From Access to Success:

1. From Access to Success: Principles and Best Practices for Supporting Minority Students October 31, 2005 ~ Columbia, Maryland

2. Welcome and Introductions

3. Ronald H. Brown Vice President for Student Affairs University of Maryland Eastern Shore Student Service Center 2169 1 Backbone Road Princess Anne, MD 21853 Phone: 410.651.2200 rhbrown@umes.edu Contacts Scott E. Evenbeck Dean, IUPUI University College 815 W. Michigan St., UC 3163 Indianapolis, IN 46202 Phone: 317.274.5032 evenbeck@iupui.edu Tiffany Beth McMillan Director of Retention Morgan State University Banneker Communications Center, Room 304 Phone: 443.885.3651 tmcmillan@moac.morgan.edu

4. Agenda • Welcome and Introductions (Gardner) • Principles (Evenbeck) • IUPUI • Faculty • Curriculum • High Expectations • Morgan State University (McMillan) • Peers • Co-Curricular Interventions • Attention to Financial Aid and Development • University of Maryland Eastern Shore (Brown) • Providing Feedback • Family and Community Involvement and Support • Developmental Education • Discussion • Closing Comments

5. Principles Associated with Increased Academic Achievement and Persistence

6. Faculty The critical role of faculty and means of increasing their engagement/early warning systems, required attendance, and other means of increasing faculty engagement.

7. Curriculum The centrality of the curriculum/first-year seminars, learning communities, etc.

8. High Expectations The fundamental and essential need for communicating and supporting high expectations / how can you communicate and support success, a climate of success, communication and interactions with persons who are similar, specific naming of expectations, celebrations of success.

9. Peers The critical role of peers in supporting student success/mentoring and other programs.

10. Co-Curricular Interventions The critical role of being intentional about out-of-class learning as well as in-class learning/residence hall programs, SAAB chapters, NSBE, etc.

11. Attention to Financial Aidand Employment The importance of effective financial aid strategies with low income and first generation students / attention to work and possibilities of on-campus work.

12. Providing Feedback How can you improve if you don’t know where you are / where can you do this / is it really working? How do you know?

13. Family and Community Involvement and Support The critical importance of involving parents and family members as well as connecting with the community.

14. Developmental Education Importance of links with K-12 and between two- and four-year institutions and providing contexts of academic support for students.

15. FacultyIUPUI Scott E. Evenbeck, Dean IUPUI University College

16. FacultyIUPUI • Faculty are central to the University • Faculty demystify the university experience

17. Faculty in University CollegeIUPUI • Faculty governance • Faculty Roles, Responsibilities, and Rewards • Faculty participate on Instructional Teams

18. Faculty DevelopmentIUPUI • On-the-job training • Mentoring • Grants Programs • Faculty Fellowships

19. CurriculumIUPUI

20. First Year SeminarsIUPUI • Embedded in Learning Communities • Taught by Instructional Teams a) Faculty b) Student Mentor c) Librarian d) Advisor

21. Learning CommunitiesIUPUI • Paired Courses • Thematic Learning Communities (TLCs)

22. Gateway CoursesIUPUI • Attention to courses with high enrollments for entering students • Couple faculty development with academic support • Importance of assessment and feedback

23. Principles of Undergraduate LearningIUPUI • Core Communication and Quantitative Skills • Critical Thinking • Intellectual Depth, Breadth, and Adaptiveness • Integration and Application of Knowledge • Understanding Society and Culture • Values and Ethics

24. High ExpectationsIUPUI

26. Importance of Highlighting Academic AchievementIUPUI • Frequent communication • Highlighting achievements • Dean’s List • Chancellor’s Scholar • Events • Celebrations!

27. Morgan State UniversityOffice of Student Retention Dr. Tiffany Beth McMillan, Director

28. Peers:** Morgan State University Programs ** • PACE Program • Academic Enrichment Program • Academic Development Center Pre-College Program • ACCESS-SUCCESS Summer Program

29. Peers: Morgan State University** PACE Program ** • six week summer program • first-time freshman engineering majors • 50 summer 2005 student participants • 10 peer tutors • tutors: major in engineering and “A” grades in MATH 241 & 242 • learning community • placement in Calculus I

30. Peers: Morgan State University** The Academic Enrichment Program ** • 20 tutors peer tutors • new computer labs, tutorial labs, seminars, workshops and other programming available to students in residence halls • tutors available for the courses English 101, English, 102, Math 109, Math 113, Biology 101, Chemistry 101, and other courses according to demand • available to on-campus and off-campus undergraduate students

31. Peers: Morgan State University** The Academic Enrichment Program ** • computer labs in Blount Towers, Cummings House, Harper/ Tubman House, O’Connell Hall & Rawlings Hall • labs open to students on M–Th 10am – 12 midnight, Friday 10 am - 8 pm, Saturday 12 noon - 8 pm & Sunday 12 noon - 12 midnight • computer skills workshops conducted for Word, Excel, PowerPoint, Access, and the Internet • Academic Enrichment Workshops conducted in the residence halls on study skills, time management, note taking, stress management, and exam preparation

32. Peers: Morgan State University** The Academic Development Center ** • campus-wide tutoring program • tutors: minimum cumulative GPAs of 3.5 • 20 tutors work 20 hours per week • tutoring center, open Monday-Friday from 9am –5pm and by appointment • tutoring available for all required courses • focus on Freshmen • walk-in visits encouraged

33. Peers: Morgan State University ** Pre-College Program ** • students fall below minimum admission requirements/ participation is a condition of their enrollment • six week summer bridge program • three semesters in the Freshman Studies curriculum (maximum of 13 credits) • students take developmental classes in the summer • students receive individual tutoring in the summer • students participate in workshops to develop work habits, study skills, stress management, etc… • Students are mentored and monitored in the Fall and Spring semesters

34. Peers: Morgan State University** ACCESS-SUCCESS Summer Program ** • six week summer bridge program • 185 summer 2005 student participants • 15 peer tutors • ratio 15:1 • meet with tutors 5 days a week • tutors: a minimum cumulative GPAs of 3.0 and “A” grades in courses of focus

35. Peers: Morgan State University** ACCESS-SUCCESS Summer Bridge Program ** • six week program since Summer 1999 • students are residents of the State of Maryland, meet minimum admission requirements, but have SAT scores below 1000 • no cost for students’ summer tuition, fees, room, board, and books • summer class placement determined by students’ results on the Freshman Placement Examination • students earn grades of “C” or better in all summer classes; failed classes repeated in the Fall

36. ACCESS-SUCCESS Summer Bridge Programs 1999-2003: Monitoring & Tracking • 23% of the 1999 cohort graduated at the end of four years • 74% of the 2000 cohort earned 90 or more credits at the end of 4 years of matriculation • 64% of the 2001 cohort retained at the end of three years and 95% have cumulative GPAs of 2.0 and above • 69% of the 2002 cohort retained at the end of two years and 85% of the 2002 cohort earned cumulative GPAs of 2.0 and above • 70% of the 2003 cohort retained and 85% of the 2003 cohort earned at least 24 credits at the end of one year

37. ACCESS-SUCCESS Summer Bridge Programs 1999-2003: Monitoring & Tracking • increased ACCESS-SUCCESS retention rates directly correlated with: • the eight week summer experience • additional academic preparation • superior academic advisement • tutoring services • systematic monitoring

38. Co-curricular interventions: Morgan State University** The Morgan MILE Program ** • The Male Initiative on Leadership & Excellence • Began in the Fall of 2004 • 75 male student participants • Goals are to: • Build a sense of community among males • Inspire academic and personal confidence • Motivate academic success • Develop an appreciation for diversity • Encourage civic responsibility • Improve personal relationships • Develop leadership skills

39. Co-curricular interventions: Morgan State University** The Morgan MILE Program ** • Fall Leadership retreats • Leadership Conferences at Indiana University • Alternative Spring Breaks • Services Learning Experiences • Open Houses • Study Sessions

40. Morgan State University Office of Student Retention** Attention to Financial Aid & Employment ** Financial Aid Campaign • Retention goal: to increase students' awareness of the financial aid process in order to improve their compliance with financial aid deadlines, policies, and procedures

41. Morgan State University Office of Student Retention** Attention to Financial Aid & Employment ** Financial aid probation • Retention goal: to work in collaboration with the Office of Financial Aid to reduce the number of students who are not retained due to their loss of financial aid

42. Morgan State University Office of Student Retention** Attention to Financial Aid & Employment ** FASFA renewal • Retention goal: to work in collaboration with the Office of Financial Aid to facilitate students' compliance with FASFA guidelines and deadlines in order to reduce the number of students with incomplete or late financial aid applications

43. From Access to Success: Principles and Best Practices for Supporting Minority Students Presenter: Ronald H. Brown, Ed.D. Vice President for Student Affairs University of Maryland Eastern Shore

46. Evaluate Students and Retention Efforts (Data Collection) Assessment of Incoming Students • Administer the Noel Levitz student assessment instrument • Evaluate results • Assign all students to recommended support services Mid-term review of Student performance (All Students) • Review pre-mid-term support services • Increase or intensify these services/efforts where necessary End of Semester review of performance • Review the end of semester performance of all students • Review support services utilized during the semester • Increase or intensify the support services efforts for the second semester

47. Parent and Community Involvement The Parents Association provides a vital link between the College and parents. It also: • promotes a better understanding of the University of Maryland Eastern Shore’s educational programs, policies, and goals. • assists in improving the lines of communication and cooperation between the University of Maryland Eastern Shore’s faculty, staff, and students and their families • encourages parents to support the programs and activities of the University • promotes educational and developmental opportunities for students • seeks ways to personalize the relationship between parents and the College • provides volunteer opportunities for parents in their areas of expertise • improves the flow of information between College administrators and parents

48. Parent and Community Involvement (Continued) Involvement of the County Commissioners and the campus Involvement of other Community groups with the University

49. Developmental Education This component is not as well defined at the University of Maryland Eastern Shore. However, the following programs are in place: • Saturday Academy (President’s Office) • Pilot programs with DC Caps in Washington, DC (Division for Student Affairs) • The Upward Bound Program (Department of Education) • The Gear Up Program (Department of Education) • Seeking Federal funding to establish an Educational Opportunity Center in the counties that make up the Lower Delmarva Peninsula (Division for Student Affairs)

50. Discussion