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Advising 4 Undergraduate Success

This project aims to improve the retention and graduation rates of undergraduate STEM students through comprehensive academic advising and the implementation of innovative technology to enhance access to academic data. Activities include advising meetings, introducing support services, and discussing academic and career plans. The project also includes counseling services, evaluation and research, and professional development for staff and faculty.

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Advising 4 Undergraduate Success

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  1. Advising 4 Undergraduate Success Lesley Davidson-Boyd Carolina Meza Shawn McMurran

  2. Funding & Team Members Title III: HIS-Department of Education Grant (5 years) Team Members • Leadership: Kirsty Fleming (P.I.), Chris Lindfelt, Lesley Davidson-Boyd, and Ian Banuelos • Counseling: Carolina Meza, Alfred Rodriguez, and Jocabed McCormick • P.D. Facilitation: Kim Costino, Davida Fishman, and Qiana Wallace

  3. Project Goals • Project Goal 1: Improve undergraduate (first time freshman and transfer) STEM student retention and graduation through comprehensive revision of academic advising • Project Goal 2: Improve access to academic data used for predictive analyses and developmental student advising through implementation of innovative technology

  4. Program Activities First Term of Participation • Identify selected students with STEM majors in their first year of studies at CSUSB • (Math, Physics, Chemistry, Computer Science, Biology, Geology) • Set registration hold for all intervention group students to have them meet with a STEM Counselor • During advising meeting go over academic and career plans as well as services offered by the university for STEM majors • Introduce students to supplemental instruction, tutoring, career services, and university procedures for courses • Discuss series courses and when it is best to take them • Discuss campus academic planning resources such as PAWS and MyCAP • Discuss early career options and paths

  5. Program Activities Subsequent Terms • During every subsequent quarter (or semester) of enrollment, check grades of experimental group participants and set holds for those with a GPA below 2.5 • Meet with students to determine if they are in need of and suggest support services • Review the academic and career plans discussed at previous meetings

  6. Counseling • Person centered approach • Specific protocol and student concerns • Resources and referrals • Relationship value • Staff/Faculty Connections • Student Professional Development

  7. Evaluation and Research • Evaluation: • Outside independent evaluation team • Experimental design • Pre and post test stages • Surveys on Self-efficacy and student belonging • Focus groups • Utilize baseline data from IR • Research: • Cultural wealth model for advising • Discussions and campaigns with both faculty and professional advisors • Further study into DFWI courses • Qualitative understanding of student needs for support

  8. Professional Development • Cultural Wealth model • 13 participants • (6 faculty, 7 professional advisors) • 3 of 6 STEM disciplines represented • 3 day institute kick off and 2 meetings per quarter for 1 year • Topics related to advising, cultural competence, pedagogy and student success Community Cultural Wealth framework (Yosso 2005)

  9. From the perspective of a participant: Impact on… • Current advising • Collaboration with professional advisors • Engaging with students beyond “roadmaps” • Q2S program transformation • Designing a program that prepares students to besuccessful and competitive post-graduation • for both graduate school or career paths • Personal connections with students • Engaging in and recommending evidence-based effective pedagogies that foster successful learning and take advantage of student “cultural capital” • Department • Providing/designing resources outlining paths to graduate school and/or possible careers • Offering workshops and advising sessions to support student progress toward graduation

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