apply or be awarded these grants through some administrative process; rather the university leverages existing student data to determine eligibility. Students do not pay back these grants, but they do agree to meet with financial counselors to map out plans to fund the rest of their education and they meet regularly with their graduation advisor to make sure they stay on track to graduate.

There are other models for emergency and completion grant funding, which require a student to graduate in order to avoid repayment (like a loan).42 Still other programs require detailed applications or have strict requirements like GPA, in-state residency, or accumulated number of credit hours in a degree program.

Completion grants are distinct from most traditional emergency aid programs that require lots of paperwork and can be cumbersome to award. Because the expenses covered by completion grants are limited to those on the student’s university bill, the grants can be awarded efficiently and in mass by the Office of Financial Aid and do not require institutions to develop a complicated audit trail.

WHY SHOULD YOU CONSIDER COMPLETION GRANTS FOR YOUR STUDENTS?

Students who stop out for a single semester only have a 30% chance of coming back to finish their degrees.43 We’ve heard these stories over and over: student stops attending college to work and save money to pay for the last semester or two of his/ her education, but then can never really get in the position to re-enroll. Even more sobering is that the average student loan debt is currently 37,693.00.44 Black college students owe and average of 25,000 more in student loan debt than their white peers.45

Students who stop out are 2/3 more likely to never re-enroll and will carry large student debt balances (even larger for students of color) with a less-likely chance of securing gainful employment. Many institutions currently have no aid programs focused on preventing students close to graduating from stopping out. Because recipients only need the support for a semester or two before they graduate, relatively modest amounts of money can make a big difference. The typical completion grant at Georgia State is under $1,000, but the average recipient of a grant, by completing the degree more quickly, graduates with $3,700 less debt.

2,000+ Georgia State Students were brought back to the classroom through the Panther Retention Grant program in 2018.

$900 = Average grant amount

1,300 = Annual average number of GSU graduates who were PRG recipients

41. https://player.vimeo.com/video/201059896

42. https://sr.ithaka.org/publications/the-impacts-ofemergency-micro-grants-on-student-success

43. https://levelupcoalition.org/level-up-story/georgia-stateuniversitys-panther-retention-grants

44. https://educationdata.org/average-student-loan-debt

45. https://educationdata.org/student-loan-debt-by-race

In addition to keeping these students on track to complete their degrees, retention grants have a high rate of return for universities. Through holding on to revenues from tuition and fees that otherwise would have been lost, the Panther Retention Grant program at Georgia State has generated between 4 million and 7.8 million in revenue for the university.46 There are minimal administrative costs to this program; the financial aid, registrar, and advising offices already collect the data needed to determine eligible students. According to a report released by

WHERE DO YOU START?

TASK

Determine funding source

the Association of Public & Land-grant Universities (APLU) and another by Boston Consulting Group, GSU calculated a 200% ROI in the tuition and fee revenues generated by students who continued their education after receiving a Panther Retention Grant.47 Beyond the benefit to the university’s bottom line, the retention grants have a huge impact on student success. At Georgia State University, 86% of students who receive a Panther Retention Grant go on to graduate within two semesters.48

The retention scholarship fund should have appropriate codes and details for tracking. If financial literacy (module) and a meeting with a financial aid counselor is part of the activities in which students must participate, develop these pieces.

Create a working group

This should consist of members from Financial Aid, Advising, and the Registrar.

Determine eligibility

Be sure this is all data you can populate automatically and twice a semester.

Establish a review and award period for each semester

Prioritize eligible students

For example, graduating seniors, then seniors who are not graduating in the current term, then juniors, and so forth. Ensure graduating seniors have a graduation advisor. If funds are limited, create additional criteria to allow for prioritization of funds (such as recommendations from academic advisors). Completion grants typically serve as a need- rather than meritbased program, so you may want to set GPA requirements at the minimum for academic eligibility, typically 2.0.

Ensure your grant awards mechanism is operational

At Georgia State, the Office of Financial Aid will notify students via email that an award has been applied to their account. The email will also contain the student obligations. Prepare this email and the materials and links that will be attached/ included in it. Some institutions even have administrators personally call students to let them know they are receiving the award.

46. https://sr.ithaka.org/publications/the-impacts-of-emergency-micro-grants-on-student-success

47. www.aplu.org/library/foiling-the-drop-out-trap-completion-grant-practices-for-retaining-and-graduating-students/File; https:// success.gsu.edu/download/panther-retention-grant-roi-analysis-2018

48. https://success.gsu.edu/initiatives/panther-retention-grants

HOW DO YOU IMPLEMENT COMPLETION GRANTS?

STEP 1

Set standing meetings for the review and award periods each semester.

STEP 2

Finalize list of retention grant recipients.

STEP 3

Award grants into student accounts.

STEP 4

Notify students via email of the grant and include the Financial Literacy online course and a link to make an appointment with a Financial Aid counselor and Graduation Advisor.

STEP 5

Place a hold on all recipients’ accounts.

STEP 6

Track completion of online course and counselor meetings.

STEP 7

Remove hold when students complete their obligations.

HOW DO YOU KNOW COMPLETION GRANTS ARE HAVING AN IMPACT?

Start tracking the following data to see what impact completion grants are having on your campus.

• For the RG cohort, how many graduate in 1-2 semesters?

• Time to degree for this cohort

• Number of eligible students vs number of awarded students

• Subsequent term enrollment

• Aggregate debt levels for this cohort

ELIGIBLE STUDENTS AT GSU

• Undergraduate students closest to graduation

• Good academic standing

• Eligible satisfactory academic progress status

• Accepted all offered aid

• No outstanding financial aid or student accounts requirements

• Valid FAFSA for the current award year

• Has unmet need

• Minimum student contribution of 25% of tuition and fees (can be met by financial aid or cash payments)

• Balance less the $2,500

DIGITAL PORTFOLIOS

A digital portfolio is a collection of work or artifacts in an electronic format that showcases students’ learning across courses, co-curricular experiences, and extra-curricular experiences over time. And, as Heather Hiles reports, it is increasingly more important for students entering the workforce to distinguish themselves from other candidates:

“According to a study from CareerBuilder, 81 percent of employers have some level of difficulty filling open positions due to the gap between the skills applicants possess and the skills required for the jobs. With the skills gap presenting problems for both employers and students, students must do all they can to present their best selves to prospective employers and showcase the skills they actually know that will make them better matches for open positions.”49

There are different kinds of digital portfolios, however:

• Assessment e-portfolios assess the quality of evidence students use in their e-portfolio to demonstrate institutional learning outcomes.

• Learning e-portfolios are typically developed as part of a course and support student learning by helping them examine and reflect on their learning.

• Professional e-portfolios, such as LinkedIn and Portfolium, play a large role in preparing students for a successful transition to the workplace as they provide a way for students to demonstrate their achievement of the career competencies employers value most.50

LinkedIn and Portfolium are two widely used professional portfolios but other digital platforms such as GoogleSites, Wix, Wordpress, Portfoliobox, and Weebly expose students to new technologies and provide opportunities for them to practice valuable web building skills.

WHY SHOULD YOU CONSIDER DIGITAL PORTFOLIOS?

A Harvard Business School study of 51 million job announcements posted between 2017 and 2020 found that “Skills-Based Hiring Is on the Rise.”51 Digital portfolios provide tangible evidence to potential employers that students have the skills and experience employers need to be competitive on the job market. They tell the story of students’ learning beyond their GPA. Digital portfolios show that students can critically assess their academic work, reflect on that work, and make connections across their courses and experiences.

Similarly, a Clemson University study found that “Engaging students in purposeful and iterative dialogue centered on the evidence collected in [students’] e-Portfolios positively influences their ability to communicate their accomplishments to a potential employer.”52

These more recent findings correlate with data gathered in a 2017 study that shows 80% of 318 employers who took place in a 2013 Association of American Colleges and Universities survey “considered ePortfolios useful when they demonstrated that applicants had the knowledge and skills necessary for success within their companies. ePortfolios were also considered useful in summarizing and demonstrating a candidate’s accomplishments in key skill and knowledge areas.”53

49. www.edsurge.com/news/2016-07-06-digital-portfolios-position-students-for-success-in-the-workforce

50. www.naceweb.org/career-readiness/competencies/career-readiness-defined

51. https://hbr.org/2022/02/skills-based-hiring-is-on-the-rise

52. https://files.eric.ed.gov/fulltext/EJ1159904.pdf

53. https://dgmg81phhvh63.cloudfront.net/content/user-photos/Research/PDFs/2013_EmployerSurvey.pdf

WHERE DO YOU START?

TASK

Secure institutional support for a digital portfolio

The digital portfolio platform you chose will consider institutional goals and programmatic objectives.

Consider guidelines and policy

How will your institution support student onboarding to and engagement with a digital portfolio?

Determine a student support network for helping students onboard to a digital portfolio platform

Students look to Career Services for help finding a job. A digital portfolio of work can help advisors talk to students about how they can articulate the connection between their projects and the skills required for the job.

Decide what support faculty will need to support student engagement with a digital portfolio

Determine if department and faculty incentives are needed for digital portfolio curriculum integration

Georgia State University provides Department Incentive Grants and Faculty Fellowships for Career Readiness curriculum integration, which includes a digital portfolio component.

Determine how your university will promote the use of digital portfolios

Students at Georgia State University are introduced to the digital portfolio in their orientation courses and engage with it again in their core classes as part of a campus-wide Career-Readiness Program.

HOW DO YOU IMPLEMENT DIGITAL PORTFOLIOS?

STEP 1

Choose a digital platform that best aligns with the mission and goals of your institution and programmatic objectives.

STEP 2

Coordinate campus-wide discussions and training for faculty on using digital portfolios, leveraging the career and teacher training expertise of such offices as the university’s Career Services and Center for Teaching and Learning Education.

CHOOSING THE RIGHT DIGITAL PORTFOLIO

Georgia State chose Portfolium because it satisfied three important objectives:

1. How best can students demonstrate their proficiency in the skills and competencies employers want most beyond the limits of a traditional resume?

2. Does the digital platform provide opportunities for students to collaborate?

3. Can students upload artifacts for faculty assessment and edit their work in a private view space before publishing it to public view?

WHAT DOES FACULTY TRAINING LOOK LIKE?

Georgia State developed a website for students and faculty, offering information and resources on the institution’s careerreadiness program. The website, College-to-Career, includes a faculty tab that houses many career-readiness resources and includes training tutorials on Portfolium.54

STEP 3

Coordinate a campus-wide campaign to raise awareness of the benefits to students of onboarding to your institutionsupported digital portfolio.

STEP 4

Provide opportunities for students to onboard to your institution-supported e-portfolio platform or another digital portfolio platform through their First-Year programs/orientation courses.

STEP 5

Faculty buy-in can be challenging. Encourage those who are hesitant to embrace digital technologies to guide students to upload their class assignments to their digital portfolio platforms. Adding an additional reflection assignment will help students connect the work they do in class to the skills employers value most.

HOW DO YOU SUPPORT STUDENT ONBOARDING TO DIGITAL PORTFOLIOS?

Georgia State’s career-readiness program funds several Portfolium ambassador positions. These ambassadors hold regular Portfolium informational events, provide in-class career-readiness support to students in orientation courses, and offer a drop-in support service out of the career services office to all students needing help or advice on onboarding and using Portfolium.

SHOULD DIGITAL PORTFOLIOS BE MANDATED?

Georgia State does not mandate the use of digital portfolios, but many institutions do. Portfolium is just one of many careerreadiness tools that GSU encourages students to use and faculty to engage in as part of the institution’s non-mandated Quality Enhancement Plan College-to-Career.

STEP 6

Provide incentives to departments and faculty to integrate career readiness into the curriculum and support students’ use of a digital portfolio to showcase their work. Core English classes lend themselves well to a fully integrated career readiness curriculum.

STEP 7

Provide on-going training, workshops and events to support faculty and encourage student engagement.

WHERE MIGHT BE A GOOD PLACE TO INTEGRATE DIGITAL PORTFOLIOS

Georgia State has embedded digital portfolio use in FirstYear Orientation Courses and the larger Core curriculum. The institution also provides students with free interactive project-based workshops and tutorials on several digital tools, including WordPress. The WordPress module helps students gain valuable web building skills as it walks them through creating and developing a professional portfolio in another digital space.

SUPPORTING FACULTY

A CCCC Position Statement on principles and practices of electronic portfolios advises, “Give faculty a clear rationale and explanation of how e-portfolios enhance digital learning and assessment, so faculty can explain the same to students.”55 55. https://cccc.ncte.org/cccc/resources/positions/electronicportfolios

HOW DO YOU KNOW DIGITAL PORTFOLIOS ARE HAVING AN IMPACT?

Start tracking the following data to see what impact Digital Portfolios are having on your campus.

• Number of artifacts students are uploading to their Portfolios

• Assessment rubric scores of awareness reflection assignments

• Number of internships students post to their portfolio

• Skills that assignments target

PART TWO PERSIST CURRICULUM

INTRODUCTION

PERSIST IN HIGHER EDUCATION is a toolkit for postsecondary educators to help at-risk students successfully navigate the varied aspects of the college experience. Success in higher education is an issue for all students. According to the National Center for Education Statistics, “the overall 6-year graduation rate for first-time, fulltime undergraduate student who began seeking a bachelor’s degree at 4-year degree-granting institutions in fall 2014 was 64 percent.”* This demonstrates that over one-third of those who enroll at a public and private four-year universities fail to earn a degree within six years. Graduating is even harder for lowincome, first-generation college-going students. In public fouryear institutions, only 34 percent of low-income, first-generation students earned bachelor’s degrees in six years **. Clearly, access to higher education alone is not enough to provide educational opportunity to all when low-income, first-generation college-going students are the least likely to graduate.

PERSIST provides strategies to help retain these students and can be used in a variety of settings: as part of a freshman orientation or seminar, in conjunction with academic support groups and programs, and as a resource for academic, student services and financial aid advisors at all types of postsecondary institutions.

* https://nces.ed.gov/fastfacts/display.asp?id=40

** https://coenet.org/wp-content/uploads/2022/12/ publications_Moving_Beyond_Access_2008.pdf

This guide was created to provide tools to help postsecondary professionals increase the success rates of those students who are most at risk for dropping out—first-generation college-going students; those from lowincome families; commuter students; and nontraditional-age students.

PERSIST provides strategies to help retain these students.

INTRODUCTION

PERSIST is divided into six main sections with an Appendix for Section VII. At the end of each section, there is a list of additional resources and links for more information about the topics covered in that section.

Section I provides tools to help you assess your institution’s current retention performance. Included are activities to identify at-risk student groups, improve access and student recruitment efforts, and set priorities and goals as benchmarks to measure program accomplishments.

Section II provides information to help students navigate the campus, including where to go on campus to find answers to questions as well as locating important information sources.

Section III shows you how to help your students adjust to college life, covering diverse topics, including dealing with homesickness and getting along with roommates, as well as the difficult topics, including how to handle alcohol, drugs and sexual assault issues.

Section IV conveys specific information on how to help your students be academically successful, from study skills tips to calculating a GPA. This section also links you to specific programs that have created successful learning communities, summer bridge programs and other types of programs supporting students’ academic success.

Section V provides financial aid information, as well as how to hold a financial aid awareness night for students and parents.

Section VI provides information on career planning, graduate school advice and how to gain work experience in a student’s field of study.

Section VII is the Appendix which includes resources for more information about veterans educational benefits; websites for professional organizations you may wish to contact with specific questions and retention speaker recommendations; a Student Feedback Form; and an Action Plan to make notes to implement on your campus.

BACKGROUND AND ACKNOWLEDGMENTS

ECMC, a nonprofit corporation affiliated with ECMC Group, worked with Larry Oxendine and Suzanne Ulmer of the U.S. Department of Education’s Office of Federal TRIO Programs to develop the framework for what has become PERSIST.

JBL Associates (now Coffey Consulting, LLC), a consulting firm specializing in postsecondary education, developed PERSIST based on recent research that shows student engagement and institutional commitment are critical to increasing student persistence rates.

The National Institute for Student Success updated Part Two in 2022 to ensure that materials are current and references are up to date, it provides a detailed guide to onboarding students to college and promoting their success academically, financially, and from a career perspective.

NAVIGATING THE TOOLKIT

Activities are marked "Educator Activity" or "Student Activity" in the GOALS/OBJECTIVES box to identify the intended audience for each activity.

We hope you will find the information, ideas, examples, and resources in PERSIST to be a valuable asset in helping your lowincome, first-generation college-going students achieve success in higher education.

WORKING FROM A PDF OF THIS DOCUMENT

In the PDF version of this document, which is available online at www.ecmc.org/persist, all websites are hyperlinked.

* All websites listed were active at the time this toolkit was published.

ACTION PLAN

Whether you are attending one of the in-person PERSIST IN HIGHER EDUCATION workshops or reviewing PERSIST on your own, use the Action Plan worksheet in Appendix D to take notes on how you can implement the curriculum on your campus.

SECTION I

INSTITUTION-WIDE RETENTION AND TOOLKIT ADMINISTRATION

This first section deals with the implementation of institutional retention policies, including goalsetting, staff involvement and toolkit administration. Later sections will delve into more specific components of effective retention programs and policies. While the activities in this section are intended for campus professional staff to use on their own, the other sections provide activities for staff to use with their students. We suggest you first familiarize yourself with the basic retention concepts provided on the following page, then start planning retention programs, including the application of this toolkit. We have provided at-risk assessments among the tools in this section to help you identify students who would benefit most from the activities in this toolkit as well as basic guidelines to effectively use the toolkit with these students.

RETENTION VOCABULARY AND CONCEPTS

TERM

Retention vs. Persistence

Attrition

Stop-out vs. Dropout

Cohorts

Short-term retention rates

Long-term retention rates

Graduation rates

Success rates

DEFINITION

Retention refers to the institution’s rate of moving students through the system, while persistence refers to the student’s rate of progression. Students persist; institutions retain.

Attrition refers to the rate at which students leave college or drop out. Attrition rates are the opposite of retention rates.

Dropping out refers to permanent departure from an institution. Stopping out refers to temporary departure. Students who stop out may appear to be dropping out, but sometimes return to the original institution after a period of time.

Cohorts are groups of students whose behavior is of interest. The federal Student Right-to-Know Graduation Rate Survey (GRS) legislation, for example, asks institutions to track completion rates for cohorts of first-time, full-time, degree-seeking students. Institutions may find tracking transfer students to be of value, as students who transfer out may still be counted as being retained by the original institution for GRS reporting. Tracking of transfers is difficult for many institutions, however, and for this reason it is not required in GRS reporting.

Short-term retention rates are typically measured from one term to the next (e.g., from fall to spring semester). Some institutions also label retention from one fall term to the next fall term as short-term.

Long-term retention rates typically measure student persistence across multiple terms. Longterm retention, for example, might include measuring student persistence from initial entry to the institution through graduation.

Graduation rates are the proportion of students who graduate in a given period of time. The federal Student Right-to-Know legislation asks community colleges to identify how many entering students receive an associate degree in three years, while a six-year time frame for earning a bachelor’s degree is specified for four-year institutions.

Student success rates often include both transfer and graduation rates, particularly for community colleges, to capture all cases of student success. Whether or not the student has graduated at the institution of initial enrollment, he or she may have transferred and eventually completed a degree at another institution, and, therefore, should be captured in an overall success.

RESEARCH FINDINGS

Research on student retention and persistence seeks to understand the relationship between various personal and institutional factors and their effect on students’ decisions to stay enrolled. This research ranges from simple studies that examine the influence of one or two characteristics, such as age and gender or program participation, to more complex theoretical models that attempt to explain why some students continue enrollment while other drop- or stop-out.

The most often cited theoretical model is Vincent Tinto’s Student Integration Model, which stresses the importance of a student’s academic and social integration within an institution, and linked the concepts of institutional and personal commitment to accomplish education goals. According to Tinto, students who exhibit higher levels of academic and social integration have correspondingly higher commitment to the institution and, therefore, are more likely to persist and complete their program of study.

Providing programming to strengthen academic integration is generally considered to be particularly important at community colleges, where students are more likely to have competing life demands that make them less able to participate in oncampus extracurricular activities. Social integration activities and programming, on the other hand, are more likely to be of importance at four-year residential colleges and universities where the majority of students are of traditional college age, enrolled full-time, and live on or near the campus.

Retention research has evolved to recognize that different student groups (first-generation, low-income, minority, transfer, honors, etc.) experience higher education in different ways, thereby creating the need to design group-specific retention policies and programs. Similarly, the research literature has documented that different types of institutions also require different retention strategies.

That said, all successful institutions are committed to:

• The students they serve

• The education of all students, not merely some students

• The development of supportive social and educational communities in which all students are integrated as competent members

In addition, studies have identified the following factors as the most important predictors of student retention:

• Academic progression

• Financial support

• Institutional commitment

• Social support

• Social involvement

• Academic optimism and self-efficacy

• Academic-related skills

The research is unambiguous in showing that institutionally provided student services make a difference in student persistence. Some of the institutional approaches that show evidence of improving student persistence, particularly for lowincome and other at-risk students, include the following:

• Freshman orientation programs and first-year seminars ease the transition to campus life by helping students develop their academic and career goals and select courses and majors.

• Freshman Interest Groups (FIG), Blocks or Clusters, and Learning Communities (LC) all use group approaches to enhance learning. Academic support programs offer a “home base” on campus and support services, such as supplemental instruction, group study, mastery classes and workshops that provide additional academic support to at-risk students.

• Interactive and engaging classrooms enhance student persistence, especially at commuter colleges.

• High-quality and comprehensive academic advising is an important component of improving retention rates.

• Studies indicate that students who participate in Student Support Services programs have higher GPAs, take more credits and have higher retention rates than comparison groups.

• Studies on the effects of developmental education on student outcomes are inconclusive, although recent research suggests that innovative approaches to developmental education such as contextualized learning may be promising.

A LOOK AT THE NUMBERS

Students enrolled at two-year institutions are less likely overall to complete a degree within six years compared with students at fouryear institutions. Independent students were the least likely to graduate within six years. Students who are first-generation college students and students whose family income was in the lowest income quartile were also less likely to complete a degree.

Tinto, V. (1993) Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd. Chicago: University of Chicago Press. Prior Schooling

A. ASSESSING INSTITUTIONAL RETENTION EFFORTS, STUDENT SUCCESS AND PERFORMANCE

It is important for colleges and universities to systematically evaluate the services they offer to help high-risk students improve their success rates. Program approaches are most effective when the entire institution supports these efforts, making student success an institutional priority.

Do you know how well your institution retains its students? While many institutions have a global understanding of retention concepts, some have a limited knowledge of their retention rates for specific populations. In this section, you will find activities to help you:

• Assess current retention efforts and student success

• Determine which students are succeeding or failing

• Define reachable retention goals

• Use alternative methods of assessment (exit surveys, focus groups, etc.)

• Use peer data as benchmarks

• Identify the predictors of dropping out

RETENTION ON YOUR CAMPUS: THINKING ABOUT TODAY'S TRENDS

HOW DOES YOUR INSTITUTION DEFINE RETENTION AND/OR STUDENT SUCCESS?

Student retention can be measured by course, program, terms, years, or campus. Although institutions must report their overall retention rates to the federal government, these submissions are limited to full-time, degree-seeking students and those receiving athletically related student aid. Part-time, transfer, undeclared, and swirling students are excluded from the federal definition of retention, although some of these behaviors are often associated with characteristics that put students at risk of attrition. Does your institution monitor retention rates for students other than those required by the federal government?

LONGITUDINAL TRACKING OF STUDENTS

Longitudinal student tracking systems can help institutions understand student retention patterns across terms and years. In its basic form, this work involves identifying one or more cohorts of students based on their common characteristics and assembling a database that collects information about these characteristics and whether the students return to the institution in subsequent terms or academic years.

Transfer between institutions has become increasingly common for students who begin at all institution levels. The National Student Clearinghouse (NSC) tracks cohort-level outcomes for a nationally representative sample using individual records to account for transfer between multiple institutions. On the following page is a breakdown of statistics related to transfer mobility according to a 2020 report.

Does your institution collect longitudinal student data?

TRANSFER AND MOBILITY PATHWAYS - FALL 2020 UNDERGRADUATES AT A GLANCE

Source: https://files.eric.ed.gov/fulltext/ED609850.pdf

A1. STUDENT SUCCESS PROFILE

Please answer the following questions to assess whether you know which students are succeeding at your institution and which students may need additional support. Use your institutional data, especially the retention and graduation rates your institution is required to report to the federal government as part of the Integrated Postsecondary Education Data System (IPEDS). The IPEDS website is located at https://nces.ed.gov/ ipeds.

1. Do you know your institution’s one- to two-year retention rate for first-time, full-time, degree-seeking, first-year students as reported in the IPEDS Enrollment Survey?

a). If so, what is it? _____%

b). If not, please contact the individual on your campus who is responsible for reporting to IPEDS. This may be an individual in institutional research or elsewhere, and he or she can help you complete the questions below.

Note: IPEDS data can help you determine cohort rates at your institution, so you can assess your institution’s progress at retaining students in each cohort.

2. What is your institution’s three- or six-year first-time, fulltime, degree-seeking graduation rate? _____%

Note: Two-year institutions report a two- and three-year graduation rate to IPEDS as part of the Graduation Rate Survey (GRS), while four-year institutions and universities report a four- and six-year rate.

3. Are you pleased with your institution’s current retention and graduation rates?

□ Yes

□ No

GOALS/OBJECTIVES Educator Activity

This activity is intended to get you thinking about the current retention performance of your institution, measures currently employed to track retention and completion, and strategies in place at your institution to improve student success rates.

4. Based on your institution’s data, during which enrollment period(s) are students most at risk for dropping out? (Check all that apply).

Terms:

□ First term

□ Second term

□ Third term

□ Fourth term

Years:

□ First to second year

□ Second to third year

□ Third to fourth year

5. Based on your institution’s student data, which of the following groups of students are persisting below the overall institution-wide rate? (Check all that apply).

Gender:

□ Male

□ Female

Race/Ethnicity:

□ Caucasian

□ African American

□ Asian/Pacific Islander

□ American Indian/Alaska Native

□ Hispanic

□ Other

Age:

□ 18-20

□ 21-24

□ 25 and older

Enrollment Status:

□ Full time

□ Part-time, less than 12 credit hours

□ Part-time, less than 6 credit hours

□ Commuter students

□ Online students

□ Employed full time while enrolled

□ Remedial/developmental

□ GPA below 2.0

□ Transfers

□ Stop-outs

□ Other ______________________

6. Why do you think these students are not succeeding at your institution?

7. What programs and policies does your institution have in place that address the needs of these students? Do you think these programs/policies have been effective?

A2. ASSESSING CURRENT RETENTION

GOALS/OBJECTIVES Educator Activity

This tool can inform the institution’s leadership where gaps exist in current efforts; addressing these gaps can then become the focus of institutional planning to improve retention rates.

This activity will help you identify whether the necessary building blocks are in place from which to implement effective retention programs at your institution. Generally, if 10 or more items fall in the “disagree” or “strongly disagree” categories, your institution may not be devoting sufficient attention or resources to retention.

y Student retention/student success is regarded as an institutional concern by faculty and staff.

y Retaining and graduating students is central to my institution’s mission.

y My institution is well-organized to promote student retention and success.

y My institution sets numeric goals for retaining and graduating students (Refer to Section I, Activity A4).

y My institution’s overall student retention and graduation rates are commonly known by faculty and staff.

y Retention and graduation rates for specific groups of students, such as first-generation students, low-income students, and nontraditional students, are commonly known by faculty and staff.

y My institution can identify the students who are most at risk for dropping out.

y My institution can identify the points during a term at which students withdraw from all courses.

y My institution can identify the points during a term at which students withdraw from gateway courses (e.g., college algebra, English composition).

y My institution has implemented programs and activities to support student retention/success.

y Existing programs and activities are evaluated to determine whether they make a difference in student success.

y Institution-wide planning includes retention activities and programs.

y Retention/support programs and activities receive adequate financial support.

y Students are able to navigate the campus without much bureaucracy (Refer to Section II, Activity A1).

y Short-term orientation programs are in place (Refer to Section IV, Orientation).

y First-year experience programs are in place (Refer to Section IV, First-Year Experience).

y Student course and degree progress are monitored (Refer to Section IV, Tracking Degree Requirements).

y Financial literacy programs are available (Refer to Section V, Student Resources — Financial Aid).

y Emergency funds are available (Refer to Section V, Emergency Loans).

y We have a campus area or services designated for commuter students (Refer to Section III, Activity A1).

y Career assessment tools are available through a student career center (Refer to Section VI, Student ResourcesExploring the Possibilities).

y Students are made aware of internship opportunities (Refer to Section VI, Student ResourcesBuilding Your Experience While in School).

A3. PRACTICE AND POLICY CHECKLIST

Colleges can use this checklist to identify specific areas in which to concentrate their efforts and to formalize practices across the institution. The checklist does not seek to prescribe specific recommendations, practices, or policies. Rather, it can serve as a framework for organizing practices without confining them to a particular college unit. The end result should be a broad look at institutional practice and policy. It is recommended that the checklist be used across the college to catalog those institutional activities that appear to make a difference. To make maximum use of the checklist, colleges may wish to hold interdepartmental meetings and ask the following questions about each item on the list.

1. Do we do this at this institution? If yes, for how long have we been doing it? If no, should we be doing it? Why or why not?

2. Approximately what proportion of all students who could benefit from this practice are, in fact, touched by this practice? Are there particular groups of students who are not?

3. In what ways does the practice contribute to improved student outcomes? How do we know this? How could the practice be changed to improve its impact on student outcomes?

4. What types of students are the chief beneficiaries of the practice? How often do they benefit and in what intensity? If the practice is beneficial, what can be done to ensure that similar students might be reached?

5. What new partnerships—inside and outside the college— may be necessary to implement new practices?

GOALS/OBJECTIVES Educator Activity

This tool is intended to assist institutions in identifying strengths and gaps in institutional practices that have been shown to be related to the success of all students, with a particular focus on the needs of low-income or firstgeneration college-going students.

INSTITUTIONAL PRACTICE / POLICY AREA

Academic Advising

Academic Planning

Access to Technology

Admissions Cycle

Assessment/Placement

EXAMPLES OF POLICY QUESTIONS / INSTITUTIONAL STATEMENTS STRENGTHS / GAPS

Regular contact with a consistent advisor/ counselor to develop and monitor each student’s education plan.

Mandatory process for students to plan degree/ certificate programs.

Availability of computer resources, including open labs at times convenient to student schedules. Corporate discounts for student purchases.

Cut-off dates for admission to either the institution or specific programs.

Ongoing evaluation of minimum score requirements and periodic evaluation of the appropriateness of the placement instrument itself. Recognition of need for prompt feedback to students and faculty.

Bilingual Intake Services

Campus Climate

Career Development

Child Care

Community-Based Organization (CBO)

Links

Comprehensiveness of Student Services

Access to college admissions processes for students with limited English proficiency.

Recognition of the value of all learners to the campus. Zero tolerance for aggression based on ethnicity, income status and other characteristics.

Services that assist students to develop clear, realistic aspirations for future work. This area should be coordinated with academic planning and counseling.

Provision of care for students’ dependent children, especially children of single parents.

Working agreements with CBOs who are often the first point of contact with higher education for lowincome/first-generation students.

How well do academic guidance and counseling, academic support, personal guidance and counseling, career counseling, and supplemental services function together?

INSTITUTIONAL PRACTICE / POLICY AREA

Continuous Quality Improvement

EXAMPLES OF POLICY QUESTIONS / INSTITUTIONAL STATEMENTS STRENGTHS / GAPS

Use of data, information, and evaluation to accelerate success rates for low-income/firstgeneration students as part of a quality cycle leading to improved instruction, support programs and services.

Counseling (Personal Guidance)

Curricular Alignment

Degree Auditing

Diversity

Engagement Strategies for Low-Income/ First-Generation Students

ESL Programs

Enrollment Management

Exit Criteria for the Developmental Education Program

Services that are distinct from academic advising and provide emotional and personal support for education success.

Alignment of competencies between Basic Skills/ ESL programs and collegiate-level classes to bridge gaps and ensure seamless movement of students.

Availability of student progress toward degree checks after completion of a threshold number of credit hours.

Institutional statements and other evidence recognizing the importance of diversity.

Existence of purposeful strategies for low-income/ first-generation students that increase their interactions with the college.

Availability of instruction and programming to increase language acquisition skills for students with limited English proficiency.

Targets established for low-income student recruitment and retention and corresponding support practices (similar to those depicted in this checklist).

Specification of competencies required by Developmental Education completers to succeed in college-level programs. Evidence of correspondence with competencies specified in college-level programs.

Exit Criteria for the ESL Program

Specification of competencies required by Basic Skills/ESL completers to succeed in college-level programs. Evidence of correspondence with competencies specified in college-level programs.

INSTITUTIONAL PRACTICE / POLICY AREA

Faculty Mentoring

Financial Aid

First-Year Success Classes

EXAMPLES OF POLICY QUESTIONS / INSTITUTIONAL STATEMENTS STRENGTHS / GAPS

Programs that pair specific faculty with lowincome/first-generation students in need of intervention and support.

Examples include flexible cut-off dates for institutional financial aid, earmarking a portion of tuition increases for low-income students, using financial aid to promote transfer agreements, and targeting specific aid (grants instead of loans) to low-income students, assuring lowest possible levels of unmet need and making an effort to reduce credit card and other high-interest borrowing.

Available? Required? Optional? Are success classes supplemented with information reinforced in other classes and/or first-year experiences? Are classes available in each period of initial enrollment?

Institutional Organization

Institutional Research Capacity

Institutional Scholarships for Low-Income Students

Intake Orientation

Late Class Adds

Late Start Classes

Administrative responsibility identified for overall institutional efforts to promote success for lowincome/first-generation students.

Identified responsibility for research on student success, especially for low-income/first-generation students. Data on student enrollment patterns, especially course-taking and completion behaviors, disaggregated by race/ethnicity, first language and socioeconomic status.

Funding taken from institutional revenues to provide low-income students with financial aid.

A brief, mandatory session or sessions providing students an overview of college policies and services available to them. Distinct from a longerterm student success class.

Procedure for permitting (or denying) late registration for classes.

Procedure for creating late-start classes based on demand produced by late registrations.

INSTITUTIONAL PRACTICE / POLICY AREA

Learning Communities

EXAMPLES OF POLICY QUESTIONS / INSTITUTIONAL STATEMENTS STRENGTHS / GAPS

Identify cohorts of students for support of common learning experiences, including classes and cocurricular activities.

Midterm Tracking

Mission Statement

One-Stop Shopping

Online Support Services

Out-of-Class Interactions with Faculty

Partnerships with Other Higher Education Providers

Partnerships with the K-12 Sector

Partnerships with Workforce Agencies

Midterm academic feedback is provided consistently to new students.

Mission statement indicates commitment to serve low-income/first-generation students.

Making necessary pre-admission and postadmission services more convenient for all students, but especially single parents and others with multiple time commitments.

Web-based availability of critical college facts and links to services.

Mechanisms for increasing interaction of lowincome/first-generation students with faculty outside of the classroom setting, a consistent factor in improved retention rates.

Written agreements with other colleges—these can include transfer agreements, sharing of resources, and common curricular competencies, and would cover all students. Pathway and support programs for low-income/first-generation students.

Written agreements with those secondary schools with large proportions of low-income/firstgeneration students, possibly including dual credit classes, early college programs, collegiate and financial planning, sharing of instructors, and/or curricular and competency alignment.

Written agreements with local Workforce Investment Boards that provide access to college training for low-income/first-generation students. Career pathway partnerships with private and public entities that result in increased employability for low-income/first-generation students.

Peer Tutoring/Counseling

Formal programs that supplement instruction with peer tutoring both inside and outside of class.

INSTITUTIONAL PRACTICE / POLICY AREA

Planning, Resources and Budgeting

Research and Policy Development

Research on the Effectiveness of Counseling, Advising and Student Orientation

Student Responsibilities

EXAMPLES OF POLICY QUESTIONS / INSTITUTIONAL STATEMENTS STRENGTHS / GAPS

Data-based planning for low-income/firstgeneration student success, accompanying budgetary allocations, and evaluation of program impact to inform future planning and budgeting.

Policies and practices created or modified based on research.

Identified part of overall institutional agenda for communicating student success.

Statement of student’s role in education process, including expectations.

Teaching Practice

Teaching Quality

Transfer Policies

Value of Student Learning

Classroom practices that have been shown to promote student success for all students, including cooperative learning, active learning and creation of learning communities.

Reward structures for gains made by low-income/ first-generation students in classes and programs.

A specific entity/individual to work with students and help them understand and complete transfer processes.

Institutional statements/activities that place a premium on student learning.

A4. DEFINING REALISTIC GOALS AT THE PROGRAM LEVEL

So far, we’ve focused on overall institutional retention/success rates. When developing retention goals, it is important that they are both reasonable and reachable; a retention goal of 100 percent may be admirable, but it is almost never realistic.

A good starting place is to determine the retention rate for your program. To establish this rate, you will need to know the number of students who first enroll in your program and intend to complete it. The next step involves finding the number of students who are still enrolled one academic term and/or one year after entry. Programs may also want to take a longer view of retention by specifying a measurement period that corresponds to the length of the program.

For example, a two-year program might choose to measure those who are still enrolled after three years. Similarly, a fouryear program might choose a six-year time frame to measure retention. Programs are encouraged to calculate short-term rates (between academic terms and/or academic years) as well as long-term rates.

The program’s baseline retention rate (dividing the number of students still enrolled or completing the program by the number who enter) should be calculated before setting realistic retention targets for your program. Generally, reasonable rates of improvement might be set at an annual increase between 3 and 4 percentage points over your baseline rate.

The experience of each program should be a key factor in establishing a target rate—it should not be set too low or too high. For this reason, it is critical that all who work in a given program or department be involved in setting retention targets that are realistic. Based on your institution’s unique characteristics and mission, develop departmental and institutional goals that are both measurable and obtainable.

Finally, all stakeholders should know the impact of new interventions is not always immediate, underscoring the need to

GOALS/OBJECTIVES Educator Activity

In this activity, you will use your student retention profile and institutional data to define reachable student retention/success goals for academic programs and/or departments within your institution.

calculate each program’s current retention rate and to carefully recalculate retention rates after interventions have been implemented.

PROGRAM RETENTION OR SUCCESS GOALS

1. Does your program or department currently have retention goals in place? If no, skip to question 2.

□ Yes

□ No

If yes, how are these goals defined?

□ Retention rate

□ Graduation rate

□ Course completion rates

□ Other ___________________

How were these goals developed?

Do your current program or departmental goals and activities address the specific goals for the at-risk groups identified in your student retention profile (Section I, Activity A1)?

□ Yes

□ No

□ Uncertain

What modifications, if any, would need to be made to your current goals to meet the needs of your at-risk students?

Which current departmental programs/policies/strategies do you feel are most effective at retaining students and why?

2. Use the following chart to develop reasonable and reachable program goals for each of the at-risk student groups identified in your student retention profile (Activity A1).

3. In addition to improving retention and/or graduation rates, your department may have in place specific programs or policies, such as faculty or peer mentoring for at-risk students, that address student retention.

Take a moment to think about a successful program on your campus that you would consider exemplary. Perhaps you have a FirstYear Experience program, or a Student Support Services program, that has been successful at retaining at-risk students.

What exactly is it about the exemplary program that works? Can the principles be applied to other programs throughout the campus?

If you are not the administrator of a program you have identified as being an effective retention practice, schedule an interview with the key staff associated with that program to answer the following questions

a) Name of exemplary program(s):

b) Exemplary program input (check all that apply):

□ Staff enthusiasm or dedication

□ Seamless integration of staff efforts across offices working on retention

□ Convenience/scheduling

□ Content/knowledge gained

□ Peer interactions

□ Other: _______________________________________________________________________________________________

c) Exemplary program outcomes (check all that apply):

□ Raised overall retention rates

□ Raised retention rates of special population(s) (list population): _________________________________________________

□ Increased GPA

□ Increased graduation rates

□ Improved student/faculty interactions

□ Improved staff collaboration

□ Other:_______________________________________________________________________________________________

Use the following chart to develop reasonable and reachable goals for retention in your program(s), using the exemplary program as a guide.

A5. RETENTION ASSESSMENT TOOLS

In addition to collecting and analyzing retention rates calculated from existing data, institutions can benefit from using methods of assessing their retention performances by collecting information directly from current and former students. These techniques include alternative assessments, such as exit surveys and interviews, student engagement surveys, and focus groups.

EXIT SURVEYS

Exit surveys and interviews can be used by both institutions and departments to help identify programs in need of improvement. They provide useful data on how effectively the educational, professional, and personal goals of students are being met and how well the institution is meeting its own retention goals. Exit surveys can contain separate sections on institutional and departmental performance and include variables that assess student engagement, administrative and student services, and current retention programs. It is important to regularly update your exit survey as at-risk student groups are identified and your institution develops new programs and strategies to improve student retention.

GOALS/OBJECTIVES Educator Activity

Institutions can better meet and anticipate the needs of their student populations by supplementing their institutional data with these other forms of assessment.

STUDENT ENGAGEMENT AND OTHER SURVEYS

Institutions can also elect to participate in other student surveys to assess the quality of their programs, student engagement and other important variables also related to student retention. Community colleges that participate in the Community College Survey of Student Engagement (CCSSE) and public and private four-year institutions that participate in the National Survey of Student Engagement (NSSE) can access their data online at the following websites:

NSSE: https://nsse.indiana.edu

CCSSE: www.ccsse.org

Both websites offer information on how to use their survey data effectively, and they provide additional support and resources, including “best practices” and forms for student discussions and focus groups.

FOCUS GROUPS AND STAKEHOLDER DIALOGUE SESSIONS

Institutional data and data from alternative assessments can be used to identify areas of strength and weakness. It is often helpful to hold student focus groups or stakeholder (faculty, community) dialogue sessions based on your data. Links to instructions on holding focus groups can be found in the website listings at the end of this section.

1. Does your institution use the techniques below to assess the strengths and weaknesses of its programs and services?

USED REGULARLY USED SPORADICALLY NOT USED DON'T KNOW

Exit Surveys

Exit Interviews

CCSSE (Community Colleges)

NSSE (Public and Private 4-Year Institutions)

Other Forms of Assessment

(List Names):

Focus Groups

Stakeholder Dialogs with:

Faculty

Staff

Administrators

College Community

2. If these techniques have been used, do you think they have been used effectively to inform institutional programs and policies?

□ Yes

□ No

□ Uncertain

□ Not applicable

If yes, which of these forms of assessment do you feel has been the most effective? Why?

Which of these forms of assessment do you feel could be used more effectively? Why?

ABOUT BENCHMARKING

Data collected by ACT (www.act.org) over the past 32 years have indicated little change in average freshman to sophomore year retention rates for combined bachelor’s, master’s, and Ph.D.-granting institutions (ranging from a high of 85.0 percent to a low of 64.2 percent). For public two-year institutions, the average freshman to sophomore retention rate has ranged from a high of 55.7 percent to a low of 51.3 percent.

In addition to the ACT rates, institutions may choose to join national consortia that can assist in the process of benchmarking student retention rates by institutional level and sector. The Consortium for Student Retention Data Exchange (CSRDE), for example, provides its members (approximately 403 public and private four-year institutions and public two-year institutions) with retention and graduation rates for first-time, full-time, degree-seeking, freshman cohorts in four-year institutions as well as community college transfer students.

Community colleges may also choose to join the National Community College Benchmark Project (NCCBP). NCCBP provides comparative graduation rates for its members, as well as college-level and developmental course retention and success rates. More than 400 community colleges have participated in this effort since 2004.

In Section I, Activity A6, you will learn how to retrieve retention and graduation rate data for your institution from the U.S. Department of Education. You will also be able to generate retention and graduation rate data for your peer institutions and compare data to national averages.

A6. BENCHMARKING RETENTION AND GRADUATION RATES

GOALS/OBJECTIVES

Educator Activity

In this activity, you will use the U.S. Department of Education’s National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) to access retention and graduation rates for full-time, first-time students at your institution and its peer institutions.

All colleges and universities that receive Title IV funds must annually submit this information to IPEDS.

DIRECTIONS

1. Go to https://nces.ed.gov/ipeds/datacenter and select “Compare Institutions.”

2. Select the data set you would like to use (default is “final release date”).

3. Enter the name of your institution in the space provided and click “Next Step.”

4. You can select your compare institution in several ways. For this activity, choose “By Groups” then select “EZ Group.” IPEDS either has pre-set search criteria you can use to select institutions by size, sector, location and other characteristics. Click “Next Step.”

5. This web page lists the institutions in your peer group. You can deselect institutions by removing the check mark from the box on the left. After reviewing this list, click “Next Step.”

6. In this step, you will select variables you want to compare. For this activity, select “Browse/Search Variables” then “Frequently Used/Derived Variables,” “Retention Rates” and “Graduation Rates.” Select the most recent cohort year and student characteristics of interest. Click “Next Step.”

7. This web page lists your results. Copy these results into the chart.

RETENTION AND GRADUATION RATES IN POSTSECONDARY INSTITUTIONS

Note: Data results are based on first-time, degree-seeking undergraduates.

Source: IPEDS Trend Generator

https://nces.ed.gov/ipeds/TrendGenerator/app/build-table/7/33?cid=1

https://nces.ed.gov/ipeds/TrendGenerator/app/build-table/7/32?f=5%3D1%7C2&cid=1

https://nces.ed.gov/ipeds/TrendGenerator/app/build-table/7/21?rid=50&cid=5

* 1-2 year retention rates.

** 3-year graduation rates for 2-year institutions and 6-year graduation rates for 4-year institutions.

B. IMPLEMENTING INSTITUTION-WIDE RETENTION/ STUDENT SUCCESS POLICIES

In the previous section, we provided information and exercises to help you assess your current retention activities and performance. Now that you have a better idea of how well your institution, as well as your individual program, retains its students, you can begin to think about what steps must be taken next to achieve retention goals.

Institutions that graduate a large percentage of at-risk students typically bring together staff from across the campus, working as a united front toward common goals. On such campuses, you would not likely hear an administrator turn away a student because the service that he or she is requesting is “not my job.” Rather, staff on exceptional campuses are aware of the various functions of other staff and go above and beyond job descriptions to serve the common goal of helping students.

A retention or student success task force and strategic plan can help achieve this student-centered, retention-focused atmosphere between faculty and staff on campus. This will in turn help make retention an institution-wide priority.

In this section, you will find activities to help you:

• Implement a retention/student success task force

• Devise a strategic retention/student success plan

Although you alone may not be able to implement an institution-wide plan, the samples provided will give you something to think about so that when talks begin on the subject of taking institutional action, you can represent your department as an informed participant. You can at the very least share with members of your department the information provided here on retention task forces and plans so that you can initiate retention programs on an institutional level. You can also post information about your actions and goals on your departmental website. Once the word spreads around campus of your exemplary practices, you may be asked to contribute your perspective to a core committee of campus leaders.

B1. FORMING A RETENTION/ STUDENT SUCCESS TASK FORCE

GOALS/OBJECTIVES

Educator Activity

In Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College (2004), M. Lee Upcraft, John Gardner, and Betsy O. Barefoot & Associates describe the key components of a first-year task force, stating that “Using a project team or task force to study a problem and initiate change or look into the first college year is both effective and efficient because the nature of the first year should involve representatives from all areas of campus."

A first-year retention task force must consist of the following roles, which we have expanded to form a general campus retention or student success/completion task force:

1. Decision-makers–High-ranking academic affairs and student affairs administrators.

List your candidates here.

2. First-year leaders–Staff representing first-year programs, orientation, advising, and faculty that teach introductory courses.

List your candidates here.

3. Retention enthusiasts–Faculty and staff dedicated to the success of students and to dealing with retention issues.

List your candidates here.

4. Naysayers–Staff and faculty who do not support student success initiatives.

List your candidates here.

5. Students–Active leaders familiar with typical student roadblocks and attitudes.

List your candidates here.

Student success is everyone’s responsibility; however, without leadership, a task force cannot be effective. A senior-level administrator with responsibilities that cut across academic and student affairs should be involved and should help to select the approximately 20 task force members who can then be grouped into sub-committees. Staff should represent a cross-section of academic affairs, student affairs, business and finance, and research.

One task force cited in Upcraft, et al., used the following general questions as a guide for its activities. Please answer each question below as it applies to your institution.

1. What should be the components of the entering student experience?

5. What curriculum changes would your institution strive to implement?

2. How does the institution move in the direction of offering students a coherent program?

6. What academic support services will play an integral role?

3. How do the administrative and organizational functions collaborate to promote a unified, student-centered program for first-year students?

7. How are claims of departure for financial reasons separated into issues that can be addressed with additional financial aid?

4. What role does academic advising play?

B2. DEVELOPING A STRATEGIC RETENTION/ STUDENT SUCCESS PLAN

Please answer the following questions to assess whether a current retention plan is effective, or, if no retention plan exists, the reasons for that. We have provided some sample retention plans to give your institution some ideas about specific, concrete, retention-focused goals and activities.

1. Has your institution implemented a strategic retention/ student success plan?

□ Yes

□ No

If yes, proceed to #3. If no, proceed to #2.

2. If no to #1, what is the reason? Check all that apply and continue to the sample plans.

□ We do not need to improve student retention/success; we are pleased with our current rates. Have you looked at the completion rates of special populations?

□ Student retention/success does not seem to be a priority at my institution. Are institutional leaders aware of retention improvements to student outcomes that could be made?

□ We do not have enough resources to support an institution-wide student retention/success program. Would any of your staff be willing to volunteer some time to be on a student retention/success committee?

□ Other/not sure.

3. How long has your student retention/success plan been in place?

GOALS/OBJECTIVES Educator Activity

In order to achieve institutional buy-in and ensure that administrators across the campus are thinking about retention and student success, it is important to have a strategic plan in place to define current goals and a set of proposed or ongoing activities in place to help achieve those goals.

4. Does the plan include specific goals and activities to improve the retention rates of at-risk populations?

□ Yes

□ No

5. Have your institution’s retention and completion rates improved since the implementation of your plan:

Overall?

□ Yes No By population?

□ Yes

□ No

6. Which components of your institution’s plan have been successful?

7. Which components of your institution’s plan have not been successful?

SAMPLE RETENTION/STUDENT SUCCESS STRATEGIC PLANS

The following links lead to examples of strategic plans or reports that institutions have developed to set goals, action plans, and benchmarks for measures of student success.

Community Colleges

• www.muskegoncc.edu/strategicinitiatives/2017-2022-strategic-plan

• www.heartland.edu/documents/about/strategicPlan-academic.pdf

• www.austincc.edu/business-community/strategic-plan

Strategic Plan Summaries

• https://strategic.gsu.edu

• https://studentsuccess.uic.edu

Four-Year Public Institutions

• www.issuu.com/morganstateu/docs/msu_strategic_plan_2022-2032_final?fr=sNzZjMDI5MDk3ODE

• www.weber.edu/strategic-plan

• https://strategicplan.iupui.edu/StudentSuccess

• https://umdearborn.edu/about/mission/strategic-planning-academic-student-success

• www.calpoly.edu/strategic-plan

C. TOOLKIT PROGRAM IMPLEMENTATION

In this section, you will complete activities that will help you use this toolkit at your institution, including:

• Screening students, using enrollment indicators of at-risk characteristics

• Setting priorities and goals developed in Section A to measure program success within the target groups

• Developing a referral network on campus

BUILDING TOOLKIT AWARENESS

Before you begin to use this toolkit with other staff and students, try reaching those students on campus who need help the most. They may not already be actively seeking information or visiting your department, so it will help to spread the word through various avenues. Involving other staff in your efforts to implement this toolkit is a good first step toward concerted retention awareness and solutions.

1. Make faculty and advisors aware that help is available for those students at risk of dropping out and in need of assistance.

2. Enlist departmental assistants and work-study participants for their help in publicizing and administering this toolkit.

3. If a retention task force exists on campus, make its members aware of this toolkit. If a retention task force does not yet exist, hold meetings with key staff and administrators to discuss the possibility of forming one.

4. Include a link to this toolkit on your departmental website; provide a self-assessment survey for at-risk indicators.

5. Send a letter or email to students who, based on the at-risk assessments on the following page, would benefit from this toolkit and arrange a meeting to review the toolkit contents together.

6. Make members of your department aware of the toolkit program, so they are prepared to help walk-ins.

C1. IDENTIFYING TOOLKIT PARTICIPANTS USING AT-RISK INDICATORS

GOALS/OBJECTIVES Educator Activity

This activity will help you identify students with at-risk factors who would be best served by this toolkit. Please use the following at-risk checklist to generate a list of students you wish to recruit. Next, contact those students to set up meetings to assess their areas of need, and then begin completing the appropriate exercises together.

The following variables are appropriate risk indicators that can be drawn from enrollment data. The goal is to develop a method that calls attention to students who might need special help to stay in school. If you answer “Yes” to six or more questions, then it is advisable to invite that student to an introductory toolkit meeting. It may also be advisable to refer those students to further help, such as counseling or academic advising. Section I, Activity C4 will help you identify the appropriate contacts.

INDICATOR RISK

Is the student part-time and intending to complete a degree?

Yes/No

Is the student entering without a high school diploma? Yes/No

Did the student have a C average or lower in high school? Yes/No

Does the student have a GED or other alternative to a high school diploma?

Is the student the first in his or her family to attend college?

Does the student speak English as a non-native language?

Does the student have one or more dependents?

Does the student lack a vocational goal to obtain a certificate or degree?

Did the student register late?

Does the student qualify for financial aid?

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Is the student without previous college credit? Yes/No

Is the student suggested for developmental classes? Yes/No

Does the student have more than a half-hour commute?

Does the student lack a specific program major?

Yes/No

Yes/No

Once you have begun meeting with at-risk students, you can then track their use of services on campus to determine the effects of specific programs.

INDICATOR RISK

Did the student pass developmental/remedial coursework? Yes/No

Did the student participate in tutorial programs? Yes/No

Did the student apply for student aid?

Did the student qualify for student aid?

Did the student receive any type of financial aid?

Is the student at a high level of student loan debt relative to academic work completed?

Did the student meet with an academic advisor?

Did the student meet with a counselor?

Did the student develop a contract plan with a counselor?

Did the student enroll in more than one class? Yes/No

Did the student enroll in a “success class,” if available? Yes/No

Did the student maintain enrollment through the drop date in all classes? Yes/No

Did the student attend a college orientation program, if available? Yes/No

Did the student talk with the teacher about problems? Yes/No

Did the student participate in peer study groups, if available? Yes/No

Did the student have a faculty mentor, if available?

Did the student attend a career planning program? Yes/No

Did the student use the evening administrative office? Yes/No

C2. STUDENT AT-RISK SELF ASSESSMENT

The following survey will help staff and administrators determine at-risk factors, using both additional demographic data not typically collected as part of the admission processes and self-reported motivation and aspirations for higher education. You may administer this survey to students upon enrollment and invite them to participate in the toolkit based on their responses.

STUDENT SURVEY

1. On which campus do you take most of your classes?

□ Main

□ Satellite

□ Online

□ Other _________

2. What is your family status?

□ Single

□ Married

□ Divorced

□ Separated

□ Other ________

GOALS/OBJECTIVES

Student Activity

The resulting data can be used to pinpoint student groups for which specific interventions can be developed. For example, students who speak English as a non-native language, do not have other family members with college experience, rely on financial aid, and/or lack motivation or clear goals would be appropriate candidates for this toolkit.

3. Indicate which of the following are sources you use to pay for your tuition, books and expenses:

(Respond to each item)

SOURCE MAJOR MINOR NOT A SOURCE

My own income/savings

Parent or spouse/ significant other's income/savings

Financial aid

Student loans (bank, etc.)

Public assistance, grants, or scholarships

Consumer borrowing, such as credit cards

4. Students are faced with many competing demands that often affect their ability to be successful in college. Which of the following exert the greatest demands on you? (Check all that apply)

□ Family

□ Job/work

□ School

□ Community involvement

□ Other ________

5. What is your native language?

□ English

□ Spanish

□ Other _________

6. What is the highest level of education obtained by your family members?

Associate degree

Bachelor's degree

Master's degree

Unknown

7. How many dependents do you have?

□ None

□ One □ Two

□ Three

□ Four

□ Other _________

8. Please estimate the number of hours per week you are currently employed: _________

□ Not employed

9. How likely is it that the following issues would cause you to withdraw from your classes? (Respond to each item)

Finance (lack of funds for tuition, books, and everyday expenses)

Academic (difficulty understanding/learning material in courses)

Home/family (caring for dependents/lack of encouragement and support)

Employment/job (work demands/unable to get time off for school/related issues)

Other issues (please indicate)

10. Indicate which of the following are your reasons/goals for attending this institution: (Respond to each item)

To complete a certificate program

To obtain an associate degree

To transfer to a four-year college or university

To obtain or update job-related skills

For self-improvement or personal enjoyment

To change careers

11. How confident are you in your ability to do well in your mathematics classes at this institution?

12. How confident are you in your ability to do well in your English classes at this institution?

13. How confident are you that you will complete your entire program of studies and achieve your goals?

14. Have you applied for financial aid?

□ Yes

□ No

15. Have you received financial aid?

□ Yes

□ No

16. How supportive is your immediate family of your education?

□ Extremely supportive

□ Supportive

□ Somewhat supportive

□ Not at all supportive

17. Please give an estimate of how long you have been out of school:

□ Less than 6 months

□ 6 months to 1 year

□ 1-2 years

□ More than 2 years

18. How motivated are you to complete your course of study here?

□ Extremely motivated

□ Motivated

□ Somewhat motivated

□ Not at all motivated

C3. SETTING TOOLKIT GOALS

AT-RISK STUDENT GROUP (e.g., Low Income Students, Single Parents)

TOTAL NUMBER OF STUDENTS IN AT-RISK GROUP (If known)

NUMBER OF AT-RISK STUDENTS REFERRED TO THE TOOLKIT

GOALS/OBJECTIVES

Educator Activity

In Section A, you explored your current institutional and departmental goals and began developing reasonable and attainable goals for the at-risk student groups at your institution. This chart will help you track your progress at improving the retention of students referred to this toolkit and allow you to compare their retention rates to non-participants with similar at-risk characteristics.

C4. DEVELOPING A REFERRAL NETWORK

GOALS/OBJECTIVES

Educator Activity

Toolkit administrators should make contact with each of the administrative areas identified below to verify contact information and learn about the various resources each department offers. It is important to be proactive in referring students to the appropriate department, as any delay could affect their chances of succeeding.

Complete the following chart to develop a referral network of important points of contact for students using this toolkit.

Academic

Registering for classes

Falling behind in coursework

Missing classes

Changing major program

Grievances

Financial

Applying for aid

Emergency aid

Making payments

Health

Medical help

Counseling

Alcohol/drug abuse

Fitness

D. RETENTION/STUDENT SUCCESS WEBSITES AND PUBLICATIONS

STUDENT SUCCESS TRACKING/ REPORTING

• Community College Survey of Student Engagement https://ccsse.org

• National Survey of Student Engagement https://nsse.indiana.edu

• National Student Clearinghouse Student Tracker www.studentclearinghouse.org/solutions/ed-insights/

COMPLETION INITIATIVES

• Achieving the Dream

https://achievingthedream.org

• Completion by Design https://completionbydesign.org

• Complete College America https://completecollege.org

BENCHMARKING

• National Community College Benchmark Project https://nccbp.org

• The Consortium for Student Retention Data Exchange https://csrde.ou.edu

• Student success benchmarking in higher education www2.deloitte.com/us/en/insights/industry/public-sector/ interactive-benchmarking-in-higher-education.html

E. REFERENCES AND FURTHER READINGS

Adelman, C. (2006). “The Toolbox Revisited: Paths to Degree Completion from High School through College.” Washington, DC: U.S. Department of Education.

Bai, H., & Pan, W. (2008). “A Multilevel Approach to Assessing the Interaction Effects on College Student Retention.” Journal of College Student Retention: Research, Theory and Practice, 11(2), 287-301.

Braxton, J. M., & Mundy, M. E. (2001). “Powerful Institutional Levers to Reduce College Student Departure.” Journal of College Student Retention: Research, Theory and Practice, 3(1), 91-118.

Chaney, B., Muraskin, L., Cahalan, M., & Rak, R. (1997). “National Study of Student Support Services: Third-Year Longitudinal Study Results and Program Implementation Study Update.” Washington, DC: U.S. Department of Education.

D’Lima, G. M., Winsler, A., & Kitsantas, A. (2014). “Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation.” The Journal of Educational Research, 107(5), 341-356.

Levitz, R. N. (2017). “2017 National Freshman Motivation to Complete College Report.” Cedar Rapids, Iowa: Ruffalo Noel Levitz.

https://files.eric.ed.gov/fulltext/ED606636.pdf

National Center for Education Statistics. “Digest of Education Statistics 2014.” www.nces.ed.gov/programs/digest/d14/tables/dt14_326.40. asp?current=yes

Nes, L. S., Evans, D. R., & Segerstrom, S. C. (2009). “Optimism and College Retention: Mediation by Motivation, Performance and Adjustment.” Journal of Applied Social Psychology, 39(8), 1887-1912.

Nitechi, E. M. (2011). “The Power of the Program: How the Academic Program Can Improve Community College Student Success.” Community College Review, 39(2), 98-120.

Perrine, R. M., & Spain, J. W. (2008). “Impact of a Pre-Semester College Orientation Program: Hidden Benefits?” Journal of College Student Retention: Research, Theory and Practice, 10(2), 155-169.

Quint, J., Jaggars, S. S., Byndloss, D. C., & Magazinnik, A. (2013). “Bringing Developmental Education to Scale: Lessons from the Developmental Education Initiative.” New York, NY: MDRC.

Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). “Do Psychosocial and Study Skill Factors Predict College Outcomes?: A Meta-Analysis.” Psychological Bulletin, 130(2), 261-288.

Shapiro, D., Dundar, A., Wakhungu, P., Yuan, X., Nathan, A., & Hwang, Y. A. (2017). “Completing College: A State-Level View of Student Attainment Rates.” (Signature Report No. 12a). Herndon, VA: National Student Clearinghouse Research Center.

SUNY-Erie Library Resource Center. "Retention & Success of Students of Color in Higher Education Conference Resources 2020."

https://libguides.ecc.edu/c.php?g=996648&p=7213040

Tinto, V. (1975). “Dropout from Higher Education: A Theoretical Synthesis of Recent Research.” Review of Educational Research, 45(1), 89–125.

www.jstor.org/stable/1170024

Valentine, J. C., Hirschy, A. S., Bremer, C. D., Novillo, W., Castellano, M., & Banister, A. (2011). “Keeping At-Risk Students in School: A Systematic Review of College Retention Programs.” Educational Evaluation and Policy Analysis, 33(2), 214-234.

---. (2014). “Completing College: A National View of Student Attainment Rates—Fall 2010 Cohort.” (Signature Report No. 12). Herndon, VA: National Student Clearinghouse Research Center.

SECTION II

NAVIGATING THE CAMPUS

The purpose of this section is to review with your students the places and people needed to help them be successful on campus. Once a student sets foot on campus, they must quickly learn the appropriate department and staff member to contact for everything from financial aid to the registrar to academic advising. Students can easily feel lost in an entirely new setting that seems foreign to them, and even the process of choosing and scheduling classes can feel unsettling without the proper guidance.

This section will present your students with a number of scenarios that might be applicable to their own campus experiences, so that once they have a question, they will know

exactly who to contact and how. We also provide professional staff with guidelines for soliciting feedback from students regarding the ease—or frustrations—of campus navigation. We then help both students and staff assess the navigation of campus services when using the institution’s website to retrieve information.

After completing this section, your students should feel more equipped to deal with common situations that arise on campus, and staff should have a better sense of the typical student’s experience when attempting to navigate the institution and its services.

A. PLANNING RESOURCES FOR PROFESSIONAL STAFF

This section contains activities to help professional staff assess and improve upon existing systems on campus. Activity A1 will help staff evaluate campus services through student focus groups and ultimately create a more user-friendly campus. Activity A2 will help staff assess their institution’s website organization by assuming the role of a student in need of information. Staff should think about the ease of use of various services on campus and what could be changed to help their students navigate the institution and ultimately succeed at higher rates.

A1. LEARNING FROM YOUR STUDENTS

Sample questions might include:

GOALS/OBJECTIVES

Educator Activity

Below is a guide to help you establish a focus group of students who, in turn, could inform the institution about the level of bureaucracy they face and what might make the services on campus more navigable. Ask some of your toolkit participants if they would be interested in participating in such a focus group in order to help other students by improving the organization of the institution.

• How would you describe interactions you have had with campus offices, such as financial aid and registration?

• Are there ways this institution could simplify the registration process?

• In what ways would you improve academic advising?

• What are three offices that you’ve visited since you first enrolled? Were you satisfied with the outcome of those visits?

• Have you ever asked a staff member a question and been told “It’s not my job”?

• What is the most helpful thing a new student should know about this campus? For example, how would you let the campus know you’ve changed your major?

You may also keep the conversation open-ended to find out about students experiences in general. For example, what they liked about their campus experience, what they did not like about it, and to what degree they felt restricted by bureaucracy when attempting to find certain information or access particular services. Once you collect responses from students, if you find the campus organization could be more accessible or welcoming, you can include this as a goal in your own departmental retention plan, suggested in Section I, Activity A4. It is also good to have this information on hand if you participate in a retention task force on campus or are otherwise asked to offer your input based on your interactions with toolkit participants. Does your campus website generally seem to be user-friendly? Is the navigation fairly logical? Suppose you are a student who wants to find information on joining a club on campus. Would you know where to go from the home page?

A2. WEBSITE ORGANIZATION

How many steps would it take?

Students are becoming more and more reliant on the web for information, and it is important that your website be both wellorganized and visually appealing. Take a moment to consider the three scenarios below to help you determine the ease of use of the campus website for students at your institution.

In general, the simpler the design, the better.

1. You have just started classes and would like to find out if it is still possible to make any changes to your schedule.

Is it fairly obvious where to go from the home page?

□ Yes

□ No

How many steps does it take to reach the registrar or appropriate advisor’s information?_____________

Does the appropriate page have information about changing classes, including contact information and deadlines?

□ Yes

□ No

2. You have misplaced a student’s or professor’s contact information and need to reach him or her to ask a question about an assignment.

Is there a link to the directory from the home page?

□ Yes

□ No

GOALS/OBJECTIVES Educator Activity

These examples are intended to provide you with the perspective of typical first-year students as they attempt to navigate the various campus components available online. This should get you thinking about whether the website is a help or hindrance to students who wish to find additional information and deal with typical campus issues.

If not, how many steps does it take to reach the directory?__________

Once you reach the directory, can you search by name to retrieve the phone number and email address you need?

□ Yes

□ No

3. You have received a parking fine. You would like to find out why and also see where you can park in the future without penalty.

Is it fairly obvious where to go from the home page?

□ Yes

□ No

How many steps does it take to reach the appropriate facilities or campus service page?__________

Once you reach the appropriate page, is information provided on parking guidelines?

□ Yes

□ No

Can you dispute a ticket, apply for a permit, or download an application online?

□ Yes

□ No

These examples are intended to provide you with the perspective of typical first-year students as they attempt to navigate the various campus components available online. This should get you thinking about whether the website is a help or hindrance to students who wish to find additional information and deal with typical campus issues. If the website does not seem adequate, it is suggested that you or other members of the retention task force invite members of the Information Technology department to begin discussing a website reorganization as part of your institution-wide retention plan.

B. STUDENT RESOURCES - LOCATING HELP ON CAMPUS

This section includes activities that will help you give your students an understanding of services provided by various departments on campus, including the following areas:

• Registration and advising

• Financial aid

• Employment

• Tutoring, mentoring, and support programs

• Housing

• Student life and activities

• Health services

• Counseling

• Child care

• Career services

• Using the bookstore

• Navigating the campus website

After you guide students through this section, they should have a better idea of where to go for help on campus when they need it.

B1. MAKING THE MOST OF YOUR CAMPUS MAP

GOALS/OBJECTIVES

Student Activity

Spend some time getting to know your campus, both on the map and on foot. Can you find the closest parking lot to your dorm? Or the fastest way to get from one class to another? How about a quiet spot to study outside, or locations where other students gather?

Part of being a successful student is knowing where to go when certain problems arise and how to resolve such issues as class scheduling and financial aid. Insert a copy of your campus map and use a pen or highlighter to mark the following key places:

• Locate the REGISTRAR’S OFFICE and mark it “R”

• Locate the FINANCIAL AID OFFICE and mark it “FA”

• Using a different color pen or highlighter, mark where your classes take place this semester

• Locate any campus TUTORING services and mark them “TU”

• Locate the STUDENT CENTER and mark it “SS”

• Locate the RECREATION CENTER and mark it “REC”

• Locate the HEALTH CENTER and mark it “HC”

• Locate the LIBRARY and mark it “L”

• Locate the BOOKSTORE and mark it “B”

• Locate your DORM and mark it “D”

• Locate the closest DINING HALL to your dorm and mark it “DH”

• Locate parking, bike storage, shuttle stops, or public transportation and mark them “T” for transportation

Note: If you are a toolkit administrator, this activity may also be done as a scavenger hunt if the campus size allows.

B2. RESOLVING ISSUES ON CAMPUS

GOALS/OBJECTIVES

Student Activity

The following charts will help you figure out where to go just in case you run into trouble. Your toolkit administrator will help you complete the contact information needed in each section. Then, once an issue arises, you can refer back to the charts, locate the appropriate contact, and fill in the date of contact.

Check off the “Question Answered” column if you feel the contact listed was able to provide you with the needed information. Keep these charts as a reference and refer to the map in Section II, Activity B1 to help locate each contact.

1. REGISTERING FOR CLASSES AND ACADEMIC ADVISING

Where do I go to register for classes? Who do I talk to about registering online? Where do I go to add/drop a class? Where do I go to get a copy of my transcript? Who do I talk to about transferring credits? Who do I talk to about course requirements? How do I know if I need remedial coursework? Where can I find information on ESL coursework? Who do I talk to about graduation requirements? Who do I talk to about declaring or changing a major? How do I find out about studying abroad? What should I do if a class I want to take is full?

Other:

Who do I talk to about applying for financial aid?

Where do I get the Free Application for Federal Student Aid (FAFSA)?

Where do I go to get help filling out financial aid forms?

Where do I go to apply for a scholarship?

Who do I talk to about whether a loan is right for me?

Who do I talk to about loan repayment?

How do I find a job on campus?

Where do I pick up my work-study checks? Who do I talk to about receiving emergency aid? My finances have changed since I applied for aid—who do I talk to?

How do I pay for classes and other fees?

What is the fastest way to get my financial aid each term?

Other:

How do I know if I could benefit from tutoring?

Where do I go to receive tutoring?

Where do I learn about our mentoring program?

What services are available for minority students?

What services are available for female students?

What services are available for low-income students?

What services are available for first-generation college students?

What services are available for students with disabilities?

Where do I go to learn about campus housing options?

Where can I learn about offcampus housing?

Who do I talk to about changing rooms? Who do I talk to about family housing? Who do I talk to about repairs? I lost my dorm key. Who do I talk to?

Where do I go if I have problems with my roommate? Who do I talk to about moving off campus?

Other:

Who can I talk to about campus security?

Is there someone who can walk me back to my dorm/car late at night? Where can I find a list of campus clubs and organizations?

Where can I find transportation information?

Do you offer an airport shuttle and who do I contact?

Who do I talk to about getting a parking permit?

How do I get involved in community service?

Where can I learn about intramural sports offered here?

Other:

Where do I go if I am sick?

Where do I find a counselor?

Who do I talk to about drug/ alcohol addiction problems?

Where do I go if I am feeling depressed or suicidal?

A friend/relative has recently died. Who can I talk to about this?

I am having problems coping with school. Who can help me?

Who can I talk to about safe sex/ sexually transmitted diseases?

Where do I go for sexual assault counseling?

Where can I get information about time management?

Other:

7. CAREER COUNSELING

Where can I get career counseling? Who can I talk to about getting a summer internship related to my major?

Who can help me find a job?

8. CHILD CARE SERVICES

Other: QUESTION

Who can I talk to about receiving child care assistance? Who can I talk to about enrolling my child in the institution’s child care program? How do I learn about support services available to students with children?

Other:

9. BOOKSTORE

CONTACT PERSON DEPARTMENT/ BUILDING PHONE NUMBER

How do I order books? Where do I go to pick up books I ordered? What payment options exist to purchase books? How can I check if my books are available? Where can I get used books? Are there any discounts available?

Other:

10. ACCESS TO TECHNOLOGY

Where can I purchase a computer? How do I get technical help? Who do I talk to about setting up an email account?

Other: QUESTION

C. STUDENT RESOURCES - LOCATING HELP ONLINE

This section will give staff the chance to walk students through typical scenarios in which they might need to find critical information on the campus website. After completing Section II, Activity C1, students should be familiar with the website and refer back to this list of important URLs for ease of use in the future.

C1. IMPORTANT WEBSITE LINKS

GOALS/OBJECTIVES

Student Activity

Starting at your campus website’s home page, try to locate the pages listed below that you might need to use on a regular basis. For example, do any of your classes have online components? If so, how do you get there— through the departmental site or through a specific link provided by your instructor?

Once you find a link you need, save it as a favorite in your browser, and write it down as well, along with any required login information, so you can access the needed pages from any computer (just be sure to keep the information in a safe place if you write down your password). Another option is to use a password manager mobile app to store all of your usernames and passwords—you’ll just have to remember the one password to unlock the app. Let your toolkit administrator know if you need any help finding the appropriate page.

WEB LINK # 1

Locate Your Advisor’s Contact Information in the Online Campus Directory

Page found? □ Yes

Login needed? □ Yes

If so, username:

available:

WEB LINK # 2

Password:

Locate the Campus Registrar’s Page in Order to Find the Last Date to Add/Drop Classes

Page found?

□ Yes

Login needed? □ Yes

If so, username:

Information available: URL □ No □ No

Password:

Locate a Club of Interest on the Student Activities Page

Find the Hours of the Campus Computer Lab

Find Out How to Make an Appointment with Campus Tutoring Services

Find Campus Employment Opportunities

Check Financial Aid Status or Reapply for Aid Page found? □ Yes

D. REFERENCES AND FURTHER READINGS

Anpat, V., Shewale, A., & Bhangale, Y. (2016). Campus navigation on android platform. International Journal of Science, Technology & Engineering, 2(10), 452-458.

Fang, Z., Yang, F., Guan, F., Feng, M., & Jiang, Y. (2020). A data model for organizing relative semantics as images to support pedestrian navigation computations. Transactions in GIS, 24(6), 1655-1680.

Flint, M. A., Kilgo, C. A., & Bennett, L. A. (2019). The Right to Space in Higher Education: Nonbinary and Agender Students’ Navigation of Campus. Journal of College Student Development, 60(4), 437-454.

Richter. S., & Uphold, N. (2020). Comprehensive Review of the Literature to Teach Campus Navigation to Young Adults with Intellectual and Developmental Disabilities. Journal of Inclusive Postsecondary Education, 2(1).

Saranya, M., & Nithya, K. (2015). Campus Navigation and Identifying Current Location through Android Device to Guide Blind People. International Research Journal of Engineering and Technology, 2(8), 1339-1343.

SECTION III

ENCOURAGING STUDENT ENGAGEMENT

Student engagement in the college community is a key component of persistence and degree completion.

When students become more involved in the campus community, they build an attachment to and identification with the institution and feel more motivated to succeed. Although academic performance is extremely important to degree completion, adjusting to campus life, building a peer network, and feeling included in activities and events can be crucial to retention as well. We have provided resources to help staff and administrators develop programs for accommodating all students, including an overview of exemplary programs.

In this section, you can promote inclusion and encourage engagement by guiding your students through activities that will help them:

• Get in the college mindset

• Figure out their place in the social scene

• Address residential and commuter issues

• Take part in safe social outlets

On their own, professional staff can use the following materials to:

• Review other exemplary programs for ideas

• Customize a program for your students’ diverse needs

• Help commuter students succeed

• Help students counter homesickness

• Think about planning social clubs and activities

• Assess programs and services for first-generation students

RETAINING STUDENTS FROM ALL DEMOGRAPHIC AND CULTURAL BACKGROUNDS: STRATEGIES FOR SUCCESS

Effective engagement programs and practices promote retention and success among all students. However, the challenge for many postsecondary institutions in developing these programs is meeting the needs of a diverse student population.

According to the Lumina Foundation¹, students today are more likely to be culturally diverse and many are from low-income families. Developing a higher education system that positions all students for success, “involves understanding today’s students, their needs, how higher education and workforce training must evolve to meet those needs, and helping Americans and others who can make changes happen visualize the future that a better-educated nation brings.”²

This work, although critically important, can seem overwhelming. A successful retention program begins with a campus culture of student engagement. The program is supported through collaboration among staff, faculty, and administration and an understanding of the roles each plays in supporting students.

In “Creating a Diverse Student Success Infrastructure: The Key to Catalyzing Cultural Change for Today’s Student,”³ the author Adrianna Kezar, director of the Pullias Center for Higher Education at the USC Rossier School of Education, proposes that institutions of higher education create a diverse student success infrastructure.

“To fulfil a student success agenda, the infrastructure is strategically leveraged and aligned with the goals of student success— creating a diverse student success infrastructure, “Kezar writes. “This infrastructure is already being driven by implicit assumptions about the core values and priorities of the campus. If the values and priorities underlying the infrastructure remain unexamined, then the infrastructure may not be directed to diverse student success.”

According to Kezar, the diverse student infrastructure involves integrating student success values into the day-to-day work of the campus and includes examining such elements as decision-making and governance, planning, policies, finances, facilities, and IT.

The value of creating a supportive student infrastructure cannot be understated and it goes beyond just success on campus.

¹ www.luminafoundation.org/topics/todays-students/

² www.luminafoundation.org/topics/todays-students/

³ www.acenet.edu/Documents/Creating-a-Diverse-Student-Success-Infrastructure.pdf

A research study conducted in the Center for the Study of Student Life at The Ohio State University revealed that student involvement in co-curricular experiences, such as student organizations, community service, student employment, is associated with positive outcomes – not only in retention and persistence to graduation but also in career success after graduation.⁴

“Employers also rated highly involved students as significantly more career ready than uninvolved or minimally involved students. These findings imply that any type of co-curricular involvement in college is beneficial to students’ career aspirations, and that a deeper level of involvement is noticed and rewarded by employers. “ ⁵ It’s critical to ensure that students from all demographic and cultural backgrounds have access to campus engagement opportunities for success both in college and beyond.

Ultimately, student retention programs succeed if there is an understanding of student needs, flexibility in program and academic design, and a focus on student engagement as well as integration of student success strategies among the entire campus community.

⁴ https://cssl.osu.edu/research-projects/involvement-study

⁵ https://cssl.osu.edu/research-projects/involvement-study

A. PLANNING RESOURCES FOR PROFESSIONAL STAFF

The following activities are intended for professional staff and administrators to complete on their own, to think about how the institution and its staff can better help students adjust to and engage in campus community and life.

Colleges and universities engage in a wide range of strategies to deliver supports to their students that are customized by demographic and cultural factors. These programs are most effective when they successfully promote engagement, a sense of belonging, and a positive mindset among the students

served. While such programs should not be seen as substitutes for systematic institutional supports that benefit all students, they can be a valuable component of a broader student success strategy.

This section offers institutional assessments and a few examples of programs targeted to specific groups of students based upon demographic and cultural differences. The programs cited are only a sampling.

A1. INSTITUTIONAL ASSESSMENT DIVERSE STUDENT GROUPS

DOES YOUR INSTITUTION...

GOALS/OBJECTIVES Educator Activity

Below is a chart based on work done by scholars J. Reyhner and J. Dodd that points to a number of interventions that colleges can incorporate to create a supportive environment for diverse students. Complete the chart to assess your institution’s accessibility to students of all cultures, backgrounds, and experiences.

Assign each incoming student a volunteer faculty mentor from their major or area of interest?

Get each incoming student into at least one low-enrollment course so that they can get some individual faculty attention? Yes/No

Have a representative in the financial aid office who is familiar with scholarship programs, specifically targeted to help diverse students? Yes/No

Encourage career interest organizations or societies to provide mentoring and support of students? Yes/No

Hire diverse faculty to be role models and provide support? Yes/No

Work to provide a less ethnocentric curriculum in U.S. history and other courses so that all points of view are presented? Yes/No

Have an office or other support services to address the needs of diverse students? Yes/No

Encourage faculty to supplement lecture and textbook work with group work and activities/projects that allow students to interact with each other and the faculty?

Encourage faculty to learn more about diverse students?

Yes/No

Yes/No

Encourage summer college orientation programs, such as Upward Bound, that are open to all students? Yes/No

Sponsor guest lecturers, speakers, artists, and musicians of interest to diverse students?

Yes/No

HELP STUDENTS COUNTER HOMESICKNESS

For residential students, keeping in touch with life back home can ease some of the loneliness and isolation they may feel during their first year at college. Many institutions organize parents’ weekends or activities to help students stay connected with their families and share the college experience, so there is a greater understanding of the student’s challenges and experiences. You may also want to think about sending parents newsletters or emails reminding them of the following suggestions for staying in touch.

In general, parents and friends should be encouraged to: Visit the campus. Schedule visits to give students something to look forward to. By showing parents and friends around campus, students will get a chance to feel proud of their new surroundings.

Be supportive. It is not unusual for first-time college students to experience periods of homesickness and loneliness. Instead of suggesting the student come home, parents and friends should support the student’s new environment and encourage them to become more involved in their campus community. Keep in touch. Parents and friends can set up a regular day and time to call and should be encouraged to send emails, letters, or postcards. Parents can send newspaper articles from the local paper or food packages to help the student feel less isolated.

Embrace their new lives. Parents should be encouraged to check out the college’s website and keep informed about events happening on campus. Knowing when term papers are due, when deadlines are for financial aid, or when there are major campus sporting events can help parents better understand campus life and the resources and opportunities available to their student.

Remember that adjustment takes time. Adjusting to the new opportunities and challenges of college life takes time. Students may go through periods of depression, loneliness, stress, or frustration. Parents should be encouraged to be patient and stay positive.

ORGANIZING COMMON CLUBS AND ACTIVITIES

The information below is intended to help you think about getting students more involved on campus. If you think any of the organizations listed would be a good fit on your campus, speak to other staff and students first to assess their interest. Then find out what formal steps are necessary to form a club or start an activity on your campus. Also, encourage your students to form any clubs or activities that may not already exist.

A key part of college life is the connection between academic life and students’ needs for social outlets. College honor societies, which seek to encourage scholarship and leadership, are a natural avenue to combine both the academic and social needs of students. Honor societies can be specific to a given discipline, ranging from business to biology, mathematics to music.

The Association of College Honor Societies provides an overview of more than 60 discipline-specific honor societies operating in both community colleges and four-year colleges and universities.

The following are national honor societies; administrators and students wishing to establish chapters at their campuses are encouraged to contact the Association of College Honor Societies

www.achshonor.org

Phi Beta Kappa–The oldest honor society in the United States; it seeks to promote scholarship in sciences and the liberal arts. www.pbk.org

Phi Theta Kappa–Phi Beta Kappa’s counterpart for two-year colleges; it actively promotes student transfer to four-year institutions through transfer fairs and a transfer database of high-achieving community college students. www.ptk.org

The National Society of Collegiate Scholars–This honor society is available at four-year colleges and universities only; its membership is comprised of first- and second-year students. www.nscs.org

In addition to general and major-specific academic and professional societies, activities such as service organizations, intramural athletics, and Greek organizations are effective means of connecting students to campus. Students who are engaged with other students on campus are more likely to feel a connection to the institution and, therefore, a commitment to completing their degrees. Visit the national organization websites listed below to find out about starting a chapter or program on your campus.

Alpha Phi Omega is one of several national co-ed service fraternities. APO encourages students to volunteer and helps develop leadership skills.

www.apo.org

The National Intramural-Recreational Sports Association (NIRSA) provides resources for institutions interested in organizing recreational, non-competitive sports on campus. www.nirsa.net

The National Panhellenic Conference is the umbrella organization of sororities. www.npcwomen.org

The North American Interfraternity Conference is the umbrella organization of fraternities. https://nicfraternity.org

A2. HELPING COMMUTER STUDENTS SUCCEED

Instead of choosing to live in residence halls or a fraternity house, commuter students live at home, in an apartment, or in a house they share with other students. Believe it or not, the majority of students on most college campuses are commuter students and they are a diverse group. Commuter students vary widely by age, race/ethnicity, and socioeconomic status. Some commuters are also parents, while others are employed full time in addition to their course load. Commutes to campus can range from a five-minute walk to an hour’s drive.

INSTITUTIONAL ASSESSMENT

Do you know the percentage of students who are currently living off-campus?

□ Yes

If yes, what percentage? ________________% □ No

DOES YOUR INSTITUTION...

Have a separate department to assist commuter students?

Have a commuter student association or organization?

Have a commuter lounge?

Have a website for commuter students?

Yes/No

Yes/No

Yes/No

Yes/No

Provide information about transportation? Yes/No

Host special events for commuter students? Yes/No

GOALS/OBJECTIVES Educator Activity

This activity will help you assess the resources available to commuter students at your institution. If you answer “No” to several of these items, you may want to plan a meeting with other staff and administrators on campus to discuss the possibility of a commuter task force and additional commuter services.

Have lockers commuter students can rent or use for free?

Hold business hours convenient to commuter student schedules?

Yes/No

Yes/No

Offer classes convenient to commuters? Yes/No

Work with faculty and staff to understand commuter student needs?

Advertise commuter resources and organizations throughout the college?

Address commuter student issues during summer orientation?

Have a separate summer orientation for commuter students?

Address commuter student issues during firstyear seminars?

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Offer special programs for commuter students? Yes/No

If yes, which programs?

□ Faculty mentor

□ Housing resources

□ Student mentor

□ Carpooling resources

□ Study groups

□ Other:

EXEMPLARY PROGRAM PROFILE – ASIAN AMERICAN AND NATIVE AMERICAN PACIFIC ISLANDER SERVING INSTITUTION (AANAPISI)

Mt. San Antonio College – ARISE Program

www.mtsac.edu/arise/

Purpose: Arise is a community of students from diverse cultures coming together to lift one another up and rise above challenges to reach their fullest potential. As an Asian American Native Hawaiian Pacific Islander Student Achievement Program (AANHPI SAP), we have a dedicated support team to empower Arise students to achieve success both inside and outside of the classroom.

Components: Virtual Front Desk (to access resources remotely), counseling, free tutoring services, skill development workshops, leadership training, and cultural activities.

EXEMPLARY PROGRAM PROFILE – HISPANIC-SERVING INSTITUTION (HSI)

The University of Texas at Austin https://hsi.utexas.edu/resources/

Purpose: Recognizing gaps in recruitment and support of underrepresented groups, the university made considerable investments to recruit, retain and graduate these students. Since that time, graduation and retention rates for underserved students rose considerably, particularly for Pell-eligible, first-generation, Black and Hispanic students. These improvements represent the results of improved student success programming, strategic use of data and analytics, and a culture shift across the campus by faculty, staff and students to foster belonging and community on campus.

Components: Mentoring programs, Latino community outreach, several Hispanic organizations.

EXEMPLARY PROGRAM PROFILE - HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCU)

Spelman College – LEADS

www.spelman.edu/student-life/leads-at-spelman

Purpose: Focuses on student development through five areas: Leadership Development, Economic Empowerment, Advocacy Through the Arts, Dialogue Across Difference, and Service Learning/Civic Engagement.

Components: Annual conference, speakers, and workshops.

EXEMPLARY PROGRAM PROFILE - NATIVE AMERICAN STUDENTS

The following are reputable programs for first-generation college students. University of Montana, Missoula – American Indian Student Services www.umt.edu/aiss

Purpose: To provide Native American students with resources geared toward their unique needs. More than nine percent of students enrolled at the University of Montana, Missoula in fall 2020 were Native Americans, compared with 0.6 percent nationally.

Components: Peer mentorship program, tutoring, emergency loans, financial aid advice, scholarship searches, and academic advising. The university also has active Native American student associations and academic societies.

EXEMPLARY PROGRAM PROFILES - COMMUTER LOUNGES

The following are exemplary practices, based on recent literature reviews of retention research, that effectively engage commuter students in campus life by providing them with a “home base.”

The University of Maryland at College Park

https://stamp.umd.edu/engagement/transfer_and_offcampus_student_life

Purpose: Serves students who live off campus and transfer students.

Components: Commuter breakfasts, online community, information for new students, moving and transportation guides, links to off-campus housing resources, information on locker rentals and campus activities, and flyers for faculty and staff on being commuterfriendly. Housed in the Office of Commuter Student Involvement, located in the student union.

Links Program “Collegia Program”

(American College Personnel Association and National Association of Student Personnel Administrators award winner)

www.seattleu.edu/su-today/announcements/the-collegia-program-is-now-the-links-program.html

Purpose: “Home away from home” for commuter students.

Components: Living-learning spaces with a central customer service center ("little city hall") study spots, kitchenette & snack bar, printing & study area, checking out chargers, social & educational programs, meal plans, locker rentals, showers, and transportation services.

EXEMPLARY PROGRAM PROFILE - FIRST-GENERATION MENTORING

DePaul University – Students Together Are Reaching Success (STARS)

https://offices.depaul.edu/student-affairs/support-services/stars/Pages/default.aspx

Purpose: "To create a positive first-year experience for students and their families at DePaul.” Targets first-year students of color and first-generation students.

Components: One-on-one peer mentoring, academic monitoring, tutoring, workshops, cultural exploration, transitional adjustment, leadership development, and service learning.

Criteria: First-year student status, with preference given to students of color and first-generation college students.

EXEMPLARY PROGRAM PROFILE - FIRST-YEAR EXPERIENCE (FYE)

Gallaudet University

www.gallaudet.edu/life-at-gallaudet/living-on-campus/first-year-experience

Purpose: Provides first-year students with comprehensive learning experiences that foster a smooth transition to college and academic success.

Components: As part of the Center for Academic Programs and Student Services, the FYE offers the First-Year Seminar (FYS) course as well as close connections to Academic Advising, Career Center, The Honors Program, Student Affairs, and undergraduate departments and services.

EXEMPLARY PROGRAM PROFILE – FORMER FOSTER YOUTH AND STUDENTS EXPERIENCING HOMELESSNESS

Florida International University – Fostering Panther Pride

https://sas.fiu.edu/fpp/

Purpose: Launched in 2014, FIU’s Fostering Panther Pride (FPP) program offers tailored academic and support services to former foster youth and students experiencing homelessness. The program’s primary goal is to assist these students in their transition to FIU, their retention and graduation, and their pursuit of securing employment or graduate studies upon earning their bachelor’s degree.

Components: Processing DCF and homeless tuition exemption paperwork, serving as liaison between FPP students and Housing & Residential Life, connecting students to community resources and partners, access to the FPP Cupboard and the university’s Student Food Pantry, dedicated success coaches, mentoring, access to priority course registration, laptop loaner program, access to book stipends and housing scholarships.

EXEMPLARY PROGRAM PROFILE – LGBTIQA+

Ithaca University - Center for LGBT Education, Outreach, & Services

www.ithaca.edu/center-lgbt-education-outreach-services

Purpose: The mission of the Center is to make the world a better place for lesbian, gay, bisexual, and transgender people. The Center strives to create a campus that is the best learning, working, and living environment for LGBT people.

Components: Resource room; educational presentations and training workshops; campus-wide LGBT-themed education programs and social events; brochures and pamphlets; information for incoming students and their families.

B. PROFESSIONAL STAFF WEBSITES - CAMPUS ADJUSTMENT

COLLEGE COUNSELING

• American College Counseling Association www.collegecounseling.org

CAMPUS PROGRAMS & POLICIES

• Making Diversity Work on Campus: A Research-Based Perspective

www.researchgate.net/publication/228543365_Making_Diversity_Work_on_Campus_AResearch-Based_Perspective

• Students Navigate the Uncertainty of the Pandemic www.aacu.org/article/students-navigate-the-uncertainty-of-the-pandemic

• Truth, Racial Healing & Transformation (TRHT) Campus Climate Assessment Toolkit www.aacu.org/initiatives/trht-campus-climate-assessment-toolkit

• Promoting Student Mental Health

www.ucop.edu/student-mental-health-resources/_files/pdf/PSMH-guide.pdf

• Active Minds - Changing the conversation about mental health www.activeminds.org

• ECMC Peer-to-Peer Program Comprehensive Training Guide www.ecmc.org/media/25vlcsql/peer-to-peer-guide.pdf

• ECMC College Place (TCP) Match Game

https://sforce.co/3S0KLZ1

DISABILITY GUIDELINES

• Association on Higher Education and Disability www.ahead.org

C. STUDENT RESOURCES - CAMPUS ADJUSTMENT

College life can be a big adjustment for many students. This section will provide students with tips on overcoming homesickness, exploring campus resources, meeting new people, and engaging with their college community. In addition, activities will help students adjust to the new college social scene, which can be just as stressful and intimidating as college classes and scheduling. This section will address a variety of social issues, such as alcohol, drugs, sexual assault, and hate crimes.

C1. CONNECTING WITH THE CAMPUS

GOALS/OBJECTIVES Student Activity

This activity will assess your college comfort level. Then you can follow the guidelines on the next page to increase your comfort level and maximize your productivity and enjoyment on campus.

Do you somehow feel you don’t belong at your college or university? Are you having trouble finding your niche, or feel just plain lost when it comes to learning the ropes? College is a big transition period for many students and it can take some getting used to. Students living on campus might feel homesick, while commuter students might not feel very connected with the campus and their classmates. But don’t give up!

Use the following checklist to assess your college comfort level, then follow the suggestions below to increase your comfort level and maximize your productivity and enjoyment on campus.

Do you feel isolated from other students and/or campus activities?

Are you irritable?

Are you missing classes?

Are you partying more than usual?

Are you constantly calling your family?

Are you having problems sleeping?

Has there been a change in your appetite?

Are you having trouble concentrating?

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

If you have answered “Yes” to any of these questions, you may be having trouble adjusting to college life. Follow the guidelines on the next page to become more involved on campus, and if you feel that you need additional help, do not hesitate to make an appointment with your college counseling center.

THREE BE'S OF BOOSTING ENGAGEMENT

It is normal to experience some anxiety, depression, frustration, and loneliness during your first year at college. If you are experiencing any of these feelings, the worst thing you can do is to stay in your room and not take any action. While it may take some initiative to get yourself out there and become more familiar with the campus and other students, the sense of community you find and the support network you build will pay off in the long run. Below are some suggestions to help you become more comfortable in your new environment.

• Be involved. Find the student center and use it! Your student center is filled with information on campus clubs and organizations that can help you feel involved and engaged. Whether your interests are political, environmental, academic, or religious, the staff will be able to point you in the right direction. What kinds of clubs, organizations, or associations are you curious about/interested in?

• Be adventurous. Now is the time to try something new! Have you always been interested in hiking, but never got around to it? See if your campus has an outdoor club or start your own. Are you addicted to a certain TV show? Host a watch party in your room for friends and classmates. What activity have you always been interested in but never tried?

• Be patient. Feeling comfortable with your college and finding the right group of friends takes time. Although it may seem like your fellow students are finding friends fast, they are probably just as lonely and anxious as you. Give yourself sufficient time to adjust before making any drastic changes to your college plans or your major. If you continue to feel depressed, lonely, or out of place, visit your campus counseling center.

First-generation, low-income, commuter, and minority students may have a more difficult time adjusting to campus life. If you fall into one of these groups, participating in the following campus activities can help you adjust more quickly to college.

• First-year transition programs

• Learning communities

• Faculty mentor programs

• Multicultural center

• Work-study programs

• Commuter Student Association

• Minority student associations

• Athletic programs

If you can’t find a club or organization that meets your needs, start your own!

C2. DEALING WITH ALCOHOL AND DRUGS

DID YOU KNOW THAT...

• Prevalence of Drinking: According to the 2022 NSDUH survey, 50.4 percent of full-time college students ages 18–22 drank alcohol in the past month compared with 40.8 percent of other persons of the same age.

• Prevalence of Binge Drinking: According to the 2022 NSDUH survey, 28.8 percent of college students ages 18–22 reported binge drinking in the past month compared with 23.9 percent of other persons of the same age.

• Prevalence of Heavy Drinking: According to the 2022 NSDUH survey, 7.6 percent of college students ages 18–22 reported heavy alcohol use in the past month compared with 6.7 percent of other persons of the same age.

Source: Substance Abuse and Mental Health Services Administration (SAMHSA). 2022 National Survey on Drug Use and Health (NSDUH).

Table 8.31B —Substance Use in Past Month: Among People Aged 18 to 22; by College Enrollment Status and Gender, Percentages, 2021 and 2022, www.samhsa.gov/data/report/2022-nsduh-detailed-tables

DRINKING ASSESSMENT

How do you know if alcohol and drugs (both illegal and prescription) are affecting your life? Complete the following quick self-assessment.

GOALS/OBJECTIVES Student Activity

If you answer “Yes” to several of these questions, you may have a problem. Your doctor, college health center, or counseling center can help determine if you have an addiction. If you don’t know where to go for help, ask your Resident Advisor for assistance.

Do you drink when you feel depressed or angry? Yes/No

Does your drinking worry your friends/family? Yes/No

Does your drinking make you late for class or work?

Do you get headaches or a hangover after drinking?

Do you ever black out and forget what you did while you were drinking?

Yes/No

Yes/No

Yes/No

Do you ever drink after saying you wouldn’t? Yes/No

Do you use alcohol/drugs to improve selfconfidence?

Do you often hang out with people who drink or use drugs?

Do you feel guilty after drinking/using drugs?

Do you feel more comfortable in social situations when you are drinking or using drugs?

Have you borrowed money, sold things, or “done without” things in order to buy alcohol or drugs?

Is there someone in your immediate family with a drinking/drug abuse problem?

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

SOME OTHER IMPORTANT POINTS TO REMEMBER ABOUT ALCOHOL AND DRUGS

Almost everywhere in the country, if you are under the age of 21, it is illegal for you to drink. For those students who are 21 and older, and therefore legally able to drink, you should not drink to excess at any time, particularly if it interferes with your studies or your job. Also, it is illegal for you to buy alcohol for, or provide alcohol to, persons under the age of 21.

ILLEGAL DRUGS PRESENT SEVERAL PROBLEMS OTHER THAN ADDICTION

• You can be arrested for possessing and using them.

• You can be suspended or expelled from school for illegal drug use.

• You can lose your job or be unable to get a job if you are tested and found to be using certain drugs. If you take any prescription medications, remember that they also can be dangerous if you abuse them in any way, such as using more than is prescribed or using them when you do not need them, as can be the case with painkillers or drugs like Adderall.

If you need help or if you know a fellow student who might need help, seek it out. Talk to your resident advisor or to someone at the counseling center.

C3. BE SMART HANDLING STRESS WITHOUT DRUGS OR ALCOHOL

GOALS/OBJECTIVES Student Activity

If you run into trouble academically or feel generally stressed out, don’t be tempted to turn to alcohol or drugs to solve your problems—that will only create additional stress in your life. Instead, remember these healthy, constructive approaches to reducing your stress level—be SMART!

MSSUPPORT – Turn to your friends and family for support when you get stressed. Build a campus support network of staff and peers. Find out if any mentoring or tutoring programs are available and take advantage of resources such as counseling. Who will you turn to for support? Be specific.

MOVEMENT – Head to the gym or trails when you need to blow off steam. Working out can lift your mood and clear your mind and is an excellent stress reliever. Campus gyms are usually discounted or free for students. Getting fresh air in a nearby park or neighborhood away from the campus grind can be particularly invigorating. Try to get out and exercise for 30-60 minutes at least once a day, if possible, to improve both your physical and mental state. Then you can refocus on what needs to get accomplished.

Do you regularly take time for yourself throughout the day to reenergize? What would be a good exercise regimen for you? A quick walk around the block or some weight lifting at the gym?

AATTITUDE – Accept that there are things you can’t change and move on. Focus on the things you can control—when you study and whom you study with, for example—instead of your workload. Try to stay positive.

Brainstorm some things you have control over.

RRECREATION – Explore non-drinking, low-cost social activities, both on and off campus. Find out if the local theaters and museums offer student rates. Research the local newspapers and magazines for the best cheap eats in town. Go to a café rather than a restaurant, or prepare a picnic to eat in a nearby park. Find out if the student center has a pool table, games, or other activities. Look into local festivals, such as free outdoor films or plays.

What kinds of recreational activities interest you, and where can you find them on or near campus?

TTIME MANAGEMENT – Schedule enough time to study each day so that you do not have to play catch up right before an exam. Try not to give in to the temptations of partying, particularly when you need the time to prepare for class.

Do you have a day planner? Can you fit in two to three hours of study time each day?

SEXUAL ASSAULT

What is the difference between sexual violence, sexual assault, and sexual harassment? Here is an overview provided by the University of California (https://sexualviolence. universityofcalifornia.edu/faq).

Sexual violence means physical sexual acts without the consent of the other person or when the other person is unable to give consent. Sexual violence includes sexual assault, rape, domestic violence, dating violence, and stalking.

Sexual assault occurs when physical, sexual activity is engaged in without the consent of the other person, or when the other person is unable to consent to the activity. The activity or conduct may include physical force, violence, threat, intimidation, ignoring the objections of the other person, causing the other person’s intoxication or incapacitation (through the use of drugs or alcohol), or taking advantage of the other person’s intoxication (including voluntary intoxication). Sexual harassment includes behavior such as unwelcome sexual advances, requests for sexual favors, and other conduct of a sexual nature. It is conduct that affects a person’s employment or education or interferes with a person’s work or educational performance or creates an environment that a reasonable person would find intimidating, hostile, or offensive.

SIX MYTHS ABOUT SEXUAL ASSAULT

1. If you flirt, then it’s not sexual assault.

2. If you wear provocative clothing, then it’s not sexual assault.

3. If you only said “No” once, then it’s not sexual assault.

4. If you do not have any physical injuries, then it’s not sexual assault.

5. Sexual assault only occurs between strangers.

6. If you are drunk or unconscious, then it’s not sexual assault. The myths or untruths above, along with many others, can confuse and frustrate survivors of sexual assault and their allies. If these myths are internalized or believed to be true, they can also serve as barriers to reporting incidents of sexual assault. If you are ever sexually assaulted, know that most campuses have resources available to support you and assist you in reporting the incident. Most cities also have a 24-hour rape crisis hotline staffed by advocates who are trained in dealing with these issues (see www.rainn.org for listings). Educate yourself about these resources—hopefully you will never need to use them, but if an incident should occur to you or a friend, having this information handy can be critical to getting help during a crisis situation.

WHAT THE LAW SAYS

Although the law varies from state to state, most states define sexual assault as any unwanted physical contact with any sexual organs. Some states have broadened this definition to include sexually suggestive statements. The Department of Justice Office of Violence Against Women defines sexual assault as "any nonconsensual sexual act proscribed by Federal, tribal, or State law, including when the victim lacks capacity to consent" (www.justice.gov/ovw/sexual-assault). Physical contact is considered “unwanted” if:

• The victim is drunk or unconscious

• The victim says “no” at any point

• The victim physically resists

FACTS ABOUT SEXUAL ASSAULT

Below are facts and statistics about sexual assault from the Center for Disease Control (CDC), accessed via their Fast Facts website (www.cdc.gov/violenceprevention/sexualviolence/ fastfact.html).

• Sexual violence is common. More than 1 in 3 women and 1 in 4 men have experienced sexual violence involving physical contact during their lifetimes. Nearly 1 in 5 women and 1 in 38 men have experienced completed or attempted rape, and 1 in 14 men was made to penetrate someone (completed or attempted) during his lifetime.

• Sexual violence starts early. One in 3 female rape victims experienced it for the first time between 11-17 years old and 1 in 8 reported that it occurred before age 10. Nearly 1 in 4 male rape victims experienced it for the first time between 11-17 years old and about 1 in 4 reported that it occurred before age 10.

• Sexual violence is costly. Recent estimates put the lifetime cost of rape at $122,461 per victim, including medical costs, lost productivity, criminal justice activities, and other costs.

Here are some college specific facts, courtesy of the Feminist Campus https://feministcampus.org/wp-content/uploads/2018/03/ SexualViolence2018.pdf:

• 1 in 5 women and 1 in 16 men are sexually assaulted while in college.

• 33.5% of multiracial women, 27% of American Indian and Alaska Native women, 15% of Latina women, 22% of Black women, and 19% of white women have been raped.

• 46.4% of lesbians, 74.9% of bisexuals, 43.3% of heterosexual women, 40.2% of gay men, and 20.8% of heterosexual men have experienced sexual violence.

DECREASING YOUR RISK: KNOW YOUR ABCs

• 9 in 10 women in college who are survivors of sexual violence knew their attacker.

• Between 2009 and 2014, Title IX complaints related to sexual violence at universities increased by more than 1,000%.

• More than 90% of rapes on college campuses in the United States go unreported.

Sexual assaults commonly occur at college parties. If you plan on going to a party, play it safe and smart by remembering these tips:

AWARENESS

A

• Know where your drink is at all times; never leave your drink unattended.

• Mixed drinks or punches may be spiked, so instead of taking a glass from someone, opt for drinks that come in individual containers, like a can or bottle.

• Avoid people who seem interested in getting you drunk or who try to force alcohol on you.

BANDING TOGETHER

B

Arrange to attend parties with a group of friends; never let a friend leave a party alone or with a stranger; remember, there’s safety in numbers, and going out in groups can be cheaper, too, if you need to take cabs to get around.

C

COMMON AREAS

Stay in familiar, common areas and avoid private rooms.

RESOLVING HATE CRIMES

WHAT IS A HATE CRIME

According to the Department of Justice’s Community Relations Service (CRS), a hate crime is defined as:

“The violence of intolerance and bigotry, intended to hurt and intimidate someone because of their race, ethnicity, national origin, religious, sexual orientation, or disability.”

Hate crimes can be in the form of “explosives, arson, weapons, vandalism, physical violence, and verbal threats of violence to instill fear in their victims, leaving them vulnerable to more attacks and feeling alienated, helpless, suspicious and fearful.”

CAMPUS HATE CRIMES TYPICALLY COME IN ONE OF THE FOLLOWING FORMS

• Reactive and premeditated hate episodes–In reactive hate episodes, the instigators attempt to justify their crimes by blaming the targets for their problems. In these cases, the perpetrators actually believe they are helping the community by attacking members of a population. These are typically targeted attacks and may occur because the perpetrators somehow feel threatened by another ethnic or religious group.

• Impulsive hate episodes–Impulsive hate episodes are committed by individuals who are looking to fit in by pulling a prank and they somehow find it thrilling. These are often accompanied by, or a result of, alcohol consumption.

REPORTING INCIDENTS

Your institution should have a process in place to report hate crime incidents. Find out if there is anyone specific in campus security to notify about hate crimes. In addition, any staff, faculty, or student on campus can request conflict resolution and reconciliation services from the CRS on the web at www. justice.gov/crs. CRS begins with an assessment and continues with discussions if all parties are willing to work together to resolve their differences. The main goal of these problemsolving sessions is to open up the lines of communication among everyone involved, including students, staff, and faculty. Only then can the institution set goals and guidelines.

It is important to report hate crime incidents to ensure that they are taken seriously in the future and so that students learn to respect individuals of other ethnicities, religions, and backgrounds. For many, the campus experience is an introduction to diversity and can be a wonderful opportunity to learn about other cultures. Education is the key to preventing further hate crime episodes, which affect not only individuals but the entire community.

ADA COMPLIANCE

DEFINITION OF DISABILITY

Essentially, a disability is any physical or mental condition that limits one’s daily activities. Disabilities range from blindness, deafness, or using a wheelchair to psychological impairments and learning disabilities to chronic health disorders, such as epilepsy or diabetes.

WHAT THE LAW SAYS ABOUT DISABILITIES

You may have heard of ADA—the Americans with Disabilities Act—which was passed in 1990. This law ensures people with disabilities have equal rights and don’t face discrimination. ADA legislation covers all aspects of life, including education, employment, housing, health care, and transportation. Within education, ADA protects students and staff alike in academics, athletics, and other programs.

ADA is an extension of Section 504 of the Rehabilitation Act of 1973, which states that public institutions must provide all students and personnel with grievance procedures to protect them from harassment. In addition, public institutions must provide disabled students with auxiliary aids and services, such as readers or specialized computer equipment, to give them equal access to education. Any buildings constructed since the implementation of Section 504 must be handicapped-accessible.

Students or staff on campus who feel that they have been harassed or discriminated against based on their disabilities may contact the Office of Civil Rights to file a complaint or the Department of Justice mediation services:

• www.ed.gov/about/offices/list/ocr/index.html

• www.usdoj.gov/crt/ada/mediate.htm

FINANCIAL HELP FOR STUDENTS WITH DISABILITIES

In addition to sources of financial aid described in Section V, students with disabilities may want to explore the programs below, which are specific to their needs:

American Association for the Advancement of Science Entry Point! Internship programs for students with disabilities in the fields of science, engineering, mathematics, computer science, and some fields of business. Partnerships include companies such as IBM, NASA, and Google. www.aaas.org/programs/entry-point

Supplemental Security Income (SSI) and Plan for Achieving Self Support (PASS) Both are Social Security Administration (SSA) programs to provide financial assistance for persons with disabilities. www.ssa.gov/disability

Vocational Rehabilitation Services

State-run programs that help individuals with disabilities transition to the workforce; may include postsecondary education benefits, determined on a case-by-case basis. www.ed.gov/about/offices/list/osers/rsa/index.html

D. STUDENT RESOURCES - YOUR HABITAT

D1. CONNECTING WITH THE CAMPUS

GOALS/OBJECTIVES

Student Activity

This activity will help you think about your needs as a commuter student, in order to determine the most convenient arrangements and maximize the efficiency of your weekly schedule.

If you are a commuter student living off-campus—either with parents, alone, with friends, with a spouse, or with kids of your own—then you are likely in the majority at your institution. It may require a bit of research to look into some transportation options or campus facilities, but that knowledge will pay off in the long run by saving your most precious commodity—time.

TRANSPORTATION

What are my transportation options?

Which is the most cost effective?

Which is the fastest?

If driving:

How much is parking?

Can I afford gas?

Is carpooling an option?

If biking:

Where can I park my bike?

Can I carry everything I need?

What will I do if it rains/snows?

If walking:

What are the safest routes?

Does my school offer a police escort service and who do I call?

If taking the bus/train:

What route do I take?

How much will it cost?

CAMPUS CONCERNS

Can I afford to eat on campus?

How much will eating on campus cost?

Where can I reheat food brought from home?

Can I rent a locker to store my books?

Where can I go in between classes to make my time on campus more efficient?

Are there student organizations for commuter students or a commuter lounge?

OFF-CAMPUS CONCERNS

Is my home conducive to studying?

If I need a job:

How much do I need to make?

What work schedule would be best for me?

Should I work on campus and where can I find out about on-campus jobs?

Can I afford gas?

If I have a job:

Is it convenient to my classes?

Is it adding stress and affecting my grades?

Am I finding time to:

Eat right?

Exercise?

Take care of my needs?

Get enough sleep?

If no, what changes can I make to manage my time better?

D2. ADJUSTING TO DORM LIFE

If you are living on campus, then you will likely be sharing your room with someone you’ve never met before. Unless you are used to sharing a room at home, adjusting to your new life in the dorm may take some time.

Don’t panic if you aren’t fast friends with your roommate. What’s more important than rooming with someone you like is rooming with someone who respects your space. Establish ground rules during the first week of school about study time, phone use, when guests can come over, and other boundaries/habits. Compare your class and sleep schedules.

Write down your answers and ask your roommate(s) the same questions to see if you can make any adjustments based on your schedules or habits that would make living together a bit easier. It’s important to communicate with each other about any concerns you have, before a small annoyance escalates into a major problem.

ENCOUNTERING PROBLEMS

Most colleges will not let you switch roommates during the first few weeks of school. Keep in mind that, just like you, your roommate is adjusting to being in a new place away from family and friends. If you and your roommate continue to experience problems, take to your Resident Advisor before you decide to give up on your roommate, or give up on college altogether.

My Resident Advisor

Floor/room number

Phone number

Email

GOALS/OBJECTIVES Student Activity

Use the following self-assessment to think about your habits and prepare you for a dialogue with your roommate.

REGARDING ROOMMATE: SELF-ASSESSMENT

When are your classes (morning, afternoon)?

Are you an early riser?

What time do you wake up?

Are you a night owl?

What time do you go to bed?

When do you like to study?

What is your study style? Are you more likely to study with a radio playing or do you prefer silence when you study?

How late is too late for friends to call?

How late is too late for friends to stop by?

Are you messy or a neat freak?

What are you interested in learning/doing while at college?

How often do you have overnight guests?

How often do you drink or use drugs?

How long do you spend in the bathroom?

E. STUDENT WEBSITES - CAMPUS ADJUSTMENT

ALCOHOL AND DRUGS

• College Drinking - Changing the Culture www.collegedrinkingprevention.gov

• Recovered www.recovered.org

SEXUAL ASSAULT

• Centers for Disease Control and Prevention

www.cdc.gov/violenceprevention/sexualviolence/index.html

• The Center for Public Integrity

www.publicintegrity.org/topics/education/sexual-assault-on-campus

HATE CRIMES

• Campus Pride

www.campuspride.org/stop-the-hate

REPORTING DISCRIMINATION

• U.S. Department of Education Office for Civil Rights www.ed.gov/about/offices/list/ocr/index.html

DISABILITY RESOURCES

• U.S. Department of Labor Office of Disability Employment Policy www.dol.gov/agencies/odep/topics

RESOURCES FOR LIVING WITH ROOMMATES

• Scholarships.com

www.scholarships.com/resources/campus-life/roommates-and-communal-living

• Affordable Colleges

www.affordablecollegesonline.org/college-resource-center/college-housing-survival-guide

F. REFERENCES AND FURTHER READINGS

American Indian Higher Education Consortium. (1998). Who Goes to Tribal Colleges? www.aihec.org

Britt, S. L., Ammerman, D. A., Barrett, S. F., & Jones, S. (2017). Student Loans, Financial Stress, and College Student Retention. Journal of Student Financial Aid, 47(1), 3.

Budge, S. L., Domínguez Jr, S., & Goldberg, A. E. (2020). Minority stress in nonbinary students in higher education: The role of campus climate and belongingness. Psychology of Sexual Orientation and Gender Diversity, 7(2), 222.

Castellanos, M., Manson, S., & Zhou, J. (2017). Hate speech and hate crimes on campus. Advancing equity and diversity in student affairs: A festschrift in honor of Melvin C. Terrell, 113-132.

Chenier, F. (2019). What works at historically Black colleges and universities (HBCUs): Nine strategies of increasing retention and graduation rates (Mfume, 2015). Journal of Underrepresented & Minority Progress, 3(1), 97-100.

DeKeseredy, W. S. (2018). Sexual assault on the college campus. Sexual offending: A criminological perspective, 204-219.

Demmert, W. G. (2001). Improving Academic Performance Among Native American Students: A Review of the Research Literature. ERIC Clearinghouse on Rural Education and Small Schools. https://eric.ed.gov/?id=ED463917

Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4), 259-267.

English, T., Davis, J., Wei, M., & Gross, J. J. (2017). Homesickness and adjustment across the first year of college: A longitudinal study. Emotion, 17(1), 1.

Farmer, E., Kunkle, K., Kincey, S. D., Wiltsher, C. Y., & Hilton, A. A. (2019). Where Do We Go From Here?: Exploring Retention and Engagement at HBCUs. In Examining Student Retention and Engagement Strategies at Historically Black Colleges and Universities (pp. 149-180). IGI Global.

Fish, J., & Syed, M. (2018). Native Americans in higher education: An ecological systems perspective. Journal of College Student Development, 59(4), 387-403.

Green, S. L., & Wright, C. F. (2017). Retaining First Generation Underrepresented Minority Students: A Struggle for Higher Education. Journal of Education Research, 11(3).

Groccia, J. E. (2018). What is student engagement?. New Directions for Teaching and Learning, 2018(154), 11-20.

Hefner, K. R., Sollazzo, A., Mullaney, S., Coker, K. L., & Sofuoglu, M. (2019). E-cigarettes, alcohol use, and mental health: Use and perceptions of e-cigarettes among college students, by alcohol use and mental health status. Addictive Behaviors, 91, 12-20.

Komives, S. R. (2019). Engagement with campus activities matters: Toward a new era of educationally purposeful activities. The Journal of Campus Activities Practice and Scholarship, 1(1), 14-25.

Maguire, D., & Morris, D. (2018). Homeward Bound: Defining, understanding and aiding commuter students. Oxford, UK: Higher Education Policy Institute.

Musabiq, S., & Karimah, I. (2020). Description of stress and its impact on college student. College Student Journal, 54(2), 199-205.

Nguyen-Feng, V. N., Greer, C. S., & Frazier, P. (2017). Using online interventions to deliver college student mental health resources: Evidence from randomized clinical trials. Psychological Services, 14(4), 481.

Prince, M. A., Read, J. P., & Colder, C. R. (2019). Trajectories of college alcohol involvement and their associations with later alcohol use disorder symptoms. Prevention Science, 20(5), 741-752.

Ranga, J. S. (2020). Online engagement of commuter students in a general chemistry course during COVID-19. Journal of Chemical Education, 97(9), 2866-2870.

Ryhner, J. and Dodd, J. (1995). Factors Affecting the Retention of American Indian and Alaska Native Students in Higher Education. https://jan.ucc.nau.edu/~jar/Factors.html

Seidman, A. (2019). Minority Student Retention: The Best of the “Journal of College Student Retention: Research, Theory & Practice." Routledge.

Thomas, L., & Jones, R. (2017). Student engagement in the context of commuter students. London: The Student Engagement Partnership (TSEP). www.lizthomasassociates.co.uk/projects/2018/Commuter%20student%20engagement.pdf

U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), College Opportunities Online Center (COOL). https://nces.ed.gov/collegenavigator

Wax, A., Hopmeyer, A., Dulay, P. N., & Medovoy, T. (2019). Commuter college student adjustment: peer crowd affiliation as a driver of loneliness, belongingness, and risk behaviors. Emerging Adulthood, 7(5), 363-369.

Wenglinsky, H. (1999). A Summary of Historically Black Colleges and Universities: Their Aspirations and Accomplishments. Princeton, N.J.: Educational Testing Service. https://files.eric.ed.gov/fulltext/ED415239.pdf

Wittrup, A., & Hurd, N. (2021). Extracurricular involvement, homesickness, and depressive symptoms among underrepresented college students. Emerging Adulthood, 9(2), 158-169.

SECTION IV

ACADEMIC SUCCESS

Academic skills are at the core of a student’s likelihood of success. Students not only must keep up with their current coursework assignments and build their skills, but they also must make sure they are on track to degree completion. While Section II — Navigating the Campus included information to help students engage the appropriate staff to plan their coursework, students themselves must also take responsibility for keeping track of their academic progress.

In this section, we provide tools that you can review with your students to help them in the following areas leading toward academic success:

• Study strategies–tips to help students improve reading comprehension, test preparation, and note-taking

• Time management–finding time for everything, including work, studies, and extracurricular activities

• Tracking degree progress–calculating current course grades, overall GPA, and determining courses needed for degree completion

• Faculty engagement–getting the most out of your in-class and out-of-class interactions with your professors

These materials can be used in a one-on-one setting between academic advisors, tutors or mentors and their students, or in small group first-year seminars. In addition, it is useful for counselors working with academically under-prepared students to be familiar with concepts such as study skills and time management. Even if academic support falls beyond the realm of one’s typical day-to-day duties, it can be extremely useful to know this information, just in case one’s student is falling behind academically.

For staff to use on their own, we have included activities to help them:

• Assess current academic support programs, including advising

• Plan for faculty and curriculum development

We have also included summaries of existing, effective academic programs at other institutions, including Learning Communities, Summer Bridge programs, Orientation, First-Year Experience, and Learning Centers.

A. PLANNING RESOURCES FOR PROFESSIONAL STAFF

The following activities are intended for staff to evaluate and plan academic support programs on campus.

A1. ASSESSING CURRENT ACADEMIC SUPPORT PROGRAMS

GOALS/OBJECTIVES

Educator Activity

This tool can inform the institution’s leadership where gaps exist in current efforts. Addressing these gaps can then become the focus of institutional planning to improve retention rates.

The following is an administrative checklist to assess the potential effectiveness of current academic support programs at your institution. Generally, if 10 or more items fall into the “Disagree” or “Strongly Disagree” categories, your institution may not be devoting sufficient attention or resources to this area. Similarly, a pattern of “Disagree” or “Strongly Disagree” may indicate similar areas that should receive increased attention at your institution.

CHECKLIST TO ASSESS CURRENT ACADEMIC SUPPORT PROGRAMS

Supplemental support for students is an obligation by this institution to ensure all students succeed.

Academic support programs are available to all students, including gifted students and those with special needs.

Enrollment in academic support programs is encouraged by policies and practices that provide for the participation of students.

Academic support programs are available and designed for veterans. (See Appendix A for more information on veterans services.)

All academic support options are clearly communicated and promoted to students and have no program enrollment limits.

Information about entry points into academic support programs are regularly shared throughout the college community and easily accessible.

Students in need of academic support also receive clear information about their progress toward educational objectives.

All academic support programs provide remedial assistance to students who need it.

Students experiencing academic difficulties are retained in academic support programs where they are given extra help.

Institutional policies concerning staffing, resources, and funding for academic support units exist and are evaluated regularly.

Institutional policies state the college’s commitment to providing quality academic support programs.

Institutional policies provide for continuous evaluation of academic support programs.

A varied collection of materials that support the academic needs of learners is readily available.

The college community supports academic support programs.

Qualified professionals staff academic support programs.

A2. FACULTY AND CURRICULUM DEVELOPMENT

GOALS/OBJECTIVES

Educator Activity

Faculty and curriculum development are also key in improving student retention. To enhance student learning, curriculum should be regularly reviewed and updated, and faculty should be encouraged to participate in professional development programs.

It is also recommended that your institution review the scheduling and availability of coursework. For example, if you enroll many nontraditional students who work full time, are there sufficient courses available at night, on weekends, or at other times that match their schedules? Does the institution provide online or distance education alternatives for students?

Please indicate whether your institution currently engages in any of the following practices. If not, it is recommended that you raise the issue of faculty and curriculum development and suggest these methods at the next interdepartmental or faculty senate meeting.

FACULTY

Encourage faculty to use a variety of instructional methods, especially those techniques shown to increase student involvement (e.g., active learning, small group work, hands-on activities).

Provide professional development workshops and programs to educate faculty about alternative instructional strategies and assessment methods.

Support professional development activities that raise faculty awareness of current educational, technological, and industry trends.

CURRICULUM

Regularly meet to review curriculum offerings to ensure offerings are current.

Regularly assess curriculum, using informal and formal assessments, such as surveys, focus groups, and institutional data.

Encourage faculty to regularly design curriculum in light of student characteristics.

Regularly assess all programs and services provided by the institution that are designed to enhance student learning.

A3. ESSENTIAL ADVISING COMPONENTS

While faculty generally have a grasp on coursework within their department or major, professional advisors are trained to work with issues that arise beyond the field of study and are generally familiar with institution-wide course requirements. There is also automated course audit software available, which allows staff and students to see the coursework needed to complete academic programs. This is often a good supplement for advisors who may not be familiar with all departmental requirements.

GOALS/OBJECTIVES Educator Activity

There are several types of advising models— some are faculty-based while others use centralized offices with professional advising staff. There are advantages and disadvantages to both, and there are variations that use a combination of both types of advising systems.

While the appropriate advising system for your institution depends on your size and the students served, strong academic advising programs for first-year students generally have the following key components in common:

• A clear mission statement and vision

• A designated director to coordinate advising activities

• Ongoing advisor training

• Recognition and rewards for advisor participation

HOW DOES YOUR ADVISOR PROGRAM RATE?

PROGRAM STRUCTURE

Our advising program has a clear mission statement that…

• Identifies the primary purpose of the program

• Explains the institution’s beliefs about students

• Describes the program’s organizational structure

• Describes what is expected of advisors and students

• Describes the goals of the program

• Has a designated director/coordinator

• The director/coordinator spends at least a quarter of their time on this program

• The program involves some kind of advisor training

• Advisor training has specific and realistic objectives

• Advisors are recognized/rewarded for their participation

• The program is regularly assessed, using feedback from advisors and students

• Changes in the program are research- and data-driven

PROGRAM IMPLEMENTATION

• Provides information on course requirements for different majors

• Helps students determine what courses they need to take

• Helps students register for courses

• Provides information online about graduation requirements and major information

• Provides information on financial aid

• Provides information on campus resources

• Provides information on study skills and time management

• Provides information on institutional policies

REFLECTION

• Based on your initial assessment, how effective do you feel your current advising program is at helping first-year students succeed at your institution?

• What do you see as the strengths of your current advising program?

• What do you see as the weaknesses of your current advising program?

Note: Both the National Academic Advising Association (NACADA) and the Council for the Advancement of Standards for Student Services/Development Programs have resources on strengthening and expanding advising programs.

DEVELOPING LEARNING COMMUNITIES

A learning community involves linking coursework or courses in a way that promotes student engagement with peers and faculty. Learning communities generally consist of small groups of first-year students (30 or less) with shared academic interests, such as pre-law or engineering, who are enrolled in several related courses taught by faculty who have a more interactive and collaborative teaching approach. Students who participate in learning communities are able to get the benefits of a small college while attending a larger institution. What makes learning communities unique is their sense of purpose, the collaboration among faculty members of different disciplines, and their ability to build community between students and faculty.

TYPES OF LEARNING COMMUNITIES

First-Year Interest Groups (FIGs)

Several courses offered around a common interest.

In addition to these courses, students participate in a discussion group. Each FIG has a peer advisor who schedules study group sessions and activities.

FIGs can also be created within a major for special groups, such as commuter, minority, or transfer students.

What works best for your campus depends on the unique needs of your student population. No matter what type of learning community you have or choose to develop, support for the program must come from all levels of the staff and faculty, and the program must be regularly evaluated and assessed. Learning communities can be a huge asset to institutions interested in increasing student engagement and persistence.

A pre-law FIG may consist of:

• American Government

• Intro to Philosophy: Ethics

• Public Speaking

A pre-med FIG may consist of:

• Intro to Biology

• Intro to Philosophy: Ethics

• Intro to Psychology

Paired Courses

Two courses that have a linked/integrated curriculum but are taught separately.

Classes can also be created to serve special groups, such as students enrolled in developmental courses.

Learning Clusters

Small groups of students who take the same courses surrounding a major or theme. Students travel together from class to class, developing their own community.

Some paired courses include:

• Intro to Calculus and Intro to Physics

• African American Literature and American History

• American Literature and Developmental Writing

An example of a race, ethnicity, and culture cluster might be:

• Intro to Archeology

• Intro to English Composition

• Intro to African American Studies

EXEMPLARY PROGRAM PROFILES - LEARNING COMMUNITIES

The following learning community programs are cited as exemplary practices in recent retention research.

COMMUNITY COLLEGES

Montgomery College – Paired Courses

www.montgomerycollege.edu/academics/mc-learningcommunities/index.html

Purpose: “Paired Courses are coordinated so the material in each class reinforces the other and enhances learning.” They are offered in one convenient block of time to help foster a sense of community among students and faculty.

Criteria: Transcript, recommendations, and essay.

Components: Paired course themes include: Global Women, Newton’s Bridge, Curie-US Interactions, Race and Immigration in America, How to Succeed in Business through Reading and Writing, and Theme Parks: The Calculus and Physics of Thrill Rides. Includes peer mentoring, coaching, and tutoring.

Puente Project (Community Colleges in California)

www.thepuenteproject.org

Institutional example: West Valley College. www.westvalley.edu/learning-communities/puente/

Purpose: To increase the number of educationally underserved students who enroll in four-year colleges and universities, earn degrees, and return to the community as leaders and mentors to succeeding generations, with a supportive community and a sense of family on the college campus.

Criteria: Open to all.

Components: English and counseling learning community, mentoring, social support, and instruction related to cultural heritage.

Kingsborough Community College – Opening Doors Learning Communities

www.kbcc.cuny.edu/lc/lc_opening_doors.html

Components: Each semester, as many as 33 cohorts of up to 25 students take a block of three courses linked by a common theme; includes social activities, academic support/remedial assistance, and counseling.

Outcomes: An MDRC study found participants achieved higher pass rates than a non-participant control group.

FOUR-YEAR INSTITUTIONS

Purdue University Learning Communities

www.purdue.edu/learningcommunities

Purpose: To increase successful student outcomes and student connections to the university.

Criteria: Transcript/academic achievement and date of application (first-come, first-served).

Components: 20-50 students in two to three classes together, residence option, service learning, social activities, out-of-class learning experiences, and trips; approximately 60 learning communities by major and subject matter/theme.

Florida Atlantic University Learning Communities

www.fau.edu/class/

Purpose: To make connections with other students, faculty members, and campus resources, and ensure a smooth transition to college.

Criteria: Essays.

Components: English composition course, one-credit firstyear experience course, and three core curriculum courses; residence option; approximately 20 communities by academic major, 20-24 students each.

Georgia State University – Freshmen Learning Communities

https://success.students.gsu.edu/freshman-learningcommunities

Criteria: Open to all first-year students.

Purpose: To create a formative, integrative academic experience on which to build lifelong strengths and perspectives.

Components: 25 students in five classes together first semester by theme; classes include New Student Orientation and English; weekly advisor meetings.

EXEMPLARY PROGRAM PROFILESSUMMER BRIDGE

Summer bridge programs take place during the summer between high school graduation and the fall semester of a student’s first year. Bridge programs are often intended for academically underprepared, at-risk students and help them to develop basic skills through a strong curricular component that includes remedial/developmental coursework. They also aim to make students comfortable with the environment by providing a community that helps integrate them into university life. The following are exemplary practices based on recent literature reviews of retention research.

COMMUNITY COLLEGES

Anne Arundel Community College

www.aacc.edu/resources/student-success/summer-transitionprograms

Length: Four weeks.

Criteria: 30 first-year African-American students are selected based on an essay and letters of recommendation.

Purpose: To improve the retention of incoming AfricanAmerican students.

Components: One-credit student success course, faculty mentoring, ongoing support through year-round Student Achievement and Success Program (SASP) serving underprepared newly enrolled students, introduction to college services, campus navigation, academic programs, advising, mentoring, tutoring, placement testing, and registration; intensive English, Math, and Reading review; study skills, time management and test-taking strategies, career exploration, and social outings.

Cost: Free.

Maricopa Community Colleges

www.maricopa.edu/future-students/high-school-students/hoopof-learning

Length: One month.

Purpose: Unlike other bridge programs that typically occur between high school and college, this one is designed for 8th grade male American Indian students to raise college and career awareness among participants, their families, and communities.

Components: Enrollment in a college credit course, academic, and cultural activities.

Cost: Free (grant-funded program).

FOUR-YEAR INSTITUTIONS

California State University at Long Beach

www.csulb.edu/student-affairs/summer-bridge

Length: Four weeks.

Criteria: First-time first-year and students in the Educational Opportunity Program (EOP).

Purpose: Designed to prepare selected first-time first-year students for the challenges of a four-year university.

Components: Two credits of integrated coursework focusing on college study skills, noncredit remedial Math and English, remedial assessments, major/career exploration, tutorial sessions, community- building activities, campus orientation, and interaction with EOP staff and counselors.

Cost: Free (including room, board, and materials)

Indiana University—Purdue University Fort Wayne

www.pfw.edu/offices/dei/depts/upward-bound/

Length: Six weeks.

Criteria: Upward Bound participants–first-generation high school students from high-need schools.

Purpose: Introduction to college life and academics; “Along with expanding their knowledge base, the Summer Academy allows Upward Bound students to gain a sense of independence, improve social interaction skills, and most importantly, lessen the anxiety of the entire college experience.”

Components: Participants live on campus and take college coursework, receive individual counseling and tutoring, social/ cultural activities, mentoring, and financial aid assistance.

Cost: Free (includes meals and housing).

EXEMPLARY PROGRAM PROFILESORIENTATION

Like summer bridge programs, orientations help familiarize students with the campus and institutional services. However, orientations are generally open to all students and not specific to at-risk populations. Orientations can be as short as a half day and as long as one week. Summer orientations offer students the chance to meet with advisors, faculty, and staff early and give participants access to priority registration.

The following are examples of comprehensive orientations that serve as more than simply campus tours, but rather act as integration mechanisms to create a connection between the student and the institution, giving the student confidence to master the academic and social components of campus life. In addition, the orientations are mandatory and offer free options for students and additional components for parents.

COMMUNITY COLLEGES

Northern Virginia Community College (NOVA)

New Student Orientation (NSO) and Student Orientation

Advising and Registration (SOAR)

www.nvcc.edu/orientation

Mandatory: Yes.

Number of Sessions: Ongoing throughout the year.

Components: SOAR “provides assistance with understanding placement test results, choosing and registering for courses, discussing payment deadlines and financial aid, and an introduction to college resources.” NSO is a three-hour session for both students and parents to “learn about resources that support student success at NOVA and get information regarding transfer and career resources and financing their education. They also have an opportunity to meet with faculty advisors, counselors, and financial aid specialists, and tour our facilities.”

FOUR-YEAR INSTITUTIONS

Montana State University Orientation

www.montana.edu/admissions/orientation/

Mandatory: Yes.

Length: Three days.

Number of sessions: Three summer, one fall for first-time firstyears, one summer and one fall session for transfer students

Components: Financial aid, career exploration and writing workshops, placement exams, social and cultural activities, activities fair, registration, parent activities, and workshops.

EXEMPLARY PROGRAM PROFILESFIRST-YEAR EXPERIENCE (FYE)

First-year seminars such as University 101 (based out of the University of South Carolina’s National Resource Center for the First-Year Experience and Students in Transition) are intended to help first-year students transition to campus life through the development of study skills, academic plans, and career goals. These programs are often linked to advising, other classes, and study groups. First-Year Experience programs typically range from one semester to the entire first year.

Students who enroll in these programs often show greater persistence and higher GPAs than non-participants. Cuyahoga Community College in Ohio surveyed 239 institutions participating in the First-Year Experience program and found the following five key elements for a successful program: a recognized need for such programs; a designated, staffed office; a mandatory first-year seminar, involving former participants; on-going intervention; and combining the First-Year Experience efforts with a marketing or enrollment plan.

The following exemplary programs are not only student success seminars, but they also incorporate elements such as mentoring, tracking, and advising into first-year retention programs, specifically targeting underprepared and at-risk students.

University of South Carolina – University 101

www.sc.edu/about/offices_and_divisions/university_101

Purpose: This is the original First-Year Experience program, founded in 1972. The program was “designed to help firstyear students adjust to the university, develop a better understanding of the learning process, and acquire essential academic success skills…Attaining an appropriate balance between personal freedom and social responsibility underlies all University 101 activities.”

Criteria: Open to all, required for some academic programs; approximately 80 percent of incoming first-years participate.

Components: Three-credit course taught in small groups of 20-25 and peer leaders; special sections for transfers, honors, living-learning communities, and by major.

State University of New York at New Paltz – EOP FreshmanYear Experience

www.newpaltz.edu/admissions/eop.html

Purpose: To provide a proactive, intensive program for underrepresented students.

Criteria: Financial need, first-generation.

Components: Mentoring, expanded orientation, three-credit first-year seminar course, midterm evaluations and monitoring, EOP advising, mandatory study groups, financial aid.

Results: First-year retention rate 5 percent higher than the nonEOP cohort.

University of Kansas Hawk Link

https://engagement.ku.edu

Purpose: Helps students select majors, track midterm grades, and determine the need for extra help.

Criteria: “Open to all students with a special emphasis on students of color.”

Components: Include orientation, peer and faculty mentoring, tutoring, success seminars, links to other retention efforts on campus, involving and supported by everyone on campus, including the chancellor. In addition, staff follow up with students in the summer to make sure they re-enroll.

Results: “Dramatically increased retention rates” of minority, underprepared, and nontraditional students.

EXEMPLARY PROGRAM PROFILESTWO- TO FOUR-YEAR TRANSITION

The following programs help community college students build the credits they need to transition to a four-year program, while providing them with a sense of university life. These programs contain components that are often cited as effective retention practices.

Tacoma Community College Bridge Program to The Evergreen State College

www.evergreen.edu/tacoma

Purpose: Evening degree program intended to provide the first two years of the four-year degree program at The Evergreen State College (TESC). Bridge students earn Tacoma Community College (TCC) associate degree credits and attend class at TESC.

Components: Full-time interdisciplinary program with credits transferable to TESC. Strong emphasis on writing, research and sciences. Designed to serve multi-ethnic students.

UCLA Bridge Summer Research Program

www.grad.ucla.edu/admissions/diversity/summer-programs-forundergraduate-research-spur

Purpose: Provides community college students with research experience and faculty interaction.

Components: Full-time research coursework for eight weeks.

Criteria: Minimum 3.4 GPA.

University of Washington “Do It 2-4”

www.washington.edu/doit/Programs/24.html

Purpose: To help students with disabilities in community and technical colleges obtain four-year degrees and ultimately gain employment. Program aims to increase independence, productivity, and leadership skills of participants.

Components: Mentoring, internships, and workshops.

EXEMPLARY PROGRAM PROFILESLEARNING CENTERS

The following programs help students succeed in college by educating students about study skills, effective time management, motivation, and procrastination resources through individualized assistance and study/support groups. The following learning centers are well-regarded in the higher education community as exemplary practices.

COMMUNITY COLLEGE

Maricopa Community College District’s Center for Learning and Instruction

https://mcli.maricopa.edu

Purpose: To provide faculty, staff, and administrators with resources to improve student success.

Components: Offers faculty development programs, fine arts and honors programs, learning grants, and faculty dialogue days.

FOUR-YEAR INSTITUTION

Ohio State University’s Walter E. Dennis Learning Center www.dennislearningcenter.osu.edu

Purpose: To provide students with strategies for academic success.

Components: Offers individualized and computer-based assistance, as well as a college success course, a support center for procrastinators, and study groups. The Learning Center’s website offers several different assessments on learning styles, study habits, and procrastination.

B. PROFESSIONAL STAFF WEBSITES - ACADEMIC SUPPORT

ADVISING STANDARDS

• Council for the Advancement of Standards in Higher Education www.cas.edu

ADVISING MODELS

• Clearinghouse for Academic Advising Resources www.nacada.ksu.edu/Resources/Clearinghouse.aspx

STUDENT RETENTION

• Student Retention Checklist

www.ruffalonl.com/blog/enrollment/student-retention-champions-checklist-7-strategies-increasing-college-student-success

FIRST-YEAR EXPERIENCE

• University of South Carolina National Resource Center for the First-Year Experience and Students in Transition www.sc.edu/fye

TRANSFER AGREEMENTS

• Office of Career, Technical, and Adult Education

www2.ed.gov/about/offices/list/ovae/pi/cclo/transfer.html?exp=7

LEARNING CENTERS

• National College Learning Center

https://nclca.wildapricot.org

• Learning Support Centers in Higher Education www.lsche.net

REMEDIAL EDUCATION

• Community College Research Center

https://ccrc.tc.columbia.edu/research/developmental-education.html

WRITING PROGRAMS

• WAC Clearinghouse

https://wac.colostate.edu

• International Writing Centers Association www.writingcenters.org

C. STUDENT RESOURCES - STUDY SKILLS

The following activities are intended to help students improve their study habits. Staff and administrators can guide their students through the material in a one-on-one setting or in small groups. After completing these activities, students should be more conscious of their study habits and be more proactive in scheduling their time wisely.

C1. THE RIGHT WAY TO READ

No matter how proficient a reader you are, your reading skills can be better. Some people might like to read more than others, but reading skills, like writing and math skills, are not necessarily something you are born with but rather something you can work to improve.

Try reading and concentrating on the material below. Then answer the questions that follow to test your reading comprehension.

“Active reading” refers to being engaged with the material and taking notes on the subject matter. When you read this way, rather than simply skimming through the contents of a textbook (referred to as “passive reading”), you typically remember more of the material, as you understand it better.

It is possible to improve your reading speed and comprehension. First, you need to create a comfortable reading environment. Reduce distractions and background noise, such as televisions and devices, and adjust the room temperature to a comfortable level. It is also important to get enough sleep to remain alert while you read and not to read on an empty stomach. The goal is to concentrate as much as possible on the material at hand and try not to let your mind wander. This is harder to do when you are sleep-deprived, hungry, or distracted. Be realistic with your reading goals. Plan to get through a set amount of reading each hour—20 pages, for example. Take one five-minute break each half-hour to stretch and give your mind a rest.

GOALS/OBJECTIVES Student Activity

Whether or not you like to read, you must train yourself to concentrate on reading in order to process all the new information that will be on quizzes and tests. Reading assignments are important not only for exams but also to increase your knowledge and make you an informed participant in class discussions.

Reading comprehension questions:

1. What is the name of the type of reading in which you are engaged with the material and take notes?

2. What is one way to improve your reading speed and comprehension?

3. What is the suggested length of time and number of breaks per hour of reading?

C2. GET THE MOST OUT OF YOUR READING

GOALS/OBJECTIVES

Student Activity

SQ3R stands for Survey, Question, Read, Recite, and Review. This is a popular method for reviewing and taking notes on textbook reading assignments, developed by Francis P. Robinson.

This method suggests that you use the following five steps for each reading assignment:

S SURVEY Glance at the headings and captions to get a feel for the topic being covered.

Q QUESTION

R READ

R RECITE

R REVIEW

Rephrase the headings in your mind as questions, so you have an idea of what information to look for as you continue with the reading.

Read each section carefully, keeping in mind those questions you phrased, attempting to answer each question and taking notes on key points.

Write down answers to the questions formed using the headings and summarize findings in written form or out loud.

Review your notes the next day and create flash cards based on the material to test yourself the next week and prior to an exam.

Try the SQ3R method using a page from one of your textbooks:

S SURVEY Topic:

Q QUESTION Questions:

R READ Notes on key points:

R RECITE

Answers to the questions formed:

R REVIEW Summary:

C3. IN THE COMPANY OF CLASSMATES

FORMING A STUDY GROUP

Study groups are a great way to prepare for class and meet new people, especially if you live off-campus. Study groups can build a sense of belonging, create a support network, and expand your understanding of the material.

Ideally, you want to select five to seven classmates who are engaged in class. Begin by approaching two to three classmates who you think would make good study partners and ask them to make additional suggestions to complete your study group. Write down everyone’s names and contact information and make a copy of the list for other members of the group. You may also want to keep the contact information on your computer.

Schedule a time to meet each week. You can arrange to meet at someone’s room or apartment, on campus at a café or lounge, or even outside, as long as there are not too many distractions. The library may have some areas designated for group study.

GOALS/OBJECTIVES

Student Activity

By listening to a variety of perspectives, you will be better prepared for class discussions and exams. In your study group, you will ask each other questions, compare notes, test for memorization, brainstorm, and share ideas. While this should not be your only means of studying, study groups can be a great supplement to studying and memorizing material on your own.

TIPS FOR SUCCESSFUL GROUP STUDYING

Start Early. Although it may seem too soon for studying, you should be thinking about forming a study group during the first week of class. Try to find four to seven students in each class who are interested in coming. Invite students who participate in class, take notes, ask questions, and take the class seriously.

Develop Ground Rules. A good study group is professional.

That means you meet at the same time and place every week; you know what topics need to be covered; and you have decided how long the study group will meet (two to three hours is typical). The best time to study is as soon after your class as possible. Arrange a time and place that works for everyone. You may also want to discuss attendance and preparation expectations.

Assign Roles. Typical roles include discussion leader, timekeeper, and note-taker. Rotate roles so everyone has a chance to participate.

Know the Syllabus. Go over the syllabus during your first study group session and review important dates (e.g., project due dates, quizzes, and exams). Know where you are going and try to study ahead so you are familiar with the material before your professor covers it.

Be Prepared. Come to every study group having reviewed your notes and reading assignments.

NOW WHAT DO WE DO?

Once you have organized a study group, there are several strategies you can use to effectively review your course materials.

• Ask each other questions.

• Compare and contrast your notes.

• Drill each other on exam material.

• Brainstorm ideas for projects and papers.

• Share information you’ve gained in your research.

STUDY GROUP CONTACT SHEET

TEST PREP: NOT JUST FOR THE SATs

Ideally, you should study approximately two to three hours per credit hour each week. For example, if you are enrolled in three classes that are three credits each (nine credits total), you should ideally spend 18-27 hours studying per week. If you are enrolled in five three-credit classes (15 credits total), you should spend approximately 30-45 hours per week studying outside of class.

If you continually review your class notes and reading assignments, in order to process the information and gain a familiarity with the material, then you should only need a few extra hours to study for an exam. Of course, we recommend that you keep up with your coursework. However, if you have fallen behind, you may have no choice but to cram. In that case, it is recommended that you follow these guidelines:

• Only study exactly the material that is needed for the exam, according to the course syllabus, lecture notes, and your professor’s instructions.

• When you review the textbook chapters being tested, start with the headings and summarize the first and last sentences of each paragraph in your notes.

• Think of examples that would support the ideas being explored in the text to better process and gain an understanding of the information.

• When possible, try to map out or diagram the information to better visualize the processes or events being reviewed.

• Repeat the information you need to know, even aloud to yourself (as long as you are not in the library).

No matter how much time you have to prepare for an exam, it is important that you reduce test anxiety. In addition to preparation and knowledge of the material, successful test performance often stems from a positive attitude and a confidence in your abilities.

TRY THE FOLLOWING:

• Get at least eight hours of sleep the night before the exam and eat a balanced meal that morning.

• Take deep breaths if you feel anxious.

• Read the directions carefully.

• Keep track of time and pace yourself.

• Allot a certain amount of time for each section.

• Skip questions you don’t know and come back to them later.

• Go with your gut instincts.

Test prep often requires a great deal of memorization. In addition to proper eating and sleeping, mental exercises and puzzles have been shown to improve memory abilities. Having a positive attitude, taking breaks, and using repetition and visualization can also improve memorization. It is important to note that procrastinating and cramming can result in less study time, which leaves less time for breaks. Also, being open to new ideas and learning to be selective in determining important information can aid the learning and memorization process. Besides staying up all night, what you don’t want to do before a test (or ever) is any type of substance abuse, as this will completely inhibit your memory.

CREATIVE MEMORIZATION

Mnemonic devices are intended to ease memorization by employing tricks such as acronyms, rhymes, or putting the terms to song lyrics. Below are some common examples.

ACRONYMS

With acronyms you can rearrange the words in a set to form a common word consisting of the first letter of each term in the sequence. The following is a commonly used device to remember the names of the Great Lakes: HOMES: Huron, Ontario, Michigan, Erie, Superior.

ACROSTICS

Acrostics are similar to acronyms but rather than forming a single word, you create a sentence using the first letters of each word. For example, say you need to memorize the names of the planets. One common example is My Very Educated Mother Just Served Us Nuts = Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.

The sentences you make up don’t even have to make sense— they just need to be easy to remember.

STUDYING TIPS FOR STUDENTPARENTS

If you are a student and a parent, there are probably too many noises and distractions to concentrate on studying while your kids are at home. Depending on the age of your children, the following suggestions may help you study effectively:

• Wake up an hour early and use nap times to your advantage.

• Try fitting in an hour of studying at the library before or after class.

• Promote good study habits and get work done while hosting a study session for your school-aged child and several of their classmates.

• Involve older children by letting them quiz you or help make flashcards.

• Keep kids occupied with sports, friends, or a book.

• Coordinate babysitting and study time with other studentparents; take turns watching the children and studying.

• Ask family members, friends, and neighbors to babysit for a few hours on the weekend.

• Study wherever you can, including on your commute (if traveling by train or bus).

• Find out if the campus has day care or any day care grants.

RESEARCH STRATEGIES

When you are conducting research for a paper, always write down references, including the author(s), article and publication titles, date, and publisher name and location. Include the website URL and date of retrieval if you found the reference online. When possible, make copies of the full article or citation. If retrieving information online, make sure the source is credible and unbiased. For example, such sources as blogs or an online encyclopedia are probably not acceptable for scientific research but may be appropriate for journalistic papers or a commentary. It can be easy to feel stressed and overwhelmed with the amount of information that you are attempting to organize in a paper. One approach is to start with an outline and place relevant sources and summaries under each topic as you come across them.

D. STUDENT RESOURCES - TIME MANAGEMENT

This section addresses time management issues by helping students determine how they spend their time and if they spend it wisely. Section III, Activity D1 allows you to guide students through a map of each day, fitting in time for studying, class, work, and relaxation. Section III, Activity D2 will help you help your students overcome procrastination by using tips, strategies, and online resources. After completing these activities, students should be able to take steps toward overcoming bad time management habits and become more efficient.

D1. SAMPLE TIMETABLE

In this sample schedule, the student is enrolled in four classes for a total of 12 credits. We have only included the hours of 8 a.m. to 10 p.m., as these are the most productive hours to study, attend class, and enjoy extracurricular activities. This assumes that you have 14 hours per day—or 98 hours per week—to get ready, eat meals, attend class, go to work, study, and participate in campus activities. We have assumed that the student in this scenario works 20 hours per week and we have budgeted three hours per day for meals.

Therefore, in this example:

• 12 credits x 2 = 24 study hours per week

• Work hours per week = 20

• Class hours per week = 12

• Meals = approximately 21 hours per week

• Spare time = total – (work + class + study + meals) = 98 –(20+12+24+21) = 21

This scenario leaves a total of about 21 hours of spare time during the week, between the hours of 8 a.m. and 10 p.m. Your total spare time may vary, depending on how many hours you spend studying. We encourage you to use these extra hours to take advantage of campus services, such as tutoring, or to become involved in extracurricular activities, such as multicultural clubs, intramural sports, the campus newspaper, or the arts. Students who are engaged in out-of-class activities frequently are more successful than those who don’t participate in such activities. These activities serve as excellent stress relievers and are great ways to meet new people on campus.

GOALS/OBJECTIVES Student Activity

As noted earlier, it is generally suggested that you spend three hours per credit hour studying each week. However, given that many of you may also work during the week, we suggest at least two hours per credit as a realistic goal.

YOUR TIMETABLE

Use this chart to fill out your own schedule:

D2. PUTTING OFF THE INEVITABLEPROCRASTINATION

A 2002 study by Dr. Bruce Tuckman of The Ohio State University showed that procrastinators consistently receive lower grades than non-procrastinators. Students who procrastinate believe the quality of their work is just as good as if they had completed their assignment with time to spare; however, that is generally not the case. Good work takes a lot of time and students should plan accordingly.

Are you a procrastinator? If you answer "Yes" to one or more of the following, you may need to pay special attention to goal setting and time management in order to get your assignments completed on time and avoid cramming for exams at the last minute.

Do you:

□ Put off starting tasks (like studying, papers, or projects), especially if it is something you are not interested in or don’t want to do?

□ Put off finishing tasks even if they are important?

□ Start assignments and study for tests at the last minute?

□ Find ways to waste time, like surfing the Internet or playing video games?

□ Always leave bills and other errands for the last minute?

GOALS/OBJECTIVES

Student Activity

By listening to a variety of perspectives, you will be better prepared for class discussions and exams. In your study group, you will ask each other questions, compare notes, test for memorization, brainstorm, and share ideas. While this should not be your only means of studying, study groups can be a great supplement to studying and memorizing material on your own.

Although people procrastinate for many different reasons, there are several simple techniques you can use to help stay on track:

• Budget your time. Figure out how long a task will take to complete and then double it. Build in extra time for revisions and review.

• Clear your desk. Keep your desk or study area free of distractions. The more orderly you make your workspace, the easier you will find it to concentrate on the tasks at hand.

• Set goals. Set weekly or daily deadlines for yourself to accomplish a portion of a paper or project before it is due. This will help you stay on track and leave time for any tasks you may not have considered.

• Remind yourself. Before going to bed, remind yourself what needs to be accomplished the next day. When you wake up, check your schedule and try to keep to it as best you can.

• Reward yourself. Everyone works more efficiently when they have incentives. Reward yourself for finishing a project on time.

• Get help when you need it. If you are still finding it difficult to keep procrastination at bay, talk to your advisor. Your advisor will be able to help you keep on track.

D3. KEY DEADLINES

GOALS/OBJECTIVES Student Activity

Students should fill in the deadlines listed below as well as any other key dates that apply. They should then post this list on a bulletin board in their rooms, near their workspace, or keep a copy in their planners, so they are constantly reminded of important deadlines and stay on track.

The following chart summarizes important deadlines from the various sections of this toolkit.

E. STUDENT RESOURCES - ASSESSING PERFORMANCE

The activities in this section will help you guide students through grade tracking, GPA calculation, and degree requirements. Students are more likely to stay engaged in academics and focused on their futures if they regularly assess their performances.

E1. CALCULATING GRADES

Professors typically decide on the content of each course and the weight that each course component will carry in determining your final grade. These terms are usually stated in your course syllabus. For example, a professor may decide on the following breakdown:

GOALS/OBJECTIVES

Student Activity

Although you should always study hard and strive to do your best, tracking your expected grade throughout the semester will help you prioritize your time before exams, as you will have several courses competing for your study time.

Determine how much time you will need to study for each course’s final exam, depending on your grade near the end of the semester in comparison with other courses. You also want to make sure that you are never at risk of failing a course, which could lead not only to academic probation or dismissal but also to loss of financial aid. If you find that your grade is a “C” or below by the middle of the semester, you should seek help from tutoring services and get in touch with an advisor or mentor.

Grades are typically based on the following scale:

E2. CALCULATING GPA

In general, letter grades are assigned the following values ranging from 0 to 4:

GOALS/OBJECTIVES

Student Activity

Use this chart to list your courses for this semester. Then at the end of the semester, insert your grades and follow the calculations above to determine your first semester GPA.

To calculate your grade point average, or GPA, you will calculate a grade point for each individual course by multiplying the number of credit hours by the value assigned to your grade, according to the chart above. If your institution uses a different scale, you may substitute those values in the calculation. You then total the number of credit hours and the number of grade points for the semester and divide the total grade points by the total credit hours to calculate the GPA:

F. STUDENT RESOURCES - ACADEMIC PLANNING

It is important to always have a good handle on what courses are required for your major or degree and which courses you still need to schedule for future semesters. Keep in mind that at many colleges, required courses can fill up very quickly. Be sure to plan as far in advance as possible for these courses, based on your major or degree requirements. This will help you stay on track for graduation.

F1. TRACKING DEGREE REQUIREMENTS

CORE REQUIREMENTS

MAJOR DEGREE REQUIREMENTS (IF DECLARED)

GOALS/OBJECTIVES

Student Activity

Take a moment to fill out the core courses required for graduation and, if known, the courses required for your major. List any classes you are currently enrolled in or have already taken, including those credits you are transferring in from another institution. If you plan to transfer to another institution in the future, indicate whether or not that course is transferable.

SMART SCHEDULING

Unlike high school, your college course schedule is pretty flexible. You can generally choose the time of day and days of the week that work best for you. Students with full- or part-time jobs can tailor their class schedules to their employment hours. Although it is tempting to pack all your classes in before lunch, it is smarter to register for classes that are spaced throughout the day, so you have some time to relax, regroup, or study in between. You may also be able to lump all your classes on certain days, such as Monday/Wednesday/Friday or Tuesday/ Thursday.

Here are some guidelines for scheduling your classes:

Meet with your advisor ASAP

Your advisor can help you determine whether your schedule fits in with your overall academic plan and helps you to meet the core requirements. At some colleges, faculty serve as academic advisors; while at other institutions, professional staff fill this role. Regardless of what they may be called or where they may be located, expect your advisor to know the different course requirements for each major and to help you plan the most efficient path to earning your degree. Plan to meet with your advisor at least twice each semester to review your courses and stay on track. Your advisor can also help you find tutoring, supplemental instruction, or study groups if you are having difficulty in a course.

To load or not to load

Full-time enrollment is generally considered to be at least 12 credit hours per semester, although it is common for full-time students to enroll in 15 credit hours. As a new college student, it is a good idea to stick to 12-15 maximum credit hours (about four to five courses) in your first semester to give your self time to adjust to your new academic and social environment.

Strive for balance

Avoid taking "tough" classes at the same time. Balance classes that involve lots of reading and writing with a mathematics, foreign language, or art class. Mix the type of classes you take to reduce your chance of being overwhelmed.

Location, location, location

Think about where your classes are located and give yourself enough time between classes to arrive early and review your notes.

F2. TRANSFER GUIDE & CHECKLIST

You may have enrolled in community college intending to eventually transfer to a four-year institution. Many students start out at community colleges rather than four-year institutions because they are intimidated by the concept of a four-year degree, would like to save money, or are not yet ready to attend a four-year institution. Community colleges also offer schedules that are sometimes more flexible for working adult students. The decision to transfer is largely an individual one, depending on your academic area of interest and career goals. If you feel intellectually curious and would like to explore subjects that are unavailable through your community college, or if you know that a bachelor’s degree will be necessary to obtain a job in your career field of interest, you should begin thinking about the transfer process.

Try to stay focused on completing your associate degree and begin early to plan your transfer. You want to be sure that the courses you take will count for credit once you transfer.

CREDITS

Some four-year institutions place limits on the number of transferable credits and may have minimum grade requirements. In some cases, it is easier to transfer to a fouryear institution once you have already completed an associate degree. It may be easier for the four-year institution to recognize the credits accumulated from an entire program rather than from individual courses.

GOALS/OBJECTIVES Student Activity

If you’ve thought about eventually moving from a two-year to a four-year institution, the following guide will help you think about the necessary steps.

Some community colleges have special transfer arrangements with neighboring four-year institutions. Find out if your institution has any of the following to make your transition process a bit easier:

• Articulation agreements – These agreements help ease the transition and maximize the number of transferable credits through established core curricula. Some institutions have program-specific articulation agreements for particular majors.

• Dual admissions agreements – Dual admissions agreements provide community college students with admission to partnering four-year institutions. These types of dual admissions agreements make the transfer process seamless for the student and, by having access to staff at the partner institution, students can ensure that their community college credits will transfer.

• Joint admissions agreements – These are like dual admissions programs in that you enroll in both institutions but the agreements are typically specific to an academic major program.

• Reverse transfer agreements – These agreements allow community college transfer students to obtain an associate degree after transferring to a four-year institution.

TRANSFER SCHOLARSHIPS

Some institutions offer transfer scholarships for high-achieving students. These are normally competitive and require a minimum GPA—check with the institution to which you are applying to find out the criteria for any transfer scholarships that exist. Below are some examples of national transfer scholarships.

Hispanic Scholarship Fund Transfer Scholarship Program

Awards range from $500 to $5,000; students must have a GPA of at least 2.5 and plan to enroll in a four-year college full time, be of Hispanic heritage, and apply for federal aid. www.hsf.net

Phi Theta Kappa Transfer Scholarships

Award size and criteria differ by institution. www.ptk.org/scholarships/transfer-student-scholarships

Jack Kent Cooke Foundation Undergraduate Transfer Scholarship

85 awards per year, based on cost of attendance, maximum $40,000 per year; competitive based on academic achievement, financial need, leadership, and service. www.jkcf.org/scholarship-programs

TIMELINE

1. Start by visiting your transfer center or transfer advisor, if one exists at your institution. The center or advisor will be able to guide you through the process and should at least be knowledgeable about the requirements of four-year institutions in your area.

2. Visit your career center to explore career fields of interest and academic programs that would be a good fit. See Section VI to help you think more about career options. In addition to majors offered by prospective institutions, think about factors such as size, location, cost, activities, staff accessibility, and typical student characteristics.

3. Narrow down your list of institutions to 4 or 5 final choices, visit their websites, contact the admissions and financial aid offices, and, if possible, visit the campus and talk to students. Ask about financial aid availability and deadlines.

4. Complete applications for each institution of interest. Most, if not all, institutions now accept applications online. If you do not have a computer at home, you can use the computer lab or library at your college. In addition to the application and fee, you will need to visit your campus registrar and arrange to send your transcript to each institution. Most institutions will not require that you take the SAT or ACT once you have an associate degree, but be sure to check.

5. If you are currently receiving financial aid, go to https:// studentaid.gov and add the institutions that you are considering to your FAFSA. You should also contact the financial aid offices of those institutions to determine if there are any additional steps they require. Don't forget to ask about any other aid for which you may qualify!

TRANSFER CHECKLIST

Please fill in the chart below with the names of your final prospective four-year institutions and the deadlines for submitting applications.

Check off the appropriate steps as you complete each one. If you plan ahead, you should be able to complete all steps of the application process before completing your associate degree. This checklist will serve as a reminder for what needs to be done in the application process and by when.

G. STUDENT RESOURCES - CLASSROOM ENGAGEMENT

The following materials stress the importance of making connections with professors and help you give students a better understanding of their optimum learning environment. These activities will help students build relationships with their instructors, assess their unique learning styles, and stay engaged in class.

GETTING EXTRA HELP FROM FACULTY

It is a good idea to invest some time in getting to know your professors, not only to increase your knowledge and perform better in class but also to form good relationships that could help you later if you need a recommendation for a job or graduate school. Sometimes, graduate teaching assistants will hold study sessions before exams; these are also an excellent way to get extra help. If you plan to ask for help, however, it is a good idea to follow these guidelines:

• Make an appointment in advance –during the professor’s office hours, if possible. This works better than taking up the professor’s time directly after class when he or she may be in a hurry to get to another class. Most professors are available by email as well.

• Be prepared –Review your notes and attempt to understand the material on your own before asking the professor for help. They will appreciate that you paid attention in class, made an effort, and have shown interest in the subject matter.

• Explain your circumstances –If you have a job, kids, or other external circumstances that conflict with your homework time, be sure to explain this to the professor. Your professor may not be able to give you extensions on assignments, but they may provide you with other resources that can help you. Don’t expect your professor to know about your unique situation unless you tell them. In addition, the professor may be able to make referrals to tutors or other resources to help ease your burden.

• Take advantage of professor reviews at sites such as www.ratemyprofessors.com –but consider them carefully. If you have a choice between professors when registering for a class, find out if any are known for putting in extra time to help their students succeed. This does not necessarily mean selecting a professor who is known for being “easy,” but rather one who explains the material well and is willing to spend time with students outside of class. Be sure to indicate your level of satisfaction with the professor when it comes time for you to submit a review. This will help future students make decisions about their classes.

• Ask professors and teaching assistants if they need any help with research projects –Show interest and enthusiasm, but don’t fake it!

G1. KNOW YOUR LEARNING STYLE

Learning styles* are, simply put, the different ways in which we learn. Some people learn best by interacting with others, while others need time to think things through on their own. In general, there are three types of learning styles: Visual, Auditory, and Tactile/Kinesthetic.

VISUAL LEARNERS... LEARN THROUGH SEEING

People who are visual learners understand information best when it is presented through charts, diagrams, maps, pictures, videos, slides, and handouts. They often “see” words in their mind when they are trying to spell, and remember faces and places better than names or conversations. It is very important for visual learners to sit at the front of the class so they have an unobstructed view of the teacher and are not distracted by the movements of other students. Visual learners should avoid studying in places with a lot of activity, such as the student center or other campus social venues.

AUDITORY LEARNERS... LEARN THROUGH HEARING

People who are auditory learners understand information best when it is presented orally through lectures, discussions, or videos. They often need to sound out words when they are trying to spell, and remember conversations better than faces or places. It is very important for auditory learners to sit where they can clearly hear the teacher. Auditory learners learn best in study groups where they can discuss coursework and assignments, and in quiet places away from loud or distracting noises.

GOALS/OBJECTIVES Student Activity

In this activity, you will determine your learning style and learn about strategies that can help you study more effectively. Complete the following checklist to find your dominant learning style, then follow the corresponding “Classroom and Study Strategies.”

TACTILE/KINESTHETIC LEARNERS... LEARN THROUGH ACTIVITIES, MOVEMENT, AND TOUCHING

People who are tactile/kinesthetic learners understand information best in hands-on classes, such as science labs. Tactile/kinesthetic learners are curious about the way things work and may enjoy taking things apart and putting them back together. They might also have hobbies such as sewing, woodworking, gardening, or athletics. Tactile/kinesthetic learners may have difficulty sitting still for a long period of time, and will do best by spacing out their classes throughout the day to give them time to move about in between classes.

Take the learning style self-assessment on the next page.

*It should be noted that there are different learning style theories. In this book we present only one theory -- the Visual, Auditory, and Kinesthetic (VARK) model. However, some educators and researchers have criticized this theory as placing labels on students or limiting their education. We encourage you to research this theory as well as other learning style theories. Visit some of the websites on page 183 to find out more about learning styles.

YOU ARE A VISUAL LEARNER IF YOU...

□ Visualize words when you spell

□ Are distracted by movement or untidiness

□ Remember faces better than names

□ Prefer meeting face-to-face instead of talking on the telephone

□ Have a good sense of direction

□ Easily understand diagrams, charts, and maps

YOU ARE AN AUDITORY LEARNER IF YOU...

□ Sound out words when you spell

□ Are distracted by noises and sounds

□ Remember names and conversations better than faces

□ Prefer talking on the telephone to meeting in person

□ Prefer verbal instructions to maps or diagrams

□ Talk, hum, or sing to yourself often

Classroom and Study Strategies

• Sit at the front of the class to avoid distractions and get a clear view of the teacher.

• Take detailed notes, using diagrams, charts, or mapping.

• Ask for copies of all diagrams, charts, or handouts, if they are not provided.

• Choose a place to study that is free of clutter.

Classroom and Study Strategies

• With permission from the teacher, make an audio recording.

• Read text out loud and use an audio recorder so you can go back and listen to the assignment.

• Make up songs, jingles, rhymes, or raps to remember concepts.

• Study in a quiet place so you aren’t distracted by noises.

• Form a discussion study group.

YOU ARE A TACTILE/KINESTHETIC LEARNER IF YOU...

□ Write out words when you spell until they seem right

□ Are distracted by activity

□ Remember shared activities better than faces or names

□ Prefer meeting people while doing an activity, such as walking

□ Prefer to figure things out as you go

□ Enjoy putting things together and taking them apart

□ May find it hard to sit still for long periods of time

Classroom and Study Strategies

• Attend any extra time in any labs offered.

• Space your classes through the day so you have time between classes to move about.

• Study in a place that is away from distracting activities.

• Use rhythm, beats, music, or rhymes to remember concepts.

• Make a model to demonstrate key concepts.

G2. NOTE TAKING IN THE DIGITAL AGE

You may find that it helps to use symbols in order to get all the information down while your professor is conducting a lecture. The following symbols and abbreviations are often helpful.

Common word/phrase Symbol/abbreviation

• with w/

• especially esp.

• less than <

• because b/c

• for example e.g.

• approximately %

• important imp.

• very v.

In addition, try using abbreviations similar to those used when instant messaging. Write down some abbreviations you know from instant or text messaging that could potentially be used in a classroom situation.

Common word/phrase Symbol/abbreviation

GOALS/OBJECTIVES

Student Activity

There are several commonly accepted note taking methods. A helpful guide available at https://asc.calpoly.edu/ssl/notetakingsystems explains five different note taking methods— some more visual, others more text-based. The appropriate method for you depends partly on your learning style (see Section IV Activity G1) and on the course content or professor’s lecture style.

Cornell Notes are a proven, focused note-taking method. When this method is used appropriately, students are guaranteed to increase their knowledge and raise their grades in any given class. Cornell Notes are taken during class lectures, class PowerPoint presentations, class readings, or movies in which students are responsible for the information.

In order to receive full credit for the weekly Cornell Notes quiz grade, students must have all the required parts of the notes:

• Full heading

• Specific topic

• Notes in the right side highlighted with key words or phrases

• Main ideas and high-level questions in the left column

• A summary at the end of the notes

Students may take Cornell Notes in a spiral notebook or on notebook paper as required by the content area teachers; however, students are expected to use the Cornell Notes format and repetition strategies, and review notes regularly.

Note: If you own a laptop and use it to take notes in class, don’t worry about spelling and grammar as you are typing–you can check for errors later. Be sure to turn off instant messaging and disconnect any wireless connections, so you are not distracted by the temptations of the Internet while in class.

H. STUDENT WEBSITES - ACADEMIC SUPPORT

STUDY SKILLS

• The Learning Center-University of North Carolina at Chapel Hill

https://learningcenter.unc.edu/tips-and-tools/studying-101-study-smarter-not-harder

• How-to-Study.com

www.how-to-study.com

WRITING SKILLS

• Purdue University College of Liberal Arts Online Writing Lab

https://owl.english.purdue.edu

LEARNING STYLES

• Bay Atlantic University – Eight Types of Learning Styles: the Definitive Guide

https://bau.edu/blog/types-of-learning-styles/

• Yale Center for Teaching and Learning –Bad Uses for Good Tools

https://campuspress.yale.edu/yctl/tag/learning-styles/

• Mind Tools – Learning Styles

www.mindtools.com/addwv9h/learning-styles

LEARNING STYLE ASSESSMENT

• North Carolina State University Index of Learning Styles Questionnaire https://learningstyles.webtools.ncsu.edu/

• Marcia Conner What is Your Learning Style

www.agelesslearner.com/assess/learningstyle.html

NOTE TAKING

• Cal Poly Student Academic Services https://sas.calpoly.edu

I. REFERENCES AND FURTHER READINGS

Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405.

Broos, T., Pinxten, M., Delporte, M., Verbert, K., & De Laet, T. (2020). Learning dashboards at scale: early warning and overall first year experience. Assessment & Evaluation in Higher Education, 45(6), 855-874.

Büchele, S. (2021). Evaluating the link between attendance and performance in higher education: the role of classroom engagement dimensions. Assessment & Evaluation in Higher Education, 46(1), 132-150.

Connolly, S., Flynn, E. E., Jemmott, J., & Oestreicher, E. (2017). First year experience for at-risk college students. College Student Journal, 51(1), 1-6.

Dill, D. D. (1996). Academic planning and organizational design: Lessons from leading American universities. Higher Education Quarterly, 50(1), 35-53.

Durkin, K., & Main, A. (2002). Discipline-based study skills support for first-year undergraduate students. Active Learning in Higher Education, 3(1), 24-39.

Eggleston, L. E., & Laanan, F. S. (2001). Making the transition to the senior institution. New Directions for Community Colleges, 2001(114), 87-97.

Fields, Cheryl D. “Taking a Holistic Approach to Retention.” (2002). Black Issues in Higher Education, 19(18), 28-30.

Fuller, B. (1976). A framework for academic planning. The Journal of Higher Education, 47(1), 65-77.

Gonzalez Quiroz, A., & Garza, N. R. (2018). Focus on student success: Components for effective summer bridge programs. Journal of Hispanic Higher Education, 17(2), 101-111.

Gormley, M. J., Pinho, T., Pollack, B., Puzino, K., Franklin, M. K., Busch, C., ... & Anastopoulos, A. D. (2018). Impact of study skills and parent education on first-year GPA among college students with and without ADHD: A moderated mediation model. Journal of Attention Disorders, 22(4), 334-348.

Howard, C. M., Moret, L., Faulconer, J., Cannon, T., & Tomlin, A. (2018). Preparing for College Success: Exploring Undergraduate Students' Perceptions of the Benefits of a College Reading and Study Skills Course through Action Research. Networks: An Online Journal for Teacher Research, 20(1), 4.

James Madison University. (n.d.). The learning toolbox – Cornell notes. https://coe.jmu.edu/learningtoolbox/cornellnotes.html

Johnson, Alex B., and Gloria McFadden. “The Value of Multi-Dimensional Retention Programs for First-Time Students at Community Colleges.” Educational Resources Information Center (ERIC), 2000. https://files.eric.ed.gov/fulltext/ED443447.pdf

Kern, B., & Kingsbury, T. (2019). Curricular learning communities and retention. Journal of the Scholarship of Teaching and Learning, 19(1).

Lancaster, J. R., & Lundberg, C. A. (2019). The influence of classroom engagement on community college student learning: A quantitative analysis of effective faculty practices. Community College Review, 47(2), 136-158.

Lowe, K., & Dotterer, A. M. (2018). Parental involvement during the college transition: A review and suggestion for its conceptual definition. Adolescent Research Review, 3(1), 29-42.

Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760.

MacCann, C., Fogarty, G. J., & Roberts, R. D. (2012). Strategies for success in education: Time management is more important for parttime than full-time community college students. Learning and Individual Differences, 22(5), 618-623.

Means, D. R., & Pyne, K. B. (2017). Finding my way: Perceptions of institutional support and belonging in low-income, first-generation, first-year college students. Journal of College Student Development, 58(6), 907-924.

Peña, M. I., & Rhoads, R. A. (2019). The role of community college first-year experience programs in promoting transfer among Latino male students. Community College Journal of Research and Practice, 43(3), 186-200.

Rodriguez, C. C., & Rima, B. (2019). The perceptions of community-college faculty teaching in learning communities. Community College Journal of Research and Practice, 44(7), 469-481.

Wachen, J., Pretlow, J., & Dixon, K. G. (2018). Building college readiness: Exploring the effectiveness of the UNC academic summer bridge program. Journal of College Student Retention: Research, Theory & Practice, 20(1), 116-138.

Wibrowski, C. R., Matthews, W. K., & Kitsantas, A. (2017). The role of a skills learning support program on first-generation college students’ self-regulation, motivation, and academic achievement: A longitudinal study. Journal of College Student Retention: Research, Theory & Practice, 19(3), 317-332.

SECTION V

FINANCIAL PLANNING

This section will assist your students with their education finances—as well as their personal expenses—to help them formulate budgets while they attend college and create financial plans for the future. Materials to help staff plan financial aid workshops and understand financial aid concepts are also included in this section.

Specifically, we have included the following materials for staff to use with students:

• Important financial aid terms

• Federal aid comparison

• Financial aid checklist

• Covering your ground–scanning all aid sources

• Renewing aid

• Student Aid Index (SAI)

• Determining dependency status

• Loan repayments

• Safeguards against scams and theft

• Budgeting

• Basics of checking and credit cards

• Credit management

For professional staff to use on their own, we have included the following:

• A guide to help plan a financial aid/personal finance seminar

• Important financial aid terms

• Basics of the application process

• Common abbreviations

A. PLANNING RESOURCES FOR PROFESSIONAL STAFF

This section includes planning resources for staff and administrators to use on their own. After reviewing these materials, staff should be able to organize a financial aid event for students and parents, and understand the basic terms and processes associated with financial aid. In addition, reviewing with students the activities included will not only make sure that students are knowledgeable about financial aid concepts and deadlines, but that all staff and administrators inside the institution understand the same critical information.

PLANNING A FINANCIAL AID SEMINAR

Many students who are eligible for aid have not yet applied for it, either because they are unaware of availability, or they don’t understand the application process. Those students who are current recipients of financial aid may still be confused about concepts such as loan repayment terms.

A financial aid seminar will give staff a chance to explain the aid process and answer any questions that students may have.

Staff can customize the content of smaller seminars to fit particular student needs. For example, working adult students may have different finance issues than do traditional-aged students who do not work. Upper-class students may be more concerned about repaying loans than understanding the application process.

Review the guidelines below with other staff to plan a program that’s appropriate for your campus needs.

SELECTING A LOCATION AND FACILITY

The first three steps to planning a financial aid awareness program are to decide on a location (and facility), a date, and a time. The following are questions and suggestions to keep in mind.

• Is the facility in a convenient location? (Can students who depend on public transportation attend easily?)

• Is parking adequate?

• Is the room large enough to comfortably seat the number of students you expect?

• Is there enough space for participants to spread out their materials and have room to write?

• Is the room well lit?

• Can the room’s lighting be adjusted when using audiovisual equipment?

• Is the facility/room accessible to participants with disabilities?

• Are microphones needed? Are they available on-site?

• What are your audiovisual needs? Projector and laptop?

• Is there a screen that’s at least 8x8 feet (preferably 10x10 feet)?

• Is Internet access needed or available?

• Are the recommended items available on site? If not, who will provide them and is there a fee?

• Is the temperature of the room adjustable?

• Are extra chairs available if there is an overflow crowd?

• Is the facility/room available for the date(s) you have in mind? Is there a charge for the room? Is it within your budget?

• Are all video materials closed-captioned?

• Do you need any bilingual materials? What about a translator?

• Is child care available for parents who need it?

• Is the room clearly marked?

SELECTING A DATE

The FAFSA is now available October 1, so many schools hold their financial aid seminars in September or October.

To avoid conflicts with other events, consider the following:

• Does the date conflict with any holidays, religious observances, or other planned campus closings?

• Are school sporting events or other extracurricular activities being held that day? What times do they begin and end? How much of your potential audience would be involved?

• Are there any major community-wide events occurring on that date?

• Is the date far enough in advance that you have time to market the program and students have enough time to make plans to come?

You probably won’t be able to avoid every possible conflict, but if you find a date when there are no major events affecting your school’s population, you are more likely to draw a crowd to your financial aid program.

If you are located in a part of the country that has cold winters, it would be wise also to schedule a “snow date.”

SELECTING A TIME

Sunday afternoon is usually a good time for students and their families—think about when they will actually come rather than when it’s convenient for staff.

Once you have a place and date, you need to set times for the program to begin and end. When setting the time to begin, remember to allow time for parents to get home from work and have some dinner before going to the program.

Set a time for the program to end as well. People usually like to know in advance how long they need to stay. The amount of time you schedule for the program will depend on what activities you have planned. Try to stick to the times you publicize.

Typically, starting at 7-7:30 p.m. works well. Be sure, however, to consider any special patterns and needs in your area. For instance, in some areas, a weekend program or an afternoon program might be more effective than an evening program.

SELECTING A PRESENTER

Now that you’ve decided on the basic logistics, it’s time to select a presenter for your program.

You can be the presenter! There are two resources that will give you the information you need to conduct a presentation on financial aid for your students:

• ECMC College Nights - to learn more about hosting this event, visit www.collegenights.org

• ECMC's "Realizing the College Dream" There are "plug and play" presentations available in the Educator Guide online at www.ecmc.org/students/realizing-the-collegedream.html

• U.S. Department of Education’s Office of Federal Student Aid’s PowerPoint at https://financialaidtoolkit.ed.gov/ tk/outreach/presentation.jsp

If you want the presenter to be someone other than yourself, brainstorm about possible speakers who have the knowledge and experience to present financial aid information accurately. Look for good public speakers who can hold an audience’s attention. It is important that you consider the population to which you are presenting. Are they first-generation college students and their families? Are they students of another

marginalized group? Your speaker should be familiar with the needs of your population and be able to address them directly throughout the presentation.

You might consider asking a financial aid administrator from a postsecondary institution near the facility where you’ll be having the program.

As an alternative approach, you could have two or more speakers take a team-teaching approach or use a panel event. This can provide some variety in financial aid experience. Be careful, however, not to have so many speakers that all the necessary information can’t be covered in the time allotted. If you have two or more speakers, make sure they coordinate their presentations to avoid duplicating topics.

Ask the prospective presenter(s) to give you a copy of their presentation before making the final selection. You will need to determine whether the materials are appropriate for your anticipated audience.

You may wish to include several financial aid personnel to help the students determine their unofficial Student Aid Index (SAI) and award aid to the student on the spot. The school must use a disclaimer to let the student and his or her parents know that the award is not “official” until the student’s SAI is returned from the FAFSA processor. Not all institutions use this process, but for the institutions that do, this process gives the student and their parents a better perspective on the types and amounts of aid the student will receive if the student decides to attend that particular institution.

GATHERING PUBLICATIONS AND HANDOUTS

You will want to have information available for your students and their parents to take home and read later. The Department of Education is a good source for free information. You may want to order some of the free publications available at www. studentaid.gov/resources. Also, you can order ECMC’s Opportunities booklets at www.ecmc.org/opportunities

ANNOUNCEMENT AND NOTIFICATION

You can’t publicize your financial aid awareness program too much. Get the word out as early as possible and in as many ways as possible.

Consider the following:

• A direct email or mailing to students and parents

• Other electronic sources and social media (i.e., Facebook or Twitter)

• Advertisements and/or articles in local newspaper(s)

• Flyers and/or posters on campus bulletin boards

• Advertisements and/or articles in the school newspaper

Every announcement should include at least:

• The key subject points that will be covered in the program, such as giving instructions on how to complete the FAFSA

• The date

• The location, including the address and room

• The time and program length

• A telephone number to call for more information

• Information or supplies that attendees should bring with them

You might also include the presenter’s name and affiliation, parking instructions, child care information, and other important details.

ORGANIZE FOR SUCCESS

It helps to be organized if you want to produce a useful financial aid awareness program. Consider creating a checklist itemizing the tasks you need to complete. Remember: with good planning, your financial aid awareness program is sure to be a success.

PROFESSIONAL STAFF GLOSSARY

Staff and administrators should understand terms, as well as the basic financial aid concepts as presented in the student materials that follow, in order to successfully understand and help guide students when financial aid issues arise. To view the Professional Staff Glossary, go to https://studentaid.gov/ help-center/answers/topic/glossary/articles.

KNOW THE FACTS

In order for staff to help their students, it is important to be familiar with the most common financial aid concepts. The following information has been compiled from the Department of Education’s “Counselors and Mentors Handbook on Federal Student Aid” (https://financialaidtoolkit.ed.gov/ resources/counselors-handbook.pdf) to provide you with the information you need to assist students with aid once they are already on campus. The Federal Student Aid (FSA) student handbook, “Funding Your Education,” has additional information about financial aid limits for students: https:// fsapartners.ed.gov/knowledge-center/fsa-handbook.

HOW MUCH FEDERAL PELL GRANT FUNDING CAN A STUDENT GET?

The maximum Federal Pell Grant for the 2023-24 award year (July 1, 2023-June 30, 2024) is $7,395. Updated information about Pell Grants is available at https://studentaid.gov/ understand-aid/types/grants/pell

HOW MUCH CAMPUS-BASED AND FEDERAL STUDENT LOAN MONEY CAN A STUDENT GET?

The maximum annual awards for the campus-based aid programs and Direct Loans are:

• Federal Supplemental Educational Opportunity Grant: $4,000—Campus-based—very few have maximums this high; in most cases the maximum is lower

• Federal Work-Study: no annual maximum, but the student cannot work more than 20 hours per week

• Direct Subsidized: up to $5,500, depending on grade level

• Direct Unsubsidized: up to $20,500, depending on grade level and dependency status

• Direct PLUS (for graduate students and parents of dependent students): maximum amount is cost of attendance minus any other financial aid student receives

When awarding campus-based aid or subsidized loans, the financial aid administrator must consider other aid available to the student in addition to the Student Aid Index (SAI), which is determined by the FAFSA.

For more information on all types of federal student aid, see https://studentaid.gov or the latest ECMC Opportunities book (www.ecmc.org/opportunities).

THE FSA ID

The Federal Student Aid ID (FSA ID) is the username and password to log in to an account at StudentAid.gov. At least one parent must also create an FSA ID to sign in to contribute to the student's FAFSA. The FSA ID consists of a username and password and can be thought of as the user’s electronic identity. Students and parents must set up their StudentAid. gov account (FSA ID) to contribute to the FAFSA and to be able to consent to having their Federal Tax Information (FTI) pulled into the FAFSA using the Direct Data Exchange (DDX) with the Internal Revenue Service. The FSA ID website, https:// studentaid.gov/fsa-id/create-account, explains the FSA ID and allows users to create and manage their FSA IDs.

WHEN TO APPLY

The FAFSA opens on October 1 every year for students applying for financial aid beginning the following fall. For example, on October 1, 2024, students may apply for financial aid for the 2025-26 academic year. For the 2025-26 FAFSA, the student (and parents) will use 2023 income and tax information. At financial aid nights or other information sessions, you might wish to encourage families who are eligible for the Earned Income Tax Credit to file tax returns in order to benefit from the credit.

SUBMITTING THE FAFSA AND GETTING AN ESTIMATED SAI

When the student or the parent presses the "Submit" button at the end of their section of the FAFSA, they will receive a message that their section is complete and information on next steps.

Once the student's FAFSA has been processed, the student will receive an email notification to log in to StudentAid.gov to retrieve their FAFSA Submission Summary that will include the student's Student Aid Index (SAI) and estimated federal aid eligibility.

Note: There are websites at which students can get help filing the FAFSA, for a fee. These sites are not affiliated with nor endorsed by the Department of Education. We urge you to advise your students not to pay these sites for assistance that is provided for free at ED’s website, but to go directly to https:// studentaid.gov

Note: Many states have early financial aid deadlines for students who want to be considered for state aid. You can check state deadlines at https://studentaid.gov. Be sure to understand what your state deadline means as each state’s financial aid program is different. Additionally, some schools have limited institutional funds that are awarded on a first come, first served basis to eligible students. Students should be sure to submit FAFSAs before the priority deadlines set by their institutions. This information can be found on each college’s financial aid web page.

WHAT TO EXPECT AFTER APPLYING

CHECKING THE STATUS OF A FAFSA

After filing, students can check the processing status of their FAFSAs or any corrections they’ve made at https://studentaid. gov/h/apply-for-aid/fafsa

A student without access to the Internet can check the status of the FAFSA by calling 800-4-FEDAID (800-433-3243) and answering questions asked by an automated system. TTY users (who call 800-730-8913) will be connected to an operator rather than to an automated system.

MAKING CHANGES

There are situations in which the student will have to change information that was reported on the application. This consists of correcting errors or updating certain information.

CORRECTING AND UPDATING

When a student files a FAFSA, it creates a “snapshot” of the financial situation of the student’s family as of the date the application was signed. Errors may occur, however, because the student filled in the wrong information on the FAFSA. The student must correct this information so it is accurate as of the day the FAFSA was originally signed.

WHAT INFORMATION CAN BE CHANGED?

The student is not allowed to update income or asset information to reflect changes to the family’s financial situation that took place after the FAFSA was filed. For example, if the student’s family spent some of their savings after filing the FAFSA, the student may not update his or her information to show a change in the family’s assets.

The student may update their mailing address and other contact information through their StudentAid.gov Account Settings. Students may also log in to StudentAid.gov to update the schools listed on their FAFSA and changes in their dependency status. The student should contact the financial aid office at the college to inquire about making other changes, such as the student's marital status, family size, etc.

HOW TO MAKE CHANGES

Students can make corrections to the data provided on their FAFSAs by logging back into https://studentaid.gov/h/applyfor-aid/fafsa. Students will use their FSA ID to log in to their StudentAid.gov account to make changes to their FAFSA.

If a student and family believe that the information asked on the FAFSA is not representative of their ability to pay for college,

they should contact the college or university to determine if they qualify for professional judgment.

DEPENDENCY STATUS AND OVERRIDES

Most students entering a postsecondary school straight from high school are considered financially dependent on their parents. This means their parents must provide information on the FAFSA. In unusual circumstances, a student who would normally be considered dependent can be considered independent. The financial aid administrator at a college can make a special determination of independence and override the student’s dependency status on the FAFSA. Students who believe they have compelling and unique reasons to be considered independent should contact the financial aid office at the schools they are planning to attend.

DEADLINES

The FAFSA must be submitted annually:

• No earlier than October 1

• Must be submitted prior to the end of your spring term/ semester, or June 30, whichever comes first.

Note: State-imposed deadlines for state aid appear on the FAFSA website. Colleges may have their own deadlines for federal campus-based and school financial aid.

B. PROFESSIONAL STAFF WEBSITES - FINANCIAL AID AWARENESS

FEDERAL STUDENT AID HANDBOOK

• https://fsapartners.ed.gov/knowledge-center/fsa-handbook

FREE FINANCIAL AID PUBLICATIONS

• https://fsapartners.ed.gov/knowledge-center/library

FSA RESOURCES

• https://studentaid.gov/resources

FINANCIAL AID TOOLKIT

• https://financialaidtoolkit.ed.gov/tk

C. STUDENT RESOURCES - FINANCIAL AID

In this section, we cover the basics of financial aid and some important concepts that students need to know about borrowing and eventually paying back student loans. We have provided some important financial aid terms compiled by the Department of Education that students will need to know when renewing their aid and deciding on loan repayment terms. We also explain the basics of Student Aid Index (SAI), and dependency status (which determines whether information about parents’ finances are required). These factors can change throughout one’s college career and it is important to note any changes when reapplying for aid each academic year.

Later in this section, a financial aid tracker will help students keep tabs on aid deadlines and paperwork and provide a list of alternative aid sources to encourage students to explore every option available to help fund their education. We have also included some guidelines for students on paying back loans and what a student should do just in case he or she ends up defaulting on a loan. Finally, we have provided students with some guidelines to help them stay clear of identity theft and scholarship scams. A list of federal and state financial aid contact information concludes this section, with further links in the website listings at the end of this section.

It is important that, in addition to financial aid staff, all student advisors and counselors are also aware of the concepts provided here, so they can guide low-income students through what is often a new and confusing process. Staff can walk students through each activity one-on-one or in a small group setting, but students will likely need to refer back to the financial aid definitions when they fill out paperwork each term. Staff should make students aware of the resources provided here, as well as those available online, so that students will know where to turn for help when questions arise regarding financial aid.

WHAT YOU NEED TO KNOW TO APPLY

You may have already applied for, and hopefully have begun to receive, financial aid. If this is the case, then you will need to be familiar with financial aid terms in order to stay on top of your aid paperwork and renew your aid each year.

If, however, you did not apply for aid, either because you were not aware of the process or did not think you would qualify— think again. All U.S. citizens and eligible non citizens can and should apply for financial aid, even if you don’t think you qualify. Students who do not meet these criteria are encouraged to consult with their counselors. Find out what all of your options are. The following are some basic terms to help you understand the process and some activities to help you explore all the options available.

BASIC FINANCIAL AID CONCEPTS

TYPES OF AID

• Grants – A grant is a form of financial aid that is yours to keep and typically does not need to be paid back. Grants are available from the federal government, states, institutions, and private corporations. Grant awards from institutions are almost always based on financial need. Grants from other sources may have different criteria.

• Scholarships – Scholarships, like grants, typcially do not need to be paid back. Scholarships, however, may be based on need or talent—whether academic, artistic, or athletic. Scholarships are typically provided by states, institutions, and private organizations.

• Loans – A loan is a form of financial aid that must be paid back, either to the government or to a private lender. In addition to the amount of the loan, you must pay interest within a certain amount of time.

• Work-study – Work-study is financial aid in the form of a paycheck, typically from working at a part-time job on campus or with an off-campus partner.

• Need-based aid – Need-based aid is awarded to students who cannot afford to pay for college without assistance. Need-based aid can be awarded at any time to students of any age and high grades are not necessary.

• Merit-based aid – Merit-based aid is awarded to highachieving students; usually this is based on their grades in high school.

THE APPLICATION PROCESS

• How to apply – Students who plan to apply for federal student aid must complete the FAFSA—the Free Application for Federal Student Aid—available online at https://studentaid.gov

• When to apply – To receive aid in the fall (whether you are renewing your aid or applying for the first time), you may apply beginning October 1. You are encouraged to apply by each college’s financial aid priority deadline in order to receive the maximum amount of aid. Be sure to read each college’s financial aid web page for deadlines and other requirements.

• Who may apply – Any American citizen or eligible noncitizen with a high school diploma, GED, or homeschooling certificate may apply for federal aid.

• How to get help – Visit https://studentaid.gov for tips on filling out the FAFSA.

THE FAFSA APPLICATION PROCESS

What students and parents need: records of income, such as tax returns and W-2 forms, or pay stubs if taxes have not yet been completed. Apply as soon as possible after October 1.

Note: Save all records and materials used to complete your FAFSA. If your application is selected for verification and you do not provide the documents requested by your school, you will not receive federal student aid and you might not receive aid from other non-federal sources.

1.

Student (and at least one parent) creates a FSA ID.

2.

Student and parent(s) contribute to the FAFSA, completing it online.

3.

Federal Student Aid will email the student when the FAFSA is processed and the FAFSA Submission Summary is available. Review the FAFSA Submission Summary for errors and make corrections.

4.

The institution will send a financial aid offer. Review the offer and understand how much of the cost of attendance will be covered by financial aid.

5.

Take whatever steps are necessary at the institution to accept the aid. Keep copies of all documentation and note any requirements.

C1. (IN) DEPENDENCY STATUS GOALS/OBJECTIVES

Student Activity

You can use a chart provided by the Department of Education to determine your dependency status and whether you must provide information about your parents’ finances when you complete the FAFSA.

To view the chart, go to https://studentaid.gov/ apply-for-aid/fafsa/filling-out/dependency

REPORTING YOUR FINANCES

Now that you have determined your dependency status, you know whether you need to report only your income or if you need to invite your parent(s) to contribute information as well. You will also need to determine your “cost of education” to estimate the size of your financial aid award.

FINANCIAL AID FORMULAS

You will need to provide detailed information on the FAFSA regarding your finances in order to calculate the amount of aid you are entitled to receive from the government to help fund your education. This is based on how much you or your family are able to pay and how much your education will cost.

COA - SAI = Financial Need

Cost of Attendance (COA) – This can vary by institution and includes living expenses (food and housing) for students attending half-time or more. Community colleges are typically the least expensive, while private four-year selective institutions are the most expensive. You can obtain this information from your institution’s financial aid office.

Student Aid Index (SAI) – The FAFSA will automatically calculate your SAI, which measures the amount of financial resources that you or your family have available to help pay for your education. The SAI is calculated from the information you report on the FAFSA, including your income, assets, and family size. To be eligible for a Federal Pell Grant, your SAI must be below a specific threshold for the current award year. This number can vary from year to year. Always check https:// studentaid.gov for the most current amount.

Financial Need – To determine your financial need for federal student aid programs (aside from the unsubsidized direct loan), your school will subtract any Federal Pell Grant amount or other aid for which you are eligible, in addition to your SAI.

SPECIAL CIRCUMSTANCES

If you have any special circumstances that you can verify through documentation, such as medical expenses or unemployment, your financial aid administrator may be able to adjust your COA or SAI.

The financial aid administrator must have compelling reasons and use professional judgment to make adjustments because of special circumstances. The financial aid administrator’s decision as to whether you have special circumstances is final and you may not appeal to the Department of Education.

C2. COMPUTING FINANCIAL NEED

GOALS/OBJECTIVES Student Activity

Although you should always study hard and strive to do your best, tracking your expected grade throughout the semester will help you prioritize your time before exams, as you will have several courses competing for your study time.

The following examples demonstrate three scenarios. In each case, we have assumed the student has a low Student Aid Index (SAI) of $300. The cost of attendance varies by the type of institution, attendance status, and living expenses, depending on whether the student lives on campus or resides at home and commutes. These examples are rough estimates but should give you an idea of how to determine your own unmet financial need based on your circumstances and whether you will need to look for outside sources of aid. Try filling in your own information in the final example to determine a rough estimate of your unmet need.

C. FULL-TIME PRIVATE FOUR-YEAR RESIDENT

STUDENT FINANCIAL AID TERMS

The Department of Education has provided definitions to help you understand and manage your financial aid. You will be responsible for completing paperwork throughout your time on campus and even beyond if you take out a loan. It can be easy to feel confused and overwhelmed by all the technical terms and abbreviations.

Refer back to https://studentaid.gov/help-center/answers/ landing when it is time to reapply for aid and go over any concepts you do not understand with your toolkit administrator or financial aid advisor.

FEDERAL AID COMPARISON

D. YOU

The following chart summarizes common federal student aid programs, including general guidelines and award sizes. Staff should review these aid sources with all students in need of financial support and encourage them to apply to all programs for which they meet the requirements. Section V, Activity C3 will guide students through a financial aid search at the state, private and institution level.

STUDENT AID PROGRAM

Pell Grant

Federal Supplemental Educational Opportunity Grant (FSEOG)

DETAILS

Available almost exclusively to undergraduates; all eligible students will receive the Federal Pell Grant amount they qualify for.

For undergraduates with exceptional financial need; priority is given to Federal Pell Grant recipients; funds depend on availability at school.

ANNUAL AWARD LIMITS

$750 to $7,395 for 2023-24. Visit https://studentaid.gov

$100 to $4,000 Work-Study

For undergraduate and graduate students; jobs can be on or off campus; students are paid at least federal minimum wage.

Subsidized Direct Loan

Unsubsidized Direct Loan

Subsidized: Department of Education pays interest while borrower is in school and during grace and deferment periods; must be at least a half-time student.

Unsubsidized: Borrower is responsible for interest during life of the loan; must be at least a half-time student; financial need is not a requirement.

Direct PLUS Loan for parents

Direct PLUS Loan for graduate and professional students

American Opportunity Tax Credit (IRS)

Credit based loan available to parents of dependent undergraduate students who are enrolled at least halftime.

Credit-based loan available for graduate and professional students.

No annual minimum or maximum award amounts.

Up to $7,500, depending on grade level. Visit https://studentaid.gov.

Up to $12,500, depending on grade level (includes any subsidized amounts received for the same period). Visit https://studentaid.gov

Maximum amount is cost of attendance minus any other financial aid the student receives; no minimum award amount.

Maximum amount is cost of attendance minus any other financial aid the student receives; no minimum award amount.

Lifetime Learning Tax Credit (IRS)

For students enrolled at least half-time; can be claimed for up to four years; note income limits.

Post 9/11 GI Bill

Part-time students also qualify, unlimited number of years; note income limits.

Up to 36 months for 15 years following release. (See Appendix A for more information on veterans services.) Visit

Up to $2,500 per student.

Up to $2,000 per tax return.

STUDENT AID PROGRAM

Montgomery GI Bill Active Duty

DETAILS

Montgomery GI Bill Selected Reserve

Up to 36 months for 10 years from date of eligibility.

ANNUAL AWARD LIMITS

Up to 36 months for 10 years following release. Visit www.gibill.va.gov for current limits.

Survivors’ and Dependents’ Educational Assistance Program (DEA)

Veterans Educational Assistance Program (VEAP)

For spouses or children of veterans who died, are disabled, or are missing in action.

Reserve Officers’ Training Corps (ROTC)

For those in active duty between 1977 and 1985.

Montgomery GI Bill and Army College Fund

GPA minimums and physical standards. Up to $20,000/year.

AmeriCorps

529 College Savings Plan

Contribute $100/month during first year of service. Up to $77,000.

May volunteer during or after college education and may use funds to pay for tuition or repay loans.

Equivalent to maximum Pell grant limit.

As of July 2006, the 529 Plan became tax exempt. Visit www.collegesavings.org.

C3. CONDUCTING AN AID SEARCH

GOALS/OBJECTIVES

Student Activity

In addition to those federal programs listed above, try finding information on financial aid programs in your state, at your institution, or through local organizations.

For example, many scholarships exist that base awards on academic achievement, religious affiliation, ethnic/racial heritage, socioeconomic status, community involvement, leadership, artistic or athletic abilities, field of study, and special interests.

Some good places to start include:

• www.finaid.org

• www.fastweb.com

And for a list of state higher education agencies offering state-based aid, try:

• www.nasfaa.org/State_Financial_Aid_Programs

Also, your institution may offer a free search. Some characteristics to look for in a good web scholarship search product include:

• The search is free.

• The information is confidential.

• The website will notify you by email when it adds scholarships that match your criteria. Most importantly, avoid any websites that charge you to conduct a scholarship search. Also note that when searching for aid, you should not feel obliged to accept the maximum loan amount—you should first seek out grants and scholarships in order to avoid as much debt as possible later on.

ACADEMIC SCHOLARSHIPS

The following scholarships for international study are available to high-achieving undergraduate students. If you think you might be interested in applying for one these programs, lay a good foundation by earning good grades and participating in all your campus has to offer. PROGRAM DEADLINE LENGTH COVERED BY PROGRAM NUMBER OF AWARDS LINK

Gates Scholarship Varies

Marshall Scholarship Early October

Elected for study at the University of Cambridge

Two years of study at either a graduate or undergraduate institution in the United Kingdom

University fees, living expenses, a living allowance and airfare are covered by the scholarship (award is conditional on student gaining admission to the university through its regular application process) About

One year of study/research in a participating country

Living expenses, a living allowance, a book/research allowance and travel; some countries provide tuition assistance or other grant enhancements Varies

C4. FINANCIAL AID TRACKER

GOALS/OBJECTIVES

Student Activity

The chart on the following page will help students understand the sources and timing of financial aid funding and whether any other resources are available.

Fill out this worksheet with your toolkit administrator or a financial aid advisor to help keep track of any aid that is still owed or paperwork that you still need to complete.

Note: The FAFSA automatically serves as the trigger for federal grants—no separate application is necessary. However, it is recommended that you fill out the financial aid application for your institution in order to trigger other types of aid.

The chart on the following page uses the following key:

G = Grants, L = Loans, S = Scholarships, W-S = Work-Study, O = Other

Eligible? Applied? Paperwork complete?

• Verification

• Accepted awards

• Loan promissory notes complete

Received? Annual amount awarded/ total amount borrowed

Due date to reapply

Renewed?

Loans–interest rate

Loans–first repayment due date

RENEWING YOUR AID

In order to keep the aid coming every year, you’ll have to fill out paperwork at the end of each fall term or the beginning of each spring term, depending on your institution (be sure to check with your financial aid office about key deadlines).

To learn more about renewing your financial aid, visit https://studentaid.gov/apply-for-aid/fafsa/renew.

BORROWING RESPONSIBLY

• A loan, unlike a grant, is borrowed money that must be repaid.

• You must repay your loan even if you didn’t like the education you received, didn’t complete the program, or you can’t find a job after you graduate.

• You must keep your loan service or lender informed of any changes in your name, address, telephone number, Social Security number, or school enrollment status.

• You must make payments on your loan even if you don’t receive a bill or repayment notice; billing statements are sent to you as a convenience, but you have to make payments even if you don’t receive any reminders.

• You can prepay the whole loan or any part of it at any time without penalty; this means you are paying some of the loan before it’s due.

• Deferment and forbearance are ways of putting off or temporarily reducing loan payments.

• Consolidation means combining two or more federal student loans into a single loan; if you apply for deferment, forbearance, or consolidation, you must continue to make payments on your loan until you have been notified that your request has been processed and approved.

• Your student loan account balance and status will be reported to the national consumer reporting agencies (a.k.a. credit bureaus) on a regular basis; just as failing to repay your loan can damage your credit rating, repaying your loan responsibly can help you establish a good credit rating.

• The consequences of defaulting (failing to pay according to your loan contract) on a federal student loan are severe and long lasting; for example, you might not be able to buy a car or house and your federal income tax refund could be applied to your student loan balance instead of being sent to you.

• There are repayment options available to assist you if you’re having trouble making payments.

C5. PAY BACK TIME

GOALS/OBJECTIVES Student Activity

The following chart summarizes the terms of common loan programs–the amount of interest students must pay in addition to the amount of the loan, the lender the student will be paying, and how long the students has to pay back the loan.

WHAT YOU NEED TO KNOW ABOUT REPAYING LOANS

The grace period is the amount of time you have between receiving your last loan and having to begin repaying the loan. Some loans require you to pay principal or interest during this time, while others do not. We have provided spaces to fill in the same information for any non-federal loans you may be responsible for repaying.

Direct Loans

Direct PLUS Loans for parents

5.5% for undergraduate (subsidized or unsubsidized),

7.05% for unsubsidized graduate Direct Loans

8.08%

Lender is the Department of Education; between 10 and 30 years to repay, depending on amount owed and type of repayment plan selected.

Same as for Direct Loans above, except that income-contingent repayment plan is not an option.

Six months

Private/ Alternative Loans

*It is advised that you avoid credit cards if they take more than three months to pay off

None

Not for subsidized; unsubsidized must pay interest

Unsubsidized borrowers may pay interest now or later if capitalized.

Yes; parents must pay both

Repayment begins 60 days after the loan is paid out.

Yes; must pay both

Repayment begins after fully disbursed, but can request an in-school deferment until six months after leave school, graduate or withdraw.

REPAYMENT SCHEDULING OPTIONS

The Department of Education recently made changes to loan repayment options and may make additional repayment options available in the near future. Go to https://studentaid.gov/ manage-loans/repayment/plans to learn about the different repayment plans available. Students should meet with their financial aid advisors on campus to learn more about the terms, advantages and disadvantages for each plan and to determine which plan would be the best fit for their budget and lifestyle after graduation.

Generally, you must make a payment on your federal loans once a month. The repayment amount depends on the size of your debt, the length of your repayment period (typically 10 to 30 years), and the repayment plan you choose. For example, with Direct Loans, you may choose from a 10-year standard with a $50 monthly minimum payment, an extended plan, or a graduated plan where the amounts increase over time. There are also income-contingent options that vary by the amount of money you make. If you don’t choose a plan when repayment begins, you will automatically default to the standard plan. You can change plans as your circumstances change at any time for Direct Loans. The school should send you information about the various repayment options before you leave for the year.

For current interest rates and calculators, and to get a loan repayment estimate from the Department of Education, visit https://studentaid.gov/loan-simulator/

DEFERMENT AND FORBEARANCE

You may qualify for loan deferment or forbearance to temporarily stop your loan repayment if you are enrolled at least half-time, cannot find full-time employment, and face economic hardship. You must first receive notice that your deferment has been approved before you can stop making loan payments. To apply, you may contact the holder of your loan. Interest will still accrue for unsubsidized Direct Loans and Direct PLUS Loans. If loan payments are 20 percent or more of your monthly income, you qualify for mandatory forbearance, but you must still contact the lender or loan-servicing agent.

CONSOLIDATION

You can elect to consolidate loans once you enter the grace period. This will lower monthly payments and extend your repayment period. A Direct Consolidation Loan has a fixed interest rate for the life of the loan. The fixed rate is the weighted average of the interest rates on the loans being consolidated, rounded up to the nearest one-eighth of one percent. In addition, you may be able to reduce the interest rate of your loan through automatic payments.

CANCELLATION

You can only be eligible for loan cancellation or discharge under very limited circumstances, such as death, full disability, or very rarely bankruptcy. You CANNOT cancel because of not completing or being dissatisfied with a course; even if you withdraw from a class or from college, you must pay your loans to avoid default. Defaulting is the failure to meet the terms set by your promissory note.

BORROWER’S RIGHTS

Direct loans require entrance and exit counseling and and all loans (except Parent PLUS) require exit counseling. During these sessions, you will receive information on repayment procedures. As a borrower, you have the right to receive the following information when taking out a loan:

• Full loan amount and interest rate

• Start of repayment date

• Complete list of any charges/fees and collection terms

• Yearly and total loan maximums

• Repayment requirements–minimum amount and latest date

• Explanation of defaults and consequences

DEFAULTED STUDENT LOANS FAQ

If you default on your student loan, the maturity date of each promissory note is accelerated, making payment in full immediately due, and you are no longer eligible for any type of deferment or forbearance. Continued failure to repay a loan in default may lead to several negative consequences for you over the long term, including having your wages garnished and/or your federal income tax withheld and losing your eligibility for other federal loans, such as FHA or VA.

However, there are now more ways than ever before to repay your defaulted student loan. Certain programs can even remove your loan from its defaulted status. Determining which repayment option is right for you depends on your objective.

“I want to pay my defaulted student loan in monthly payments that are affordable to me.”

The Department of Education will accept regular monthly payments that are both reasonable to the agency and affordable to you. You should call them at 800-621-3115 and one of their customer service representatives will assist you with determining a repayment amount that is right for you.

“I’m applying for a HUD (FHA) or VA loan and I don’t qualify because of my defaulted student loan.”

Your options for reinstating your eligibility to receive a HUD (FHA) or VA loan are to repay or satisfy the loan in full, consolidate your loan through the William D. Ford Direct Loan Program, or rehabilitate your loan through the Department of Education’s loan rehabilitation program. Since defaulted student loans have no statute of limitations for enforceability, you would remain ineligible to receive a HUD or VA loan until you complete one of the options mentioned above.

“My credit record is tarnished because of my defaulted student loan. Is there anything that I can do to improve my credit record?”

Failure to repay your defaulted student loan can be damaging to your credit record. In fact, consumer reporting agencies may continue to report an account for seven years from the opening. However, there are several things that you can do to at least partially, and in some cases fully, restore your credit record.

Your options for bettering your credit report include repaying or satisfying the loan in full; consolidating your loan through the William D. Ford Direct Loan Program; or rehabilitating your loan through the loan rehabilitation program.

If you want to expunge all negative credit reports made by the Department of Education from your credit record, you must successfully complete the loan rehabilitation program.

MAKING THE MOST OF YOUR FINANCIAL AID OFFICE

In addition to the basic loan applications, every financial aid office has other resources that you may not know about. If you find yourself in a bind, either because you cannot afford to pay for a car repair or are at risk of losing your financial aid, we strongly urge you to contact your financial aid office in person, by phone, or by email about one of the following:

APPEALS

You may fill out an appeals form listing your personal, academic, and financial circumstances if you are at risk of losing your aid. Although policies vary by each individual institution, most require you maintain Satisfactory Academic Progress (typically a C average) and stay enrolled in a minimum number of credit hours in order to keep your aid. If you do not meet these criteria, your aid will be suspended. In some cases, however, you may make an appeal due to special circumstances. You can find information about your institution’s appeals procedures through the financial aid office web page.

EMERGENCY LOANS

Many institutions have special short-term loans reserved for emergency situations, such as car repair or child care. Typically, these loans are around $100 to $200; like all loans, they must be paid back but are generally interest-free. If you have run out of aid but must pay a bill, contact your financial aid office for details on the availability of emergency loans.

AID WORKSHOPS

Many campuses provide free financial aid workshops to help you figure out your financial aid forms and terms. Take advantage of these workshops to ask the facilitators any questions you may have about your financial aid offer. Contact your financial aid office to find out when the next workshop will be.

AID COUNSELING

Your campus should have financial aid counselors on-site, with office hours available for personal appointments. If you are ever confused about your aid, do not hesitate to meet with these professionals on campus. That is why they are there. If your class or work schedule conflicts with their office hours, send them an email or set up a time to speak over the phone.

Note: Don’t forget to refer to the form you filled out in Section II – Navigating the Campus to locate the appropriate contact information.

BORROWERS BEWARE: Identity Theft and Scholarship Scams

How does identity theft happen? Criminals use their access to personal data such as names, telephone numbers, Social Security numbers, and bank and credit card information. Using the stolen data, the criminal can fraudulently obtain credit cards, buy items over the Internet, and even establish cellular phone accounts. Complaints to the Federal Trade Commission (FTC) about identity theft have increased greatly each year since the FTC began compiling its complaint database.

Identify theft puts you at risk of money loss as well as bad credit.

REDUCE YOUR RISK

• Apply for federal student aid by filling out the Free Application for Federal Student Aid (FAFSA) at https://studentaid.gov/h/apply-for-aid/fafsa

• After completing the FAFSA electronically, remember to exit the application and close the browser.

• Keep your FSA ID information in a secure place and do not share this information with anyone.

• Review your financial aid offer documents and keep track of the amount of aid applied for and awarded.

• Shred receipts and copies of documents with personal information if they are no longer needed.

• Immediately report all lost or stolen identification (credit card, driver’s license, etc.) to the issuer(s).

• Rip up credit card offers before throwing them away.

HOW THE DEPARTMENT OF ED KEEPS YOUR INFORMATION SAFE

The information you share with the Department of Education’s secure websites goes through a process called encryption. Encryption uses a mathematical formula to scramble your data into a format that is unreadable by anyone who might intercept it. This is how they do their part to keep your information safe— but you need to do your part as well.

REPORT IDENTITY THEFT

If you become a victim of identity theft or suspect your student information has been stolen, contact the Department of Education Office of Inspector General, Federal Trade Commission, Social Security Administration, or credit bureau.

BEWARE OF SCHOLARSHIPS SCAMS!

Financial aid scams are a hot topic these days. You should be aware of the tactics companies use to convince students to buy their services. Here are some of the most common claims students are hearing:

“If you use our services, you’re guaranteed to get at least $2,000 in student aid for college, or we’ll give you your money back.”

This claim doesn’t mean anything. Most students are eligible for at least $5,500 in Direct Loans anyway—and because a student loan is considered student aid, you won’t be able to ask for a refund if that’s all you’re offered. No one can guarantee to get you a grant or scholarship. Remember, too, that refund guarantees often have conditions or strings attached. Get refund policies in writing.

“Applying for aid is complicated. We’re the only ones who can help you through the process and find all the aid for which you’re eligible.”

Unlikely. There are many places to get free help applying for student aid. Check with your school counselor or college financial aid office for help filling out the Free Application for Federal Student Aid (FAFSA). Your school or college also can help you find scholarships.

In addition, many states offer College Goal Sunday, which offers free assistance from the experts to help get you through the process. Use the search term “College Goal Sunday (your state’s name here)" to find more information. If your state doesn’t have a program but is near the border of an existing College Goal Sunday program, you can still attend, as all sessions will review the federal process.

“I’d like to offer you a scholarship [or grant]. All I need is your bank account information so the money can be deposited and a processing fee charged.”

Watch out! It’s extremely rare for a legitimate organization to charge a processing fee for a scholarship. Some criminals imitate legitimate foundations, federal agencies, and corporations. They might even have official-sounding names to fool students. Don’t give anyone your bank account, credit card information, or your Social Security number (SSN) unless you initiated the contact and trust the company. Such personal identification information could be used to commit identity theft. If you’ve been contacted by someone claiming to be from the Department of Education and asking for your SSN or bank account information, do not provide it. The Department of Education does not make such calls.

Instead, immediately contact:

FINANCIAL AID CONTACT INFORMATION

• Federal Student Aid

https://studentaid.gov

https://studentaid.gov/h/apply-for-aid/fafsa

• FinAid

www.finaid.org

• Mapping Your Future

https://mappingyourfuture.org

• Federal Student Aid Information Center

800-4-FED-AID (800-433-3243)

• Direct Loan Borrower Services

800-848-0979 (TTY users can call 800-848-0983)

• Direct Loan Consolidation Information

800-557-7392 (TTY users can call 800-557-7395)

• Reporting Student Aid Fraud

800-MIS-USED (800-647-8733)

www.ed.gov/misused

D. YOUR MONEY

While the previous section covered financial aid from outside sources, this section will help students manage their own money and assess their financial health. Topics covered include budgeting, spending money wisely, understanding checking and credit card accounts, and managing credit.

Once again, it is important not only for financial aid staff and administrators but for all advisors and counselors working with students to understand these personal finance concepts and help guide students through these activities. Students should walk away with a greater understanding of how much money they should be spending and saving, and how much time they should spend working.

D1. BUDGETING AND BALANCING

AFTER YOU COMPLETE THE WORKSHEET

GOALS/OBJECTIVES

Student Activity

The worksheet on the following pages helps you keep track of estimated income and expenses for the current academic year, to give you an idea of how much you should be spending on necessities such as food and supplies, as well as on fun social activities.

If your balance is negative, is there any way you can think of to cut expenses or to work a few more hours without spending too much time away from studying?

If your balance is positive, how much extra money do you have each month? Are you working? Is it necessary to continue working the same number of hours or would it be possible to reduce your job commitments in order to spend more time studying and participating in campus activities?

Try saving your receipts and recalculating your actual expenses to see if there are any areas where you can save money. For example, you may find that your meal expenses add up to be much higher than estimated each month. Is there anything you can do to spend less on meals? Would it help to eat in more? Can you forgo that expensive latte at the corner café for a cup of coffee from the cafeteria?

Are you tempted to buy “big ticket” items after receiving a paycheck or financial aid? Avoid spending lavishly on luxury items at the expense of your week-to-week or month-to-month expenses.

If you study your spending behaviors and investigate cheaper alternatives, you may be able to adjust your budget balance and possibly even reduce the number of hours you currently work.

MONEY-SAVING TIPS

Tips for saving money while you’re in school:

TEXTBOOKS

Textbooks – Online

If the shock of tuition didn’t bother you, the price of your textbooks might. Textbooks can cost $300 or more a semester, depending on how many classes you take. Luckily, you’re not required to buy your textbooks at the campus bookstore. Many online bookstores now sell new and used textbooks at much lower costs.

The following websites sell new and used textbooks. They also provide a service that allows you to sell your textbooks on their websites when you’re done with them:

• www.textbookx.com

• www.bigwords.com

• www.amazon.com

• www.chegg.com

• www.abebooks.com

Some professors may put together a packet of information and sell it through the bookstore. These professor-made packets are NOT sold through online vendors.

Textbooks – Library

Most of your course books are also available at your college’s library or another college’s library. You may also find that your instructor has placed a copy of your textbook on reserve in the library.

The downside of borrowing a book from the library is that you cannot highlight the book or write in it.

Textbooks – Other Students

If you know someone who has already taken the class, you should ask that person if you can borrow the book for the semester or if you can buy it.

COMPUTERS/SOFTWARE

Computers/Software – On Campus

Every college has a computer lab that is open to its students. It’s free and always staffed by people who can provide you with the support you need. Keep in mind, though, that while using the computer lab is free, printing may not be. Always bring money to print copies of your work.

If you are purchasing a computer from your school’s computer store or a retail computer store, always make sure you ask about student discounts and carry your student identification card with you. Usually, computers come with basic software, such as word processing and spreadsheet programs. If you need additional software, you can get it at a student rate. Sometimes you can purchase software (such as Microsoft Office or Adobe Photoshop) for half the retail price.

Computers/Software – Online

If going to the computer lab is not an option for you, you can purchase a computer online for less than the retail cost. In addition, many of the major computer companies, such as HP, Apple, or Dell, offer student discounts either directly or through discounts redeemable at your college’s bookstore. There are also many “used computer” websites that offer desktops and laptops at deep discounts.

• www.academicsuperstore.com

• www.journeyed.com

D2. UNDERSTANDING YOUR CHECKING ACCOUNT

GOALS/OBJECTIVES

Student Activity

Make sure you understand your bank account— read the fine print carefully to make sure there aren’t any fees they failed to mention. Find out what the fees are to use ATMs, debit cards, and online banking. Find out how to avoid fees.

Most banks have several types of checking accounts. You can choose from basic, no-frills, no-fee accounts, or investment accounts, which typically require greater monthly minimums. You want to find an account with low minimum balances and few, if any, fees. If your campus has a credit union, that is usually a safe bet. Also, some commercial banks may have special student accounts designed for low budgets. For example, some credit unions have extensive networks of ATMs to help you avoid withdrawal fees. Also, find out if the account offers overdraft protection, which is not always available for basic, low-balance accounts, but is helpful because you don’t have to worry about maintaining a balance without paying a fee. If you do not have overdraft protection, when a check bounces, you must pay a fee to the bank. Often the store or vendor where the purchase was made also charges a fee.

Charge

Monthly minimum balance

Overdraft protection

Automatic monthly payments available

Bounced check fee

CREDIT CARD COMPARISON

Credit cards come in all sorts of shapes and sizes, and credit card offers come in the mail almost every day. You should only have one credit card—having too many cards in your name, combined with a low income, could put you at risk of a poor credit rating or perhaps identity theft. If you are lured by a store credit card that offers a discount, be sure to cancel that account as soon as you find that you no longer shop at that store.

Also, once you choose a credit card, pay attention to your bills and add up expenses in the balance sheet provided. You may need to adjust your budget or limit spending in certain areas, as costs can often exceed expectations.

For example, a coffee at Starbucks may cost only $5, but if you get one each day, that adds up to about $150 a month that could have been spent on a textbook. Buy instant coffee for your room or get a cup of coffee in the campus cafeteria, which costs less than Starbucks. This is just one example of how costs can add up. It is very important to limit your use of credit cards–spending can be very easy when all you have to do is swipe a card.

Take a moment to think first about how a purchase will affect your bottom line and try to determine what you really need. Go back and revisit the spending tips and budgeting sections for more information on cost saving and smart spending.

Make sure you understand what your credit card is really costing you:

• Card Type

Standard issue financial institution and bank credit cards are most common. Credit unions are another good source and will often offer equivalent rates.

• Annual Percentage Rate (APR)

As a student, your interest rates will probably range between 10 percent and 18 percent. This is higher than the rates an established borrower would receive but better than the rate for people with poor credit histories. Read the APR offer closely for the terms for the introductory rate. Most cards offered to students have a very low introductory rate that then skyrockets to unreasonable levels after a three-to six-month period. Make sure you read the fine print and pay attention to any introductory periods and how long they last. The lower the rate, the less your credit spending will cost. Try calling your credit card company if your rate is around 18 percent, which is too high, and asking for a lower rate. The rate should be closer to 10 percent. If the company doesn’t comply, threaten to take your business elsewhere; if they still refuse, trade down to a better card.

• Annual Fees

Most standard credit cards don’t come with annual fees. Some premium or reward cards, such as airline mileage cards, charge annual fees. Look at the small print disclosure to see if your card has a hidden annual fee. Also keep an eye out for excessive late fees, transaction fees, and overlimit fees. Review statements each month to figure out what you’ve paid in fees and think about ways to avoid them.

• Grace Period

The grace period on a credit card is the amount of time between when you make a purchase and when interest is applied to the purchase. For many cards, the interestfree grace period is about 25 days. Cards with small or nonexistent grace periods will cost you more.

• Credit Limit

Your credit limit is the amount that you are allowed to “borrow” with the credit card. Ideally, you should never approach your credit limit, especially on more than one card. Finding a card with a higher limit is not necessarily better. A card with a lower limit can instill some discipline in your spending. You probably want enough of a limit so that you can buy a plane ticket in an emergency, for example, but not enough that you are tempted to finance a five-day cruise on your credit card.

• Rewards

There are also perks that often come with credit cards, such as mileage or cash rewards. These can be a good deal but do read the fine print. There are often several restrictions, and the number of points or the percentage that you receive on purchases as quoted in the offer is often the maximum possible, after you’ve already spent a required amount.

YOUR CREDIT HEALTH

Your credit score is the single most important factor in determining whether you’ll get approved for a mortgage, car loan, or a credit card, and if you are approved, what the interest rates will be. In addition, credit scores are now being used to determine insurance rates. There are several factors that make up your credit score: credit history, payment history, bankruptcies, debts, number of times you have requested credit, and the type of credit for which you are applying.

You can take a look at your financial record by getting your credit score, along with a copy of your credit report. Your credit report has all the juicy details that creditors are sharing with each other about you. What bills have you sent in late? How free and loose are you with credit cards? Are you a good risk— someone who can be trusted with other people’s money? Under federal law, everyone is entitled to receive a free copy of their credit report. You can order your credit report online from the websites listed at the end of this section. Be sure you choose the option that also gives your credit score. Credit reporting agencies may charge a fee to add your credit score to your credit report; however, you may be able to retrieve it at no-cost through your credit card company.

Shop around for the best deal for you. Your credit score may be slightly different at each website, but until you know there’s a problem, one credit report should be enough.

Credit scores typically range from 300-850 and an ideal score is above 700. Scores below 600 are generally considered to be high-risk.

IN CASE YOU GET INTO TROUBLE

If you are getting unpleasant calls from your creditors or their collection agencies about past due bills, the worst thing you can do is ignore them. In fact, the best way to head off those calls is to be up front when you cannot pay a bill. Call the company before those bills are past due; explain that you are unable to pay, and try to come up with a payment plan that you can handle. If you stay in contact, your creditors will at least know that you are making an effort and that you are not going to skip out on your obligations. Maintaining good communication with your creditors is very important.

E. STUDENT WEBSITES - FINANCIAL PLANNING

FAFSA WEBSITE

• StudentAid.gov

https://studentaid.gov/h/apply-for-aid/fafsa

FEDERAL AID GUIDES

• Information on College Preparation and the Federal Student Aid Programs

https://studentaid.gov/resources

• Consumer Financial Protection Bureau

www.consumerfinance.gov/paying-for-college

FAFSA WORKSHOPS

• College Goal Sunday www.collegegoalsunday.org

• uAspire www.uaspire.org

CALCULATORS

• Federal Student Aid Estimator

https://studentaid.gov/aid-estimator/

• Mapping Your Future Debt/Salary Wizard

https://mappingyourfuture.org/paying/debtwizard/

• U.S. Department Education Net Price Calculator Center

https://collegecost.ed.gov/net-price

FINANCIAL AID SEARCH

• FastWeb

www.fastweb.com

REPAYING STUDENT LOANS

• Student Loan Repayment

https://studentaid.gov/manage-loans/repayment

• Loan Simulator

https://studentaid.gov/loan-simulator

REPORTING SCHOLARSHIP SCAMS

• Better Business Bureau www.bbb.org

• National Association of Attorneys General www.naag.org

• Federal Trade Commission Consumer Advice

https://consumer.ftc.gov/articles/how-avoid-scholarshipfinancial-aid-scams

REPORTING IDENTITY THEFT

• Federal Trade Commission Consumer Advice Identity Theft

https://consumer.ftc.gov/features/identity-theft

• MISUSED

www2.ed.gov/about/offices/list/oig/misused/index.html

CREDIT REPORTS

• AnnualCreditReport.com www.annualcreditreport.com

• Equifax www.equifax.com

• Experian www.experian.com

• TransUnion www.transunion.com

BANKING, CREDIT HEALTH, AND BUDGETING

• ECMC Financial Awareness Basics www.ecmc.org/FAB

• ECMC Planning a Financial Wellness Event www.ecmc.org/media/swuncx44/financial-wellness-eventguide.pdf

F. REFERENCES AND FURTHER READINGS

Andrews, B. D. (2021). College costs and credit cards: How student credit card use influences college degree attainment. Research in Higher Education, 62(6), 885-913.

Baker, A. R., Andrews, B. D., & McDaniel, A. (2017). The impact of student loans on college access, completion, and returns. Sociology Compass, 11(6), e12480.

Lee, J. C., Ciarimboli, E. B., Rubin, P. G., & González Canché, M. S. (2020). Borrowing smarter or borrowing more? Investigating the effects of a change in federal loan policy. The Journal of Higher Education, 91(4), 483-513.

Montalto, C. P., Phillips, E. L., McDaniel, A., & Baker, A. R. (2019). College student financial wellness: Student loans and beyond. Journal of Family and Economic Issues, 40(1), 3-21.

Montoya, A. M., Noton Norambuena, C., & Solis, A. (2018). The returns to college choice: Loans, scholarships and labor outcomes (No. 2018:12).

Sabri, M. F., Gudmunson, C. G., Griesdorn, T. S., & Dean, L. R. (2020). Influence of family financial socialization on academic success in college. Journal of Financial Counseling and Planning, 31(2), 267-283.

SECTION VI

CAREER PLANNING

It is important for your students to begin thinking about career possibilities while in college so they have an end goal in mind to motivate them to complete their coursework and plan for the future. Older, returning students frequently need help in sorting through their career options as well. Careers have taken on a complex shape today. It is important that students know it will take some time and realworld exploration to figure out the right fit. Still, staff can help students prepare for the possibilities, as well as the obstacles, that might be faced later on.

In this section for professional staff, we have included materials on:

• Helping students explore career possibilities

• Internships, externships, co-ops, and Career in the First Year programming

We cover the following topics for students:

• Understanding the link between academic work and employment

• Potential job earnings by level of education

• Exploring the possibilities–aptitude assessments, planning, and sample job profiles

• Steps to take now–internships and cooperative education, the job application process, asking for letters of reference, and networking

A. PLANNING RESOURCES FOR PROFESSIONAL STAFF

The following materials are intended for professional staff to use on their own to prepare themselves for advising students on the realities of working life. Profiles of successful internship/ externship/cooperative programs as well as Career in the First Year examples are meant to help staff and administrators begin planning similar programs at their institutions.

PREPARING STUDENTS FOR THE REAL WORLD OF WORK

It is important that you encourage students to have a positive attitude about finding a job, but at the same time prepare them with realistic expectations of the working world. Many students may already be working, but for those who are not, it is important for them to understand the differences between the campus and office environments. For example, in college, students are used to receiving regular feedback in the form of grades. In the working world, however, it is rare that employees receive feedback beyond the annual or semiannual review. In college, students are used to having their input in class valued and encouraged, while in the working world, senior-level employees may not always appreciate an entry-level employee with too strong an opinion.

HELPING STUDENTS EXPLORE CAREERS

The following are examples of questions you can ask students who don’t have any idea what sort of job to pursue, to help them explore the various options and determine their interests:

• Have you enjoyed any past summer or part-time jobs? What exactly did you enjoy—the co-workers, the tasks?

• What do you enjoy about your coursework? Have you been involved in any campus activities?

• When did you feel you were most engaged?

• Have you always envisioned yourself in any particular job? Why?

• Are you more of a “doer” or a "talker”?

• Are you more of a number cruncher or a conceptual thinker?

• Do you like working with your hands? Do you like helping other people?

• Do you enjoy writing? Reading?

• Have you always excelled at a particular subject or been told that you possess a particular skill?

• Have you enjoyed any past internship or volunteer experience?

• Do you have volunteer experience with this field? What exactly did you enjoy?

Encourage students to use the resources in this toolkit and those at the career center to explore the various careers and job titles they may not have even thought about. In addition, encourage your students to read the business section of the newspaper or magazines that may profile professionals in the workplace. This will help them understand the job not only in theory but also as it might play out in a real-life setting.

EXEMPLARY PROGRAM PROFILESINTERNSHIPS, EXTERNSHIPS, AND CO-OPS

Many colleges and universities have developed extensive partnership programs with employers, giving students the opportunity to do hands-on work for varying periods of time and build the skills and experience necessary for entering the competitive job market. The following are examples of reputable practices.

University of Texas HookedIn www.uthookedin.com

Purpose: “Introduce, hire, and mentor new graduates of The University of Texas.”

Criteria: Current or graduated student from the University of Texas System of Schools

Components: Offers opportunities for job-searching, mentoring, job skills/applications workshops, and various live/virtual events related to career readiness and the job application process

Clemson University

Cooperative Education Program

https://career.sites.clemson.edu/cooperative_education

Purpose: “The Cooperative Education Program (Co-op Program) offers a structured academic engaged-learning experience to undergraduate students... Engaged-learning is about engaging academic material from a different perspective. It offers students an opportunity to apply some of the theory learned in classes. It adds a contextual dimension to the material, resulting in a deeper understanding.

Clemson’s program is a traditional co-op program with each student’s experience being monitored by the program’s academic staff. In addition, the work experience that students get in their field is significant and many of our students go on to work for their co-op employers upon graduation.”

Criteria: Most students enter the program as sophomores or juniors. All students must have successfully completed all their first-year course requirements and have declared their majors. Students must have a minimum Clemson University GPA of 2.5 and be enrolled in a full time course load.

Bucknell University

Center for Career Advancement: Externships

www.bucknell.edu/azdirectory/center-career-advancement/ externships

Purpose: “The program provides interested sophomores with unpaid, non-credit, short-term shadowing experiences in a wide variety of career and industry areas. Externships take place throughout the country over winter break.”

Criteria: Current sophomores in good academic standing.

Georgia Institute of Technology

Career Center: Co-Ops www.career.gatech.edu/co-op

Purpose: “Whether you are a student seeking the best in relevant education or whether you are an employer seeking well-educated, student talent, the co-op program can help you meet your long-term goals for work-integrated learning through a committed partnership. For over 100 years, both students at Georgia Tech and employers from business, industry, and government have formed co-op partnerships to help develop the best-educated engineers, scientists, and managers. Co-op is the link between the classroom and the workplace. Knowledge is gained and transferred between students and employers in alternating semesters of school and work, typically with the same employer. Multiple semesters are required because real learning takes time, commitment, and patience. Co-op at Georgia Tech is an optional, five-year program.”

Criteria: GPA of 2.0 or above, good academic standing, must have three or more academic semesters remaining at the start of the first work term.

EXEMPLARY PROGRAM PROFILESCAREER IN THE FIRST YEAR

More and more, universities are integrating career preparedness into the earliest coursework for incoming students. This can allow the student to start developing transferable skills while deciding on their course of study and career options that align. The following are examples of reputable practices.

Georgia State University College To Career

https://collegetocareer.gsu.edu

Purpose: “Georgia State University aims to make career preparedness a large part of a student’s academic pursuits. The College to Career initiative is GSU’s latest Quality Enhancement Plan. It develops curricular enhancements that help students become aware of career competencies, connect those competencies to the work they do in the major, and demonstrate their proficiency of transferable skills. By introducing Career in the First Year opportunities, students will be introduced to the competencies, university services, and major and pathway career options during the orientation and 1000-level courses. Funded by grants, majors and pathways are creating competency-rich curriculum in introductory, touchstone, and capstone courses. Majors and Pathways are also engaging in intentional career-focused adjustments that include competency training, career exploration, experiential learning, and e-portfolios.”

Criteria: N/A

University of Florida

CHOMP

www.career.ufl.edu/careers-interests/chomp

Purpose: “CHOMP is an online, interactive, self-guided career and educational planning system designed to help you make decisions about your future career goals and education plans. CHOMP is powered by Focus 2, a web-based major and career exploration tool that offers a variety of self-assessments in order to evaluate your level of career readiness and gain selfawareness in the areas of work interests, values, personality, skills, and leisure interests. You are also able to explore majors and occupations related to these different dimensions of self and how different majors at UF may connect to careers.”

Criteria: Current student at UF.

B. PROFESSIONAL STAFF WEBSITES - CAREER PLANNING

CAREER SERVICES CENTRAL

• www.careerservicescentral.com

CAREER COUNSELORS’ CONSORTIUM

• www.careercounselorsne.org

NATIONAL CAREER DEVELOPMENT ASSOCIATION

• www.ncda.org

NATIONAL CAREER DEVELOPMENT GUIDELINES

• https://cte.ed.gov/initiatives/resources-and-tools-for-counselors

NATIONAL ASSOCIATION FOR ACADEMIC ADVISING

• www.nacada.ksu.edu/Community/Commission-Interest-Groups/Theory-Practice-and-Delivery-of-Advising-II/Career-Advising-InterestGroup/Resources.aspx

C. STUDENT RESOURCES - EARNINGS BY DEGREE

The following chart will help you understand the link between college completion and employment. Although you could begin a career now or continue working rather than enroll in college courses, your potential job earnings would be significantly lower than if you received a college degree. You will see unemployment rates decrease proportionately as the level of education increases, while the median earnings increase along with the level of education.

This information should keep you motivated to stay in school, even if it means working fewer hours and temporarily earning less money—in the long run, you will make up for any gaps in employment while enrolled. In addition to higher pay, with a college degree you will have a wider variety of jobs to choose from and greater opportunity for promotion, not to mention the knowledge and personal development gained from your years in college.

Keep a copy of this chart posted in your room as a reminder of why you need to stay in school!

Source: The Bureau of Labor & Statistics, www.bls.gov/emp/tables/unemployment-earnings-education.htm

D. EXPLORING THE POSSIBILITIES

The resources and activities in this section help students explore career options and plan for the future. By planning for the future, students are more likely to feel engaged with their coursework and stay on track.

APTITUDE ASSESSMENTS

There are many tools available to help you identify a good career fit based on your interests, skills, and work style. These tests are usually administered by a career counselor and are usually free or inexpensive for students. Be sure to visit your college career center while you are still enrolled and take advantage of any free resources available to you. Once you graduate, you may have to pay a professional career counselor in order to take these assessment tests and have access to their valuable results. You can also connect with one of ECMC's The College Place to complete a free aptitude assessment. www.ecmc.org/tcp

Following are descriptions of two common aptitude assessment exams. Ask your career center whether you need to schedule an appointment or whether you may take them on a walk-in basis. Keep in mind the results can be very helpful and should be used as suggestions or guidelines, particularly if you have no idea where to start in your job search. However, you should not feel limited by the results, as self-assessments can never be 100 percent accurate.

One note about successful self-assessment: when you take these tests, go with your gut instinct, and never spend too long analyzing a question and the response options. You want to get a really clear picture of your preferences, and sometimes you are actually unaware of your work styles or personality traits. When you consider a question for too long, you may tend to skew the answer toward the way you’d like to perceive yourself rather than the way you are. If this happens, the resulting matches will be thrown off. So just go with your initial instinct and don’t spend more than about 30 seconds on any single question.

APTITUDE TEST CHART

APTITUDE TEST STRENGTHS SCALES RESULTS WEBSITES

Strong Interest Inventory

Myers-Briggs

Used to help clarify career questions.

Grouped into six General Occupation Themes.

Helps to assess your interpersonal communication style.

Determines your "personality type” based on four variables.

Realistic Conventional Investigative Enterprising Artistic

Social

Point of focus:

Introversion/ Extroversion

Information processing: Sensing/ Intuiting

Decision making: Thinking/Feeling

Lifestyle orientation: Judging/Perceiving

Response rated on scale and will list five specific categories that match interests.

www.themyersbriggs.com/en-US/ Products-and-Services/Strong

www.careerfitter.com

Responses determine which of the 16 personality types describes you best.

Includes a guide that describes career matches for each personality type.

www.humanmetrics.com/ personality

www.16personalities.com/ free-personality-test

BEYOND THE EXAMS

Another good way to figure out the right career field for you is by researching jobs that are considered to be good fits by academic major. Websites such as www.bls.gov/ careeroutlook/2021/article/field-of-degree-and-careers.htm allow you to search for job ideas by major and your career center should also have lists of available jobs by major.

“The Occupational Outlook Handbook,” published by the Bureau of Labor Statistics and updated every two years, is also a good resource and is available at www.bls.gov/ooh, where you can explore jobs of interest to you. For each job, the handbook provides information on the nature of the work, working conditions, training needed for entry and advancement, the job outlook, and salary. In addition, the handbook provides job search tips and links to information about the job market in each state.

While you don’t need to feel limited by your academic major in your job search, it can help point you in the right direction if you can figure out what aspects of the coursework you enjoy.

For example, if you are majoring in psychology and enjoy analyzing people’s behavior, you may enjoy not only psychoanalysis but also a job such as consumer research. On the other hand, if you major in psychology but would really like to work in the field of computer programming, there is nothing stopping you from at least trying to get an entry-level computer job. On-the-job training is quite valuable and you can expect to keep learning a great deal through experience outside the classroom. Unless you are in a professional field, such as engineering, college coursework is often more theoretical in nature than the real-world application of that knowledge on the job.

D1. CONNECTING YOUR INTERESTS WITH CAREERS

For example:

GOALS/OBJECTIVES Student Activity

It can be hard to predict exactly which job you will enjoy or be good at until you’ve actually tried it out. To help you identify some career possibilities and what exactly it is you are looking to do day-to-day, try to think about what you really enjoy doing and why—in your classes, activities, hobbies, and past work.

• Do you like using your hands? Do you have a knack for assembling furniture or electric appliances? If so, you might enjoy computer networking or engineering.

• Have you always enjoyed helping your friends solve their problems and giving advice? Then maybe a career in social work is for you.

There are endless possibilities that websites listed at the end of this section can help you explore, but try brainstorming just a bit to think in specific terms about what it is you enjoy doing and what job would be a good fit based on these interests. If you get stuck, a career counselor or academic advisor can help you identify a job field that uses your skills and interests.

D2. MAPPING OUT YOUR CAREER

GOALS/OBJECTIVES

Student Activity

You may have identified your ultimate career goal, but you will need some stepping stones to reach the position about which you’ve always dreamed. Try to keep both your short- and longterm goals in sight. Think about the position you’d like to hold after graduation and several years later and what steps are needed to reach each goal.

For example, let’s say you want to be at the manager level five years after graduation. What will it take to get there—any advanced degrees or training, or maybe an excellent performance review at an entry-level position? If you have a change of heart and switch your career field aspirations at some point, try revisiting this exercise and revising your goals and the steps needed to reach them. It can be interesting to see how your aspirations change with experience to help you rule out certain career choices and focus on others.

IN THE NEXT YEAR

What do I want to do?

What will I do to get it?

How will I know what I am doing works?

What

IN THREE YEARS

What training/education will I need?

How will I know what I have done worked?

How will I plan for my next step?

How will I plan for my next step?

IN FIVE YEARS

What do I want to do?

What will I do to get it?

How will I know what I am doing works?

What will I be doing?

IN TEN YEARS

What training/education will I need?

How will I know what I have done worked?

How will I plan for my next step?

How will I plan for my next step?

D3. MAKING USE OF YOUR LIBERAL ARTS DEGREE

Liberal arts students don’t major in areas that are labeled with a career in the same way that business students or engineering students do. Yet the job market for a liberal arts major can be strong if you’re willing to identify the skills you have gained. Even though liberal arts or general studies majors may not prepare you for a specific career or provide on-thejob skills per se, they should enable you to think analytically and communicate well, which are highly valuable skills for employers. In fact, according to the National Association of Colleges and Employers (NACE), communication skills top the list of in-demand job skills needed by prospective employers each year in NACE’s national employer survey. These skills, which you can carry from job to job, are also known as transferable skills.

YOU

Major:

Job of interest:

Job duties/responsibilities:

Skills required:

Do you feel that your coursework has helped to enhance the skills required for your target job?

GOALS/OBJECTIVES

Student Activity

The real-life examples below demonstrate the versatility of a liberal arts major and the various career paths that graduates can take today, regardless of study area.

REAL-LIFE EXAMPLE

Major: Psychology

Current job: Public policy analyst

Job duties/responsibilities: Researching issues, writing reports, and analyzing data

Skills required: Analytical, communication, and writing

REAL-LIFE EXAMPLE

Major: English

Current job: Advertising executive

Job duties/responsibilities: Brainstorming ideas, organizing campaigns, and communicating with clients

Skills required: Organizational, creative, and communication

REAL-LIFE EXAMPLE

Major: Philosophy

Current job: Business magazine editor

Job duties/responsibilities: Conducting interviews, proofreading columns, writing reports, and assisting with layout design

Skills required: Communication, writing, analytical, and visual

If not, what can you do to begin building these skills?

THE GRADUATE SCHOOL OPTION

While you are trying to get through your undergraduate degree, you may wonder, “Will I have to do all of this again for graduate school?” Or perhaps you want to remain a student as long as possible. In many fields today (such as business), it is preferable that, if an advanced degree is in fact required for your job, you work several years and gain on-the-job experience first. This is especially important now that professionals are job-hopping rather than staying in one job throughout their careers.

While it is generally advisable to try out a few jobs of interest before committing to a specific field, other fields are easier to transition to directly after completing an undergraduate program. For example, undergraduates applying to medical school often take preparatory curricula and might be better positioned to succeed than those whose knowledge and skills may have eroded due to a lapse.

Be sure to give graduate school some serious thought before taking the plunge—you may end up dissatisfied with the realities of a selected career field and then regret spending the time and money to get that specific advanced degree. At the same time, having an advanced degree can increase your earnings and potential for promotion in the long run.

The following guidelines will help prepare those of you who feel certain that graduate school is the right next step.

PREPARING FOR GRADUATE SCHOOL AS AN UNDERGRADUATE

Your first two years:

• Carefully assess your long-term goals, abilities, qualifications, and commitment.

• Look at different career opportunities (whether academic or professional) for people in your field to get an idea of what programs and organizations are looking for in their candidates.

• Think about what area you would like to focus on and begin looking at which graduate programs are doing work in that area.

• If you have a mentor, begin a discussion about programs of interest and possible contacts.

• Begin to foster relationships with different professors in your field, as you’ll need letters of recommendation for all sorts of program applications; make sure you participate in class, visit them during office hours, and ask for advice about your field of interest.

• Consider study abroad experiences and summer research programs (see the student websites for listings) or any campus opportunities to engage in research with faculty members. This is a good way to begin to build a network of graduate school contacts. Also, having research experience dramatically increases your chances of getting into a graduate program.

• Join professional organizations as a student to broaden your knowledge of the field.

• Look at job postings to keep your experience and courses current with the job market.

• And, if your coursework, extracurricular, and work commitments permit:

• Boost your placement exam vocabulary by reading newspaper editorials or signing up for a word-of-theday email at sites, such as www.dictionary.com

Your last two years:

• Check to see if your program of interest requires subjectspecific tests; sign up for the required exam about one year before your expected graduation date.

• Search for test preparation events with companies, such as Kaplan or The Princeton Review.

• Take your placement exam practice test.

• Find out about exam fee waivers from your financial aid office.

• Take the exam and, if necessary, retake it by the September test date of the year that you plan to apply (for fall entrance the next year).

• Keep your advisors, mentors, and professors informed of your plans and continue to seek advice; contact graduate students for additional advice.

• Continue to explore study abroad and summer research opportunities.

• Identify and think about at least four graduate schools and programs that fit your interests.

• Browse university websites for information about graduate programs, including faculty members, their areas of research interest, and their past and current research projects.

• Request school applications, school information, department/program information, and faculty research interests.

• Attend available graduate school fairs and workshops on campus.

• Begin to look at different ways of funding your graduate school education.

• Update your resume—also, check to see what is lacking in your resume. For example, if there is not enough community service, research, or teaching experience, plan for the summer and the next year to include those types of opportunities.

• Start a draft of your personal statement, getting plenty of feedback from peers and faculty mentors.

• The fall semester of your senior year, request applications for financial assistance, transcript copies, and letters of recommendation (see the section about requesting letters of recommendation).

• Make a decision to accept or reject a program’s offer by April 15, which is the universal deadline.

GRADUATE SCHOOL FINANCING

In addition to financial aid avenues discussed in Section V, some common forms of graduate school aid include:

• Fellowships–Fellowships are like scholarships in that they do not need to be paid back. They can be awarded by institutions or by outside corporations and foundations and are typically based on merit or achievement.

• Stipends–A grant of money to a graduate student. It can be used for expenses above tuition and fees. Graduate fellowships sometimes pay both tuition and a stipend that can be applied toward living expenses.

• Tuition Remission–A financial aid award from a department or dean that covers the cost of a student’s tuition and fees, typically awarded in conjunction with a TA or RA (defined below).

• Assistantship–A form of financial aid in which the graduate student is paid for work performed; the work is often related to the student’s studies or area of specialization.

• Research Assistantship (RA)–A primary form of financial aid for graduate students. It requires the student serve as a research assistant, generally for one specific professor or group of professors. RAs are more common in science disciplines than in the humanities or social sciences.

• Teaching Assistantship (TA)–Another primary form of financial aid for graduate students, requiring the student either assist in teaching a course or courses or teach introductory courses on his or her own. TAs are more common in the humanities and social science disciplines than they are in the sciences.

PERSONAL STATEMENT

A number of graduate schools require a personal statement along with your application and placement exam scores. The personal statement, your opportunity to “sell yourself” in the application process, generally falls into one of two categories:

1. The general, comprehensive personal statement

This allows you maximum freedom in terms of what you write and is the type of statement often prepared for standard medical or law school application forms.

2. The response to very specific questions

Business and graduate school applications often ask specific questions, and your statement should respond specifically to the question(s) being asked. Some business school applications favor multiple essays, typically asking for responses to three or more questions.

Questions to Ask Yourself before You Write

• What’s special, unique, distinctive, and/or impressive about you or your life story?

• What details of your life (personal or family problems, history, people, or events that have shaped you or influenced your goals) might help the committee better understand you or set you apart from other applicants?

• When did you become interested in this field and what have you learned about it (and about your self) that has further stimulated your interest and reinforced your conviction that you are well-suited to this field? What insights have you gained?

• How have you learned about this field—through classes, readings, seminars, work or other experiences, or conversations with people already in the field?

• If you have worked a lot during your college years, what have you learned (leadership or managerial skills, for example), and how has that work contributed to your growth?

• What are your career goals?

• Are there any gaps or discrepancies in your academic record that you should explain (great grades but mediocre LSAT or GRE scores, for example, or a distinct upward pattern to your GPA, if it was only average in the beginning)?

• Have you had to overcome any unusual obstacles or hardships (economic, familial, or physical) in your life?

• What personal characteristics (integrity, compassion, persistence) do you possess that would improve your prospects for success in the field or profession? Is there a way to demonstrate or document that you have these characteristics?

• What skills (leadership, communicative, analytical) do you possess?

• Why might you be a stronger candidate for graduate school—and more successful and effective in the profession or field than other applicants?

• What are the most compelling reasons you can give for the admissions committee to be interested in you?

Answer the Questions that Are Asked

• If you are applying to several schools, you may find questions in each application that are somewhat similar.

• Don’t be tempted to use the same statement for all applications. It is important to answer each question being asked, and if slightly different answers are needed, you should write separate statements. In every case, be sure your answer fits the question being asked.

Tell a Story

Think in terms of showing or demonstrating through concrete experience. One of the worst things you can do is to bore the admissions committee. If your statement is fresh, lively, and different, you’ll be putting yourself ahead of the pack. If you distinguish yourself through your story, you will make yourself memorable.

Be Specific

Don’t, for example, state that you would make an excellent doctor unless you can back it up with specific reasons. Your career choice should be logical, the result of specific experiences that are described in your statement. Your application should emerge as the logical conclusion to your story.

Find an Angle

If you’re like most people, your life story lacks drama, so figuring out a way to make it interesting becomes the big challenge. Finding an angle or a “hook” is vital.

Concentrate on Your Opening Paragraph

The lead or opening paragraph is generally the most important. It is here that you grab the reader’s attention or lose it. This paragraph becomes the framework for the rest of the statement.

Tell What You Know

The middle section of your essay might detail your interest and experience in your particular field as well as some of your knowledge of the field. Too many people graduate with little or no knowledge of the nuts and bolts of the profession or field they hope to enter. Be as specific as you can in relating what you know about the field and use the language professionals use in conveying this information. Refer to experiences (work, research, etc.), classes, conversations with people in the field, books you’ve read, seminars you’ve attended, or any other source of specific information about the career you want and why you’re suited to it. Since you will have to select what you include in your statement, the choices you make are often an indication of your judgment.

Consider Your Audience

There are certain things best left out of personal statements. For example, references to experiences or accomplishments in high school or earlier are generally not a good idea. Don’t mention potentially controversial subjects, such as religious or political issues, UNLESS this is the subject of your research interests. Even then, be careful not to use language that might be offensive to those who read your statement.

Do Some Research, If Needed

If a school wants to know why you’re applying to it rather than another school, do some research to find out what sets your choice apart from other universities or programs. If the school setting would provide an important geographical or cultural change for you, this might be a factor to mention.

Write Well and Correctly

Be meticulous. Type and proofread your essay very carefully. Many admissions officers say that good writing skills and a command of the correct use of language are important to them as they read these statements. Express yourself clearly and concisely. Adhere to stated word limits. Have a friend or teacher review your essay and proof it for grammatical and spelling errors.

Avoid Clichés

A medical school applicant who writes that they are good at science and wants to help other people is not exactly expressing an original thought. Stay away from often-repeated or tired statements.

GRADUATE SCHOOL EXAMS

Below is a breakdown of all the major exams required by most graduate schools. The earlier you prepare, the better your chances of receiving a top score and getting into the institution of your choice!

TEST ABBREVIATION ABOUT THE TEST WHO NEEDS TO TAKE IT? CONTACT

Graduate Record

Examination

GRE

Two tests: The general test assesses verbal and quantitative knowledge and writing, while the subject test assesses knowledge of your major area of study

Law School Admissions Test

LSAT

100 questions, one essay

Required by many graduate schools

Graduate Management

Admissions Test

GMAT

Computer-based test: 180 questions, two essays, maximum points: 899

Required for entering law school

GRE

P.O. Box 6051

Educational Testing Service

Princeton, NJ 08541-6051

800-772-9476

www.ets.org

The Law School Admission Council

Box 2000

Newtown, PA 18940, USA

215-968-1001

www.lsac.org

Medical College

Admissions Test

MCAT

Offered in April and August; covers organic chemistry, biology, physics, and inorganic chemistry; 214 questions, two essays

Required for entering business school

GMAT Education Testing Service

P.O. Box 6103

Princeton, NJ 08541-6103

MCAT Program Office

P.O. Box 4056

Required for entering medical school

Iowa City, IA 52243 USA

319-337-1357

www.aamc.org/students/mcat

Miller Analogies Test

MAT

Analytic ability test utilizing analogy problems, 120 analogies

May be required by graduate schools or used in lieu of the GRE

www.pearsonassessments.com/ graduate-admissions/mat/about.html

TEST ABBREVIATION ABOUT THE TEST

The Praxis Series PRAXIS I

The Praxis Series PRAXIS II

Can be taken on a computer; reading, writing, and math tests, 143 questions, one essay

WHO NEEDS TO TAKE IT? CONTACT

Required for entering many teacher education programs; also used by states as part of their teaching licensure process

Praxis Series

P.O. Box 6051

Educational Testing Service Princeton, NJ 08541-6051

800-772-9476

www.ets.org

Can be taken on a computer; general and subject-specific knowledge and teaching skills

Required for entering many teacher education programs; also used by states as part of their teaching licensure process

Praxis Series

P.O. Box 6051

Educational Testing Service Princeton, NJ 08541-6051

800-772-9476

www.ets.org

Dental Admissions Test DAT

Computer-based, 280 questions

Required for entering dental programs www.ada.org

Optometry Admission Test OAT

The National Council Licensure Examination NCLEX

Offered during October and February, 280 questions

Number of questions varies

Required for entering optometry school

Optometry Admission Testing Program

211 East Chicago Ave., Suite 1840 Chicago, IL 60611-2678

312-440-2693

https://oat.ada.org/en

Used by nursing boards to award nursing licenses

You will receive information on the NCLEX after you apply for a nursing license with your state board; general information can be found at www.ncsbn.org

E. STUDENT RESOURCES - BUILDING YOUR EXPERIENCE WHILE IN SCHOOL

One of the biggest hurdles recent college graduates face in searching for a job is the catch-22 of needing experience to acquire experience. Recent graduates often express frustration that they cannot even land an interview without already having the relevant job experience that many employers covet. They wish they had known the importance of experience, in addition to their college degrees, in finding meaningful work.

INTERNSHIPS, CO-OPS AND VOLUNTEERING

College students can acquire real-life work experience through internships, cooperative education (co-ops), and community service.

However, finding an opportunity for work experience takes initiative, and students should use every available campus resource to research possible positions. To find out about open opportunities, students should visit the campus career center; talk to their academic advisor or to their professors; and check the student union or other campus locations where notices of opportunities might be posted.

These types of positions are typically low-paying, entrylevel jobs that give students exposure to their career fields of interest, and, in some cases, academic credit. The main difference between internships and co-ops is that the latter are usually coordinated by academic departments, but the two can also vary by length and pay, depending on the institution or employer. Community service or volunteer positions are unpaid. In any case, whether or not the student earns money or college credit, the most valuable aspect of these positions is the work experience.

• Find out what part-time opportunities in your field are available on campus or in the area during the academic year.

• Find out what full-time internships may be available in the summer or during winter and spring breaks.

• Ask about any summer research programs—most are in the hard science areas, but there are also a number of opportunities in other departments and research areas.

Check in with your student center about volunteer opportunities. Research the various websites for students and young professionals. Some websites to check, include www.idealist. org and www.volunteermatch.com

Get in touch with alumni and network with any contacts you may have made through former jobs, friends, or family. The alumni association of your current college may be able to assist in this networking. Once you have finished the internship or other program, be sure to stay in touch with all co-workers and supervisors—never burn bridges. The contacts you make can be the most valuable asset that you take away from your early experiences and will come in handy once you are conducting a full-time job search after graduation. These contacts can act not only as references or providers of recommendations, but may also help expand your network and alert you to unadvertised jobs.

Send “Thank You" cards once the internship is over, and update your supervisor and co-workers with friendly emails each year. You may also want to ask your internship supervisor for a recommendation if you plan to apply to graduate school.

BASIC JOB SEARCHING TIPS

Once you have identified a job for which you would like to apply, you will need to submit a resume and personalize a cover letter convincing prospective employers that you are the right person for the job. Whether you are applying for internships or permanent job opportunities, follow these general guidelines: Ask the career center for examples of resumes and cover letters used by college students in your area of study.

• Craft a resume and cover letter that is specific to each application. Focus on your coursework, past jobs, or campus activities that relate most to the internship or job of interest.

• If you have more than one job field of interest, it’s a good idea to save several different versions of your resume so you don’t need to make changes with each application.

• Your career center will also be able to provide a list of resume “action words” to help you use career lingo to express your experiences thus far.

• Be specific in your cover letter—remember, you might feel qualified, but these positions are often highly competitive and draw hundreds of applications from colleges and universities around the nation, especially if they are posted online. Give some thought to what makes you uniquely qualified, whether it’s a special interest, a course at which you excelled, a volunteer experience, or a leadership activity on campus.

After carefully scanning and editing your resume, ask someone else to review the resume for you.

Often when we are invested in a document for a long period of time, it is difficult to “see the forest for the trees.” This is particularly true when you are doing many versions of a single document. Cutting and pasting errors, including leaving the wrong position on a cover letter, or letters with typos and grammatical mistakes, can eliminate you from a search process immediately. Be sure to get an outside perspective.

Be careful of what you post on social networking sites.

Many employers are becoming more web-savvy and often “google” an applicant to see if any damaging information is available on the web. Consider creating a LinkedIn account that displays your professional experience and update the privacy settings on your social media accounts. Remember: anything that does not seem professional should not be posted on a public site, particularly when you are using your real name.

If you are comparing the salaries of more than one position, be sure to take benefits and the cost of living into account.

E1. THE COLLEGE EXPERIENCE CONVERTER

GOALS/OBJECTIVES Student Activity

Think of your most memorable campus activities thus far and what you gained from each one. You can then list those skills and qualifications on your resume.

You may have trouble thinking of ways to express your qualifications when it comes to writing your resume and cover letter, or you may feel as if you do not have enough experience to list. However, most college students minimize the significance of their academic and extracurricular activities. Although your campus experience may not seem directly related to the skills you’d list on a resume, you can extract valuable qualifications to mention in your resume or during a job interview if you really put your mind to it.

For example:

• Do you participate in an activity, hobby, sports club, or volunteer on campus? If so, do you exhibit leadership skills or that “team player” attitude?

• Did you learn valuable research or presentation skills for a big class project?

• Did you help organize a club or a campus social event?

SAMPLE RESUME AND COVER LETTER

The resume and cover letter on the following pages are intended to serve as examples, to give you an idea of how to structure a resume and cover letter when you are a student and have limited work experience. Resumes and cover letters will vary slightly depending on your field and the job to which you are applying, but these samples should give you a good idea of how to phrase your goals and experiences on paper.

Tracy Q. Graduate

Campus:

456 College Hall

Normal, IL 67890

111.222.3333

tracy.graduate@ilstu.edu

Permanent:

123 Main Street

Anytown, MO 12345

777.888.9999

tracygraduate@hotmail.com

OBJECTIVE: Research or administrative position with a nonprofit in the St. Louis area.

SUMMARY:

• Internship at St. Louis Museum of Natural History

• Internship at Missouri Historical Society

• Magna Cum Laude graduate with BA in Liberal Arts

• Proficient with MS Office, Windows XP, and the Internet

EDUCATION:

Bachelor of Arts in Liberal Arts, May 2020

Illinois State University, Normal, Illinois

Graduated Magna Cum Laude with a GPA of 3.6 on a 4.0 scale

Courses taken included:

Art History Methodologies

European Art and Architecture

American Art and History

Modern Art

Architecture: Castles, Cathedrals

Asian Art and History

European History

Spanish and French

EXPERIENCE: Research Assistant, May 2019 to August 2019

St. Louis Museum of Natural History, St. Louis, Missouri

• Served as acting head researcher in carrying out a grant from the Institute of Museum and Library Sciences

• Developed teaching suggestions and object information guides for public use

• Processed and updated museum membership data using The Raiser’s Edge

Curatorial and Collections Intern, May 2018 to August 2019

Missouri Historical Society, St. Louis, Missouri

• Researched label information and acquired relevant archival display materials for “Our World in Miniature” exhibit

• Updated and created new entries for automated cataloging system

ACTIVITIES:

• Independent research paper presented at Interdisciplinary Undergraduate Research Conference, 2020

• Tutored peers in paper and essay writing and editing, 2018-2020

• Dorm Resident Assistant, 2019-2020

456 College Hall

Normal, IL 67890

February 16, 20xx

Ms. Jane Doe

Partner-In-Charge

Big Public Accounting, Inc.

123 N. Michigan Ave. Chicago, IL 12345

Ms. Doe:

I was referred to you by Mr. Dave Zbecki, a partner with your New York office, who informed me that the Chicago office of Big Public Accounting is actively seeking to hire quality individuals for your Auditor Development Program.

I have more than two years of accounting experience, including interning as an Auditor last year with the New York City office of Ernst & Young. I will be receiving my BBA this May from Illinois State University, graduating Magna Cum Laude. I am confident that my combination of practical work experience and solid educational experience has prepared me for making an immediate contribution to Big Public Accounting. Having interned with a leading firm in the public accounting field, I understand the level of professionalism and communication required for long-term success in the field. My background and professional approach to business will provide your office with a highly productive auditor upon completion of your Development Program.

I look forward to the opportunity to discuss my fit for your team and how I'll be able to contribute to your organization.

Sincerely,

Tracy Q. Graduate

E2. YOUR JOB SEARCH PROFILE

Aside from finding the right job field, it helps to find the right employer for you.

Employers can vary by organization type—there are nonprofit associations, for-profit firms, and big, public corporations—and by size, anywhere from 2 to 20,000 employees.

Employers can also differ by mission, values, and environment. Some are more laid back and casual, while others are competitive and high-pressured.

GOALS/OBJECTIVES Student Activity

After giving some thought to the various career and employment options and what might be the right fit for you, fill out the following chart and use it as a guide when you conduct your job search. But remember that tools like this one should help focus your search rather than limit your possibilities!

You can get a sense of some of these differences at an interview, but you can also do some research online to determine the right fit for your work style.

For example, if you like the close-knit environment of seminars, you may prefer a smaller company. But if you like to speak up in big lecture halls, you may enjoy the atmosphere of a larger corporation.

Job field:

Position:

Geographic area:

Company size:

(approximate number of employees)

Minimum salary:

Other criteria:

INTERVIEW GUIDELINES

Interviewing can seem scary if you’ve never done it before, but it’s all about being prepared. Review this list of questions that are typically asked and try to come up with your own responses that:

• Convey what makes you unique and why you are the right person for the position.

• Never sound negative—put a positive spin on any bad experiences, talk about what you learned, and how you overcame any challenges.

• Show that you have done your homework and understand the mission of the company.

• Are genuine—people can often see through attempts by interviewees to exaggerate their experiences or skill sets. Speak appropriately and professionally, but don’t attempt to create a façade that prevents your interviewers from getting to know who you are and the real gifts you bring to the table.

SAMPLE QUESTIONS

• Why are you interested in working for our company?

• How would you describe your work style?

• Do you work well in teams?

• Where do you see yourself in 1 year?

• Can you describe a recent challenge you faced and how you developed a solution to overcome that challenge?

• Why should we hire you?

Certain personal questions are illegal for the interviewer to ask, such as any questions about your age or marital status. If the interviewer broaches these subjects, politely hint that you’d rather not get too personal and move on to the next question.

BASIC ETIQUETTE

Interactions in interviewing environments are typically formal, and you always want to seem highly professional, positive, and ready to take on a challenge. In addition:

• Always greet your interviewer with a firm handshake and a smile and introduce yourself with your first and last name.

• Let the interviewer initiate the small talk and follow their lead. If they bring up the weather or traffic, by all means join in the conversation. But remember—they are taking time out of their busy schedule to conduct the interview, and you want them to know you mean business, so do not use this as an opportunity to ramble on endlessly.

• Always wear a basic suit, even if the job environment is casual. If the job is in a creative field such as graphic design or advertising, there may be more room for colorful or trendy accessories, but in general, a basic black or navy blue color scheme is a safe bet.

E3. REQUESTING REFERENCE LETTERS

GOALS/OBJECTIVES Student Activity

Once you have made a contact through an internship or gotten to know a professor through a course you enjoyed, you may wish to request a reference letter for a prospective job or graduate program application.

But keep in mind that faculty and staff are inundated with these requests from students, and in order to help you, they will need to be able to tell prospective employers or graduate schools more about you than the fact that you have a nice smile or a pleasant personality. In other words, you need to supply them with specific facts about you so they can write more than a general letter.

Before you approach a reference provider, take a few moments to provide him or her with the following information:

• A copy of your most recent resume, including specific information that may not appear on a standard application form. For instance, membership in campus organizations, volunteer work, awards, leadership positions, etc.

• The position description for the job or information regarding the graduate program for which you need this letter.

• Specific information regarding why you are interested in this position. How does this position fit into your career goals?

• Specific information regarding your special interests, background, motivation, and personal qualities that may distinguish you from other applicants.

• Three phrases that describe your strengths and weaknesses: this is the crux of a solid application.

• Your contact can provide you with a copy of the letter they write if you ask, and generally they will retain your material for a period of two years so that you can request additional letters.

E4. LOST IN TRANSLATION: A LESSON IN CORPORATESE

GOALS/OBJECTIVES Student Activity

This activity demonstrates the art of office politics and the delicacies of office communication. See if you can match up the five most commonly heard work-related complaints (Column A) with how they get translated (Column B). For extra points, match up the correct “translations” in Column C.

Once you land the job or internship, the learning doesn’t stop. Working is a great chance to learn not only about your specific field of interest but also about the art of office communication, if you have not already had exposure to working life. If possible, find a mentor at work to help show you the ropes. And never be afraid to ask questions—better to be safe than make a mistake that would result in a business loss. But if you find that you have not quite mastered the language of “Corporatese,” the following should help.

1. I have a college degree. Why doesn’t anyone trust me to do anything? Why do I have to run everything past my boss?

2. I have an idea for making something better. Or more efficient. Or something that will be the next big thing.

1. I don’t have enough to do.

2. I think that I am so special. And better than all of you.

1. I would like to learn how to do skill X or develop Y experience. Is there a project that I can pitch in on that would help me to do that?

2. I am interested in a career here and I want to feel that I am making a contribution.

3. I am SO bored with this job.

3. I am young and have no idea how it works in the real world.

3. I had an idea that I wanted to run by you to get your input and feedback.

4. I want more responsibility.

4. I want your job.

5. I want to feel like I am doing something, anything relevant.

5. I am unwilling to pay my dues.

4. Is there a long-term or less urgent project that I can take the lead on? Something you have been trying to clear off your plate?

5. Can you suggest some projects that I can seek out that may offer me some new challenges?

E5. NETWORK "AD"

Sometimes the best way to find a job is through networking— basically, asking people you know if they know anyone hiring. These people may be alumni of your college or university, faculty or staff, or friends of your family. They may even be people you read about in magazines or books.

In addition to talking to people who may be hiring, it helps to simply initiate contact with professionals in your field of interest, regardless of whether their companies have job openings, to continually expand your network and seek advice.

Target someone who seems to hold what is an ideal job for you, and send them an introductory email asking if you could either set up a time to speak on the phone, or send specific questions by email. Your new contact will likely be flattered that you approached them and more than happy to talk about to you. However, if they don’t respond to your requests, don’t feel offended. They could simply be too busy, particularly if they are often approached by job-seekers.

Try writing a script for yourself as a way to quickly let professionals know who you are, what kind of job you are looking for, and why you would be a great person for that job.

When writing your ad, keep in mind:

• People have short attention spans.

• They would rather be talking about themselves.

• They may get approached by job-seekers all the time.

So:

• Keep it short and snappy (about the amount of time that it takes for a short elevator ride).

• Show that you know something about them.

• Make it memorable.

GOALS/OBJECTIVES Student Activity

This “ad” can serve as a script to guide you through what can often be an intimidating conversation with a new contact. They will be impressed with your preparation, and you will not have to worry about saying the right thing, as it will be written in front of you.

Hi! My name is____________________________________________. It is so interesting to hear about your experience at_________________________________________, where I understand that you____________________________. I, too, am interested in__________________and am currently looking for a job doing ___________________________________________________. I worked as a_________________________________, doing____________________________ [or I studied ________________________, specializing in _______________________________], so I am a good fit for a job in ______________________________________________________.

THEN PICK OUT FIVE OF THE FOLLOWING QUESTIONS

• Do you have any suggestions or advice you can offer me to get started in this field? How did you get into this field?

• What do you like most about your job? What do you like the least?

• What background does your company typically look for in an employee?

• Do you believe there are certain academic credentials that you must have to get this job?

• Are there skills that are indispensable for someone in your position? How did you develop those skills?

• Is there anything you would have done differently if you just graduated and were conducting a job search?

• What characteristics do you think someone needs to possess to have a job like yours?

• When you interview people who are seeking jobs like yours, what are the common deficits that keep them from being hired (lack of experience, lack of a particular skill, etc.)?

• Once in a job like yours, what additional training is needed to stay current with new job demands?

• Is there anyone you know who you think I should contact? Are there any resources you can recommend for further information? Rehearse. Say it out loud to yourself. And now, for the hard part, say it out loud in front of one of your friends. It might feel awkward at first, but a little practice will make it feel more natural and comfortable. Once you have made a contact, always, without exception, send a follow-up note. Thank the contact once again for their time and update them on your job search progress. Writing thank you notes is not only polite and professional, but also shows that you are enthusiastic about the job. Perhaps most importantly, it helps the contact keep you in mind for future job openings.

Dear _______________________________:

It was so nice to (meet you/talk to you) at/on ______________________________. I am glad to hear that (insert comment to show that you were paying attention and admire their career) _____________________________________________________________________________.

I found your advice to be helpful as I continue to pursue a job doing __________________.

I hope you will keep me in mind for any future openings at ______________________________, or if you hear of any other opportunities doing ________________________________________.

Enclosed is a copy of my resume. Thanks again for your time and advice.

Sincerely,

(your name)

F. STUDENT WEBSITES - CAREER PLANNING

PROFESSIONAL NETWORK

• LinkedIn www.linkedin.com

INTERNSHIP LISTINGS

• Idealist www.idealist.org

• InternJobs.com www.internjobs.com

VOLUNTEER LISTINGS

• Volunteer Match www.volunteermatch.org

GENERAL JOB LISTINGS

• Career Builder www.careerbuilder.com

• Indeed www.indeed.com

• Simply Hired www.simplyhired.com

NONPROFIT LISTINGS

• Idealist www.idealist.org

TOP ENTRY-LEVEL EMPLOYERS

• CollegeGrad www.collegegrad.com/topemployers

IN-DEMAND JOBS

• National Association of Colleges and Employers www.naceweb.org

• U.S. Bureau of Labor Statistics www.bls.gov

SALARY RESEARCH

• Salary.com www.salary.com

CAREER ADVICE

• College Central www.collegecentral.com

• JobHuntersBible.com www.jobhuntersbible.com

• U.S. Bureau of Labor Statistics Career Outlook www.bls.gov/careeroutlook/

G. REFERENCES AND FURTHER READINGS

Belser, C. T., Prescod, D. J., Daire, A. P., Dagley, M. A., & Young, C. Y. (2018). The Influence of Career Planning on Career Thoughts in STEMInterested Undergraduates. The Career Development Quarterly, 66(2), 176-181.

Budnick, C. J. (2017). Enhancing college students’ job search skills and motivation: A test of a technology-mediated job search intervention. (Doctoral dissertation, Northern Illinois University).

Ciarocco, N. J. (2018). Traditional and new approaches to career preparation through coursework. Teaching of Psychology, 45(1), 32-40.

Galbraith, D., & Mondal, S. (2020). The Potential Power of Internships and the Impact on Career Preparation. Research in Higher Education Journal, 38.

Gonzales, M. (2017). Examining institutional career preparation: Student perceptions of their workplace readiness and the role of the university in student career development. (Doctoral dissertation, Pepperdine University).

Lapan, R. T., Poynton, T., Marcotte, A., Marland, J., & Milam, C. M. (2017). College and career readiness counseling support scales. Journal of Counseling & Development, 95(1), 77-86.

Martinez, E., & Elue, C. (2020). From community college to graduate school: Exploring the role of academic advisors in promoting graduate education at baccalaureate degree-granting community colleges. The Journal of Higher Education, 91(7), 1003-1027.

Miller, A. L., Rocconi, L. M., & Dumford, A. D. (2018). Focus on the finish line: does high-impact practice participation influence career plans and early job attainment?. Higher Education, 75(3), 489-506.

Stebleton, M. J., Kaler, L. S., Diamond, K. K., & Lee, C. (2020). Examining career readiness in a liberal arts undergraduate career planning course. Journal of Employment Counseling, 57(1), 14-26.

Tan, D. A., & Balasico, C. L. (2018). Students’ Academic Performance, Aptitude and Occupational Interest in the National Career Assessment Examination. PUPIL: International Journal of Teaching, Education and Learning, 2(3), 01-21.

Voorhees, Richard A., and Larry Landis. “A Guide to Student Reference Letters.” https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/A-guide-to-student-reference-letters.aspx.

Wilner, Abby and Catherine Stocker. The Quarterlifer’s Companion: How to Get on the Right Career Path, Control Your Finances and Find the Support Network You Need to Thrive. New York: McGraw Hill, 2005.

APPENDIX A: VETERANS EDUCATIONAL BENEFITS RESOURCES

Veterans and those in the military or considering a military career should understand educational benefits available to them. In addition to the veterans’ services office on campus, the following resources provide information about assistance with educational costs veterans and military-connected students:

BEST PRACTICES IN SERVING COLLEGE STUDENT VETERANS: A SCOPING REVIEW

• https://jmvfh.utpjournals.press/doi/full/10.3138/jmvfh-2020-0024

PROMOTING A VETERAN-FRIENDLY LEARNING ENVIRONMENT

• https://onlinelibrary.wiley.com/doi/abs/10.1002/ace.20387

IMPLEMENTING A SPECIALIZED STUDENT SUCCESS COURSE FOR VETERANS AND MILITARY-CONNECTED STUDENTS

• https://files.eric.ed.gov/fulltext/EJ1351791.pdf

OTHER RESOURCES:

• U.S. Department of Education

Centers of Excellence for Veteran Student Success: Grant that encourages postsecondary institutions to develop programs for supporting veteran student success. Eligibility and application information can be found: www2.ed.gov/programs/cevss/index.html

• American College Personnel Association

Findley, S.P. and Metz, J., (2022). Contributing factors to academic success among student veterans. ACPAAdmin, 19(1). Online. https://developments.myacpa.org/contributing-factors-to-academic-success-among-student-veterans-findley-metz-2

• American Council on Education (ACE)

ACE Military Guide: provides services, toolkits, resources, and research for military-connected students and institutions. www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Military-Guide-Online.aspx

• ACE Toolkit for Veteran Friendly Institutions: www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Research-on-Military-Connected-Students.aspx

• National Association of Student Personnel Administrators (NASPA)

Resource for higher education professionals serving student veterans and military-connected students. www.naspa.org/division/veterans

• Student Veterans of America

Veteran student offering research, programs, and advocacy for veterans in higher education. https://studentveterans.org

• The Military Family Research Institute at Purdue University Outreach and research for communities and professionals who serve military and veteran families. www.mfri.purdue.edu

APPENDIX B: ORGANIZATIONS FOR POSTSECONDARY EDUCATION PROFESSIONALS

The following listings are intended to help staff and administrators learn more about persistence and connect with other professionals in the field. The organizations listed have resources and meetings geared toward higher education professions, and the publications will help both you and your students learn more about what works in postsecondary retention.

Note: For more specific websites related to each topic in this guide, please see the list provided at the end of each section.

ACPA – COLLEGE STUDENT EDUCATORS INTERNATIONAL

www.myacpa.org

ACT

www.act.org

INTERNATIONAL MENTORING ASSOCIATION

https://mentoringassociation.org

THE JOURNAL OF COLLEGE STUDENT DEVELOPMENT

https://muse.jhu.edu/journal/238

NATIONAL ACADEMIC ADVISING ASSOCIATION

www.nacada.ksu.edu

NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS

www.naceweb.org

NATIONAL ORGANIZATION FOR STUDENT SUCCESS

https://thenoss.org

NATIONAL ASSOCIATION OF STUDENT PERSONNEL ADMINISTRATORS (NASPA)

https://naspa.org

THE NATIONAL CENTER FOR THE STUDY OF ADULT LEARNING AND LITERACY

www.ncsall.net

NATIONAL ORIENTATION DIRECTORS ASSOCIATION

www.nodaweb.org

NATIONAL RESOURCE CENTER FOR THE FIRST-YEAR EXPERIENCE AND STUDENTS IN TRANSITION

www.sc.edu/fye

THE PELL INSTITUTE FOR THE STUDY OF OPPORTUNITY IN HIGHER EDUCATION

www.pellinstitute.org

RESOURCES FOR STUDENT AFFAIRS PROFESSIONALS

www.studentaffairs.com

APPENDIX C: STUDENT FEEDBACK FORM

Please take a moment to tell us what you thought about the materials in this toolkit by answering the questions below and inserting any additional comments you may have and returning the Student Feedback form to your toolkit administrator.

First, tell us about you:

Age: ___________

What year are you in college?

□ 1st year

□ 2nd year

□ 3rd year

□ 4th year

□ Other: ________

Did either of your parents attend college?

□ Yes

□ No

Do you currently work?

□ Yes

□ No

If you answered “Yes” to previous question, which do you work?

□ Part-time

□ Full-time

Now tell us what you thought about the toolkit:

1. Please rate the usefulness of each section:

Section II: Navigating the Campus

Section III: Adjusting to College Life

Section IV: Academic Success

Section V: Financial Planning

Section VI: Career Planning

Do you currently receive financial aid?

□ Yes

□ No

If you answered “Yes” to previous question, in what form do you receive financial aid?

(Check all that apply)

□ Pell Grant

□ State grants

□ Direct Loans

□ Private loans

□ Work-study

□ Institutional scholarships

□ Other: ________

Where do you live?

□ On campus

□ Off campus

2. Which resources or activities in each section did you find the most helpful and why?

Section II: Navigating the Campus

Section III: Adjusting to College Life

Section IV: Academic Success

Section V: Financial Planning

Section VI: Career Planning

3. Were there any materials that you did NOT find useful?

□ Yes

□ No

If yes, which materials and why?

4. Was the toolkit easy to navigate—was it straightforward to find the information you were looking for?

□ Yes

□ No

If not, how could the materials be better organized?

6. Is there any information you need that was not provided in the toolkit?

□ Yes

□ No

If no, what information would you like to see added in the future?

5. Did you find the tone of the toolkit to be appropriate?

□ Yes

□ No

If no, why not?

7. Would you recommend the toolkit to your friends?

□ Yes

□ No

8. Did you use the toolkit:

□ With a staff member

□ On your own

□ A combination of both

9. What is the most valuable information you learned from the toolkit and how do you think it will enhance your campus experience?

Please feel free to add any additional comments below.

Thank you for providing your valuable feedback!

APPENDIX D : ACTION PLAN

INSTITUTION-WIDE RETENTION & TOOLKIT ADMINISTRATION

Notes:

NAVIGATING THE CAMPUS & ADJUSTING TO CAMPUS LIFE

Notes:

ACADEMIC SUCCESS

Notes:

FINANCIAL PLANNING

Notes:

CAREER PLANNING

Notes:

NISS SUPPLEMENT

Notes:

TARGETED STUDENTS AND DATA USED FOR IDENTIFICATION

EVIDENCE THAT WILL INDICATE COMPLETION

ASSESSMENTS FOR PROGRESS MONITORING AND TESTING DATES

NECESSARY RESOURCES (TIME AND MATERIAL)

HOW WILL THE GOAL BE ACCOMPLISHED? WHO CAN HELP IN REACHING THIS GOAL?

GOAL

NOTES