AS&R End of Year Report 2016-2017

published by Mirra Anson

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End of Year Report
2016-2017 Academic Year
Academic Support & Retention
Mission and Outcomes
Key Initiatives
Academic Resource Center: Supplemental Instruction
Peer Led Undergraduate Study
Tutor Iowa & Academic Support Resources
Tutor Certification Program
Student Support
Student Workshops
Other Initiatives to Address Retention
AS&R Staff and Contact Information
Next Steps
Student Retention and Transition Data
The purpose of this report is to share information about Academic Support and Retention with the campus community - our mission, vision, and outcomes. This report begins with retention and student transition data points that inform the work we do. We also highlight key initiatives that AS&R coordinates in partnership with the campus community, and detail the effects of these initiatives on student experiences, academic achievement, and retention.  A goal is to facilitate discussions of how we can, as a university community, continue to collaborate to meet institutional strategic goals related to student retention and graduation.
[email protected] was implemented as the University of Iowa's early intervention tool. A homegrown system, it has quickly evolved into a comprehensive student success platform, integrating predictive models for student retention and other critical features. Over 400 faculty and staff used the system in 2016-2017 to support over 7,700 students. • Supplemental Instruction (SI) attendance numbers grew this academic year to just under 20,000 visits across 20 courses. It is even more critical to examine and discuss how SI positively affects student learning and student retention. We have provided data in this report to highlight the increasing role that SI plays in these institutional imperatives. • In fall 2016, in partnership with the Department of Chemistry, AS&R implemented Peer Led Undergraduate Study (PLUS). PLUS is a course-based academic support intervention that targets student dually enrolled in General Chemistry 1 (CHEM:1070) and College Algebra (MATH:1005). Students enrolled in PLUS experienced almost a half letter grade higher in both courses compared to their peer group.   • In partnership with many campus departments and colleges, we examined key institutional processes that may impact student retention. We also implemented interventions for groups of students who may need additional support or services.
Key highlights from 2016-2017:
About Academic Support & Retention
Through campus partnerships in both student and academic affairs, AS&R will provide leadership and support of campus-wide retention efforts while fostering a culture of inquiry and inclusivity. Our work with students, families, faculty, and staff is framed by how students can excel at the University of Iowa.
Academic Support and Retention coordinates campus-wide initiatives and programs that facilitate the academic success of undergraduate students at the University of Iowa.
Mission & Outcomes
• Coordinate programs and initiatives that support the transition and retention of all undergraduate students. • Support the campus community via workshops, data and assessment sharing, and other support or consultation regarding student academic performance and retention. • Identify students who are not making timely progress to degree and work with campus partners to foster initiatives that support students in meeting their academic goals. • Facilitate communication to students and their families that connects institutional expectations and the reality of the student’s experience at the University of Iowa.
“Focusing on retention as a primary metric is an insufficient aspiration. Retention can be more accurately viewed as a by-product of what matters much more – student learning and success. Institutions must begin by finding better ways of describing what effective student learning looks like and connecting these visions to structural change and improved practices, procedures, and processes. Retention rates will follow. Our thinking and language need to be altered; retention as an end in itself shortchanges the student experience” (Felton et al., p. 171)
How do we measure these outcomes? Focus on student learning and experiences.
Retention & Student Transition Data
Retention Rates by Population
AS&R coordinates initiatives that are informed by a variety of data sets regarding students' experiences and educational attainment at the University of Iowa. Below are critical data points that we revisit consistently to help shape the initiatives detailed in this report.
Fall to Fall Retention Rates by Race and Ethnicity
Key take-a-aways from the fall transition survey are below. For more information about [email protected], see pages 13 and 14 of this report. The data points below have been correlated to student persistence and can inform policy, program, and practice regarding the student transition to UI.
Student Transition Data
Resiliency & Grit
Sense of Belonging
Scale based off Angela Duckworth's 8-item Grit Scale. Questions measure Resiliency (the ability to bounce back); Grit (tendency to sustain interest in and effort toward long-term goals; and Self-Control (voluntary regulation of impulses in the presence of momentarily gratifying temptations). Responses are on a 1-5 scale; not at all gritty to extremely gritty
As viewed from students' perceptions of how or if they matter and fit with the University of Iowa. Responses on a 1-7 scale: not at all to extremely
Academic Behaviors & Commitment
Responses are on a 1-7 scale; not at all to extremely
I feel like I belong at UI
I plan to return to UI next semester
I will finish my degree at UI
I would choose UI if I had to do it over again
Overall, I would rate my experience at UI...
I always attend class
I do all the required readings before class
I take good notes in my classes
I visit a professor during office hours when I'm struggling with a class
I am committed to earning my degree in my current major
First Year
Transfer students tend to have lower levels of sense of belonging, satisfaction,  and commitment to UI
15.82% of new students note Social Climate & Belonging as what they like most about the University of Iowa
"For being a large school, I still feel like I have many personal connections to instructors/faculty and am more than just a 'number,' which is one of the reasons I chose to go here."
For all students, regardless of survey cohort, Academics, was cited most often as an expectation met: 34.37%
I have utilized content from one class in another class
First Year
Multiple Narratives: Students of Color vs. White Students who indicate a desire to leave
Academic behaviors are fairly consistent or higher for students of color. Both intending to leave and not intending to leave show relatively similar levels of academic behaviors and GRIT for the two groups of students. They also have similar expectations about their grades. Students of color who indicate thoughts of leaving overwhelmingly indicate financial concerns compared to white students. Specifically housing, but tuition and social expenses are high. White students have lower levels of sense of belonging and commitment to peers and professors. Although students of color overall have lower scores in sense of belonging, it seems to lead to more white students leaving.
First Generation Students
First generation students' responses on [email protected] also differ from continuing students, especially in terms of finances, peer connections, and commitment. Responses below reflect first year student responses, broken down by first generation and continuing generation.
For questions related to federal financial aid, responses are on a 1-4 scale; not at all to a great extent. For ability to pay questions, responses are on a 1-7 scale; not at all to extremely
Responses on a 1-7 scale; not at all to extremely
I understand the terms and/or requirements for my scholarships & grants
I undertand the terms and/or requirements for my federal and/or private loans
I understand the terms and/or requirements for my work study
I am confident I can pay my tuition this semester
I am confident I can pay my housing this semester
I am confident I can pay for social experiences this semester
First Generation Students
Continuing Generation Students
I plan to return to UI next semester
I plan to return to UI next year
I will finish my undergraduate degree at UI
I am committed to earning my degree in my current major
Responses on a 1-7 scale; not at all to extremely
First Generation Students
Continuing Generation Students
First Generation Students
Continuing Generation Students
I spend time with people I like
I spend time with people that have similar interests as me
I feel like I belong at the University of Iowa
I am satisfied with my social life at the University of Iowa
1st generation students report lower levels of sense of belonging compared to continuing generation students.
1st generation students also report lower levels of institutional commitment compared to continuing generation students, but greater commitment to program of study.
Gateway Course Data
"Undergraduate success in higher education is often dependent on a student's performance in gateway courses - or those required entry-level classes that provide the academic foundations for selected majors" (Gardner, 2017)
Supplemental Instruction (see pages 7-9) is offered for many traditionally difficult courses, and students can visit Tutor Iowa (see pages 10 & 11) to explore academic support options for all courses. It is important to examine gateway course data to inform offerings for Supplemental Instruction and implement other course-based interventions.
Further, traditionally challenging courses can also be examined by fall to fall retention rates, indicating that levels of preparedness, or other factors, for certain subject areas is a barrier for students.
College Algebra
Statistics for Business
Principles of Microeconomics
Principles of Macroeconmics
General Chemistry I
Principles of Chemistry I
Elementary Psychology
Inter. of Literature
Principles of Macroeconmics
Statistics for Business
Principles of Microeconomics
Inter. of Literature
Principles of Chemistry I
Elementary Psychology
General Chemistry I
College Algebra
Supplemental Instruction
SI Usage
Supplemental Instruction (SI) sessions are held in the Academic Resource Center (ARC) in the IMU. SI is peer-facilitated group study sessions build off the principles of collaborative and active learning. SI is free for students and offered for 20 traditionally challenging courses. Student attendance at SI has grown significantly the past several semesters and we have just begun to better understand the effect on student learning and persistence.
Number of Unique Student Visits during the 2016-2017 academic year
Number of SI visits during the 2016-2017 academic year
To further assess student usage, we examined the percentage of students attending SI out of the total student enrollment in participating courses. More students enrolled in participating courses attended SI in the 16-17 academic year, compared to the 15-16 year.
Attendance at SI yields positive outcomes in grade attainment and student retention, even after controlling for some student characteristics and precollege academic information, such as ACT and high school GPA.
"I think SI is the reason why I have been so successful in this class. Without SI, I'm pretty sure I would be failing. Right now I stand at a B and I think it is because SI helps me not only understand the material but also study it outside of class."
SI Effect
*Based off fall 2015 1st year student cohort retention to fall 2016
“It is not just about memorizing. Anyone can memorize formulas, equations, and definitions. It is more about understanding the information and being able to use it everywhere.”
More about Supplemental Instruction
SI Attendance Effect on Grade
Peer Led Undergraduate Study
Plus Usage & Effect
AS&R and the Department of Chemistry piloted PLUS in the fall 2016 semester to address growing enrollment of students dually enrolled in College Algebra (MATH:1005) and General Chemistry I (CHEM:1070). Students dually enrolled in these courses have, on average, lower overall grades in those courses and lower fall to fall retention rates. PLUS is a peer-facilitated zero credit course for students enrolled in both courses, focusing on problem-solving and quantitative reasoning skills for success in General Chemistry 1.
student participants
“I have nothing but good things to say about this course. It has brought me nothing but success in chem. The instructor was also super nice and would help with whatever we needed. I also liked working with a smaller group because if we had questions we could ask right away and get the answer. We also always had help with whatever we didn't understand, I hope there are more of the PLUS courses for my other classes I will struggle in.”
*Peer group considered all students in the fall 2016 enrolled in both CHEM:1070 and MATH:1005 within the same ACT and high school GPA range
“PLUS has helped me a lot, it makes me more confident in what I am doing. PLUS has also helped me learn ways to improve my study habits for other classes.”
Searching for academic support
Tutor Iowa is a virtual resource for those in the campus community to locate academic support options for courses, including the private tutor program. Tutor Iowa also provides academic tips worksheets and other resources.
Private tutors
Number of requests for tutors in the 2016-2017 academic year
Students can search by course name, course number, or subject to find academic resources such as help labs, Supplemental Instruction and private tutors.
Private tutors are students, faculty, or UI staff members who are approved to tutor for UI courses.  On average tutors charge $17/hour for tutoring and tutor between 4-5 students per semester.
Top Classes Searched for Academic Support Options
Chemistry Math Calculus Microeconomics Organic Chemistry
Academic Tips Worksheets & Videos
Students have access to academic strategy worksheets that can be used across a variety of courses to help with key academic skills.
AS&R has created a series of accompanying academic strategy videos in partnership with faculty and staff across campus.
Resiliency & Grit
General Study Skills
Daily Habits
Reading & Note Taking
Academic Help
Time Management
Academic Tip Worksheet Topics
Essay Exams Active Reading Note-Taking Email Etiquette Stress Breakers Test-Taking Strategies Creating a Weekly Schedule Resiliency & Grit
Tutor Certification Program
Undergraduate tutors who work in many of the campus help labs/centers can participate in a series of workshops to learn how to best support and work with tutees. Tutors receive a Tutor Certification Certificate upon completion of workshop participation and attendance of the New Tutor Training Day.
Session Offerings
Attendance & Outcomes
21 sessions were offered throughout the 2016-2017 academic year and were facilitated by offices across campus, such as University Counseling Service, Center for Diversity and Enrichment, Career Services, International Student and Scholar Services, the Mathematics Lab, and the College of Engineering.
Helping Our Students Develop a Growth Mindset
From Understanding to Adapting:  International Student Tutoring
Queering Gender:  The Learning Curve Climb on Gender Expression and Identity
Tutoring Military and Veterans
Mastering Multi-tasking:  Effective Group-Work Facilitation
"When interacting with my students I now know I can use growth minded language to motivate them to make sure they keep up their hard work in the process of learning with courage and confidence."
[email protected] ([email protected]) leverages student profile data along with student responses to a transitional survey that is taken by new 1st year, transfer, and returning students in the TRiO Student Support Services program. The survey is taken in the first 3-6 weeks of the semester, as part of the Success at Iowa course or the TRiO SSS: Student to Student Success course. The tool identifies students who may be struggling with the transition to the University of Iowa or students considered at-risk to faculty and staff who are connected to students to provide support and connect them to resources. The system incorporates key data points, such as non-attending lists, midterm grade deficiencies, etc. to alert faculty or staff that one of their students may be struggling throughout the academic year. Every semester, a new student will be assigned five transition indicators: pre-Iowa, survey-based, not attending/midterm reports, registered for the next term, and term GPA. In addition to outreach based on certain survey questions, students receive outreach based on their transition indicator throughout the semester of either red, yellow, or green.
Other Campus Resources & Referrals
Over 20 campus resources that serve students and can follow up with student concerns and be a referral source (e.g. University Counseling Service, Center for Student Involvement and Leadership, Financial Aid).
Coordinated by Academic Support & Retention Powered by Information Technology Services
Connections to offices that serve subpopulations of students (e.g International Student and Scholar Services, Center for Diversity& Enrichment, Athletics)
Connections to Residence Education Staff for students who live on campus. Off campus students are assigned groups of staff across campus to strengthen connections.
Student Connections - Campus Life
Student Connections - Housing
Connections to Undergraduate Colleges Staff & Faculty and the Academic Advising Center
Student Connections - Academics
All Student Survey Blocks
Belonging & Fit Homesickness Finances Academic Behaviors Grit & Resiliency Involvement Commitment Time Spent & Management On/Off Campus Living Safety & Mental Health Open-Ended Overall Experience
Transition Indicators are assigned through an algorithm of student profile data and survey responses.
Every student is connected to at least 2 staff or faculty members who serve as a student's network of support.
System Use
Percentage of Students Who Received Outreach Based on Survey Results and Transition Indicator
Number of students impacted by [email protected] in the 2016-2017 academic year
Click here for more information on what we know about the New Student Transition to the University of Iowa
Over 30 Colleges & Departments utilize [email protected], with over 400  faculty & staff users
Academic Advising Center Athletics Center for Diversity & Enrichment Center for Student Involvement & Leadership College of Engineering College of Liberal Arts & Sciences College of Nursing College of Public Health Conversation Center – Department of Rhetoric International Student & Scholar Services Military & Veterans Student Services Office of Sexual Misconduct Response Coordinator Office of Student Employment Office of Student Financial Aid Office of the Dean of Students Office of the Registrar Orientation Services Pomerantz Career Center Residence Education Student Disability Services Student Health & Wellness Tippie College of Business TRiO Student Support Services University College University Counseling Services University Housing & Dinning University Human Resources/Family Services University of Iowa Libraries Vice-President for Student Life
426 Individual Referrals Sent
Referrals allow faculty & staff to alert colleagues that a student may be struggling.
Data Presentations & Consultations regarding  the new student transition
Student Support
Early Intervention Team (EIT)
AS&R provides individualized support to students who are seeking assistance with academic skills or strategies, in addition to connections students to campus resources to help them meet their goals at the University of Iowa.
EIT provides support to students across colleges and classification level.
EIT is comprised of individuals from offices across campus who meet weekly to coordinate assistance and support for students who may be struggling. EIT is co-directed by Student Care & Assistance in the Office of the Dean of Students and AS&R
Reasons for Referral: 1. Mental Health Concerns 2. Medical Concerns 3. Academic Issues 4. Death of a Family Member or Friend 5. Financial Concerns 6. Unexpected Events or Challenges 7. Transitional Concerns 8. Natural Disasters 9. Off Campus Living Concerns
Student Withdrawal Meetings
Individualized Student Support
AS&R meets with all undergraduate degree students who have chosen to withdraw from the university. We do this to learn why they are withdrawing, to educate the students on the withdrawal process, share information about returning to the university, and answer questions students may have about academic options.  First year students who withdraw in their first semester and plan to return, or continuing students who withdraw two consecutive semesters are referred to the Early Intervention Team upon return to the university, so that they can meet with either Student Care and Assistance in the Office of the Dean of Students, their college, and/or AS&R staff to make an academic success plan when they re-enroll.
Students are frequently referred to AS&R for extra assistance regarding academic strategies and skills and making connections with campus resources that best meet their needs. Some topics frequently discussed with students include: Assistance exploring academic-based decisions and options in consultation with their college and/or academic advisor Assistance regarding general academic skills, strategies, and academic support Exploring and connecting with campus resources that may meet their needs to be successful at the University of Iowa
Number of withdrawal meetings AS&R held with undergraduate degree seeking students on or before the withdrawal deadline.
Top Reasons for Withdrawal: (students often list multiple reasons) Mental health concerns Feeling unmotivated   Lack of time management skills   Lack of academic success Poor study skills habits  
Student Workshops
Academic Workshops
AS&R provides multiple workshops throughout the academic year to various student groups. Notably, in the 2016-2017 academic year, we began to offer a set of seven academic skills workshops that are tailored to specific student groups. In addition, we have expanded our key presentations delivered during Orientation, On Iowa!, Iowa Edge, Athletics Summer Bridge Partnership, etc., and the majority of groups requesting workshops are from Fraternity and Sorority Life.
Excel Session at Orientation
In the summer of 2015, AS&R began to partner with Orientation Services to facilitate the Excel session as part of the Explore Iowa component of Orientation. The goal is to share positive academic behaviors that will help student success.
During the 2016-2017 academic year, AS&R facilitated 25 Academic Workshops across a variety of topics, including general study skills, time management, resiliency, reading and note taking.
Click here to view the Excel session!
Click here to request a workshop!
Other Initiatives
Continuing Initiatives
In addition to continuing to outreach to the campus community through programs and services, we worked with campus partners to implement a variety of initiatives during the 2016-2017 academic year that are designed to improve experiences for students and their families.
New to 2016-2017
Coordination of Transfer Support Teams (faculty and staff who volunteer to serve as part of a new transfer student's network of support during their first semester).
Growth mindset messaging intervention for incoming 1st generation students: 61 students watched a video featuring their peers sharing how they overcome obstacles at UI. Incoming students responded to open-ended questions about their reaction to the the video and their plans to Excel at UI
"Thank you so much for this year's series of Parent and Family Webinars! Each one has brought me something new to think about, names and roles to reach out to and helped me understand more about UIowa. When other students are considering Iowa, I include these webinars as a talking point with the parents; these are yet another way in which a big school helps your student and the family feel like an important part of the Hawkeye family."
"The fact that it is not uncommon to struggle with academics at times while in college, as Samantha explained, really resonated with me. I have always found it extremely important to have good grades and the transition from high school level academics to college level academics is a concern of mine, so hearing advice on the topic from an experienced college student is really helpful."
Click here for more information
Outreach to students not attending classes as well as midterm grade reports
Calling projects for first year students not yet registered
In conjunction with Student Care and Assistance in the Office of the Dean Students: • reviewing the student withdrawal process. This includes the coordination of support systems for students who withdrawal multiple times. • co-chairing a long standing committee to explore ways to better support students with Autism Spectrum Disorder
Coordination of First Year Seminar sections targeting shadow majors, such as pre-med underrepresented minority students and pre-business first generation students
Click here to watch the video sent to first generation students new to UI in the fall 2017
Next Steps for 2017-2018
Academic Support Tracking & Assessment System
SI & PLUS Expansion in the fall 2017
Increase Engagement in Academic Support for Students from Marginalized Populations
AS&R is partnering with ITS to create a module within [email protected] that will allow campus academic support centers to better track trends in student usage and assess center effectiveness.  In the fall 2017 semester, the Academic Resource Center (which hosts Supplemental Instruction) will pilot the new module.
We will expand Peer Led Undergraduate Study (PLUS) to serve just under 100 students dually enrolled in College Algebra and General Chemistry 1. We are partnering with Rhetoric to implement peer assisted, collaborative group study sessions.
Examples of new features for 2017-2018:
Customized student report that students will receive after taking the transition survey Transition to institutional retention predictive score from Enrollment Management and Student Success Analytics workgroup Warehousing of survey data for greater integration with campus information Collaboration with academic departments Incorporation of additional student experience data (e.g. involvement, etc.)
Based on outcomes of 2016-2017, key initiatives and institutional priorities, AS&R will continue to refine our efforts and grow our impact through current and future initiatives.
Collaborate with campus partners and expand upon targeted messaging to engage student groups from marginalized populations with academic support options.
Academic Support & Retention Staff
Mirra Anson, Director Lisa Kelly, Assistant Director Danielle Martinez, Assistant Director Stephanie Preschel, Assistant Director Lisa Von Muenster, Administrative Services Coordinator Brett Caskey, Graduate Assistant Dominique Kincaid, Graduate Assistant
H3: Double click to edit
Contact Information: 310 Calvin Hall [email protected] 319-335-1497