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Impact of the West Virginia University Student Support Services/TRIO Program from 1998 - 2006

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Title: Impact of the West Virginia University Student Support Services/TRIO Program from 1998 - 2006


1
Impact of the West Virginia University Student
Support Services/TRIO Program from 1998 - 2006
  • By
  • Dr. Barbara Copenhaver Bailey, Director
  • West Virginia University
  • Student Support Services/TRIO

2
Overview of Workshop
  • Historical Overview of Student Support
    Services/TRIO (SSS)
  • Facts on LI/FG college students
  • National Data on LI/FG college students
  • WVU SSS Research Data
  • Best Practices of WVU SSS
  • Conclusion

3
Introduction
4
Historical Context of SSS and TRIO programs.1
  • 4 year federal TRIO grant funded by the United
    States Department of Education
  • Started as a part of the War on Poverty by the
    Johnson Administration
  • Created in the same legislation as the federal
    financial aid program
  • Created to assist with access to higher education
    for first-generation, poor, disabled, and the
    under-represented

5
Historical Context of SSS and TRIO programs.2
  • TRIO refers to the original 3 grants established
    Upward Bound, Student Support Services,
    Talent Search (now 7 grants under TRIO
    umbrella)
  • 930 SSS program across the United States and its
    territories

6
Facts
  • LI/FG less likely to attend college
  • LI/FG more likely to drop out if they do attend
  • As income levels increase, so do graduation rates
  • (Kennedy, 2003 London, 1989 Mortenson, 1997
    Quinn, 2004 Thayer, 2000)

7
Data.1
  • Nationally
  • 74 of college students from the top income
    quartile completed baccalaureate degrees
  • 5 of college students from the bottom income
    quartile completed baccalaureate degrees
  • The gap between degree completion of top
    bottom quartiles is widening
  • (Mortenson,1997)

8
Data.2
  • Nationally
  • 51.4 of children from families with incomes
    exceeding 90,000 graduated with 4 year degrees
  • 12.4 of children from families with incomes
    between 35,000-65,000 graduated with 4 year
    degrees
  • 4.5 of children from families with incomes lower
    than 35,000 graduated with 4 year degrees
  • (Quinn, 2004)

9
Data.3
  • Nationally
  • 77 of high income students enroll in
    post-secondary education
  • 47 of middle-income students enroll
  • 33 of low-income students enroll
  • (United States Department of Education, 2000)

10
West Virginia UniversityStudent Support Services
11
West Virginia University Student Support Services
  • 200 undergraduate participants per year
  • first-generation, income-eligible, OR registered
    with WVU Disabilities Services
  • Recruitment to SSS program begins when students
    are accepted to WVU
  • New participants are accepted in May
  • New participants are met with at New Student
    Orientation (NS0) in summer

12
WVU SSS Mission Statement
  • The Student Support Services/TRIO program (SSS)
    supports WVU and Student Affairs as a
    student-centered environment by providing
    individualized services to students who are
    either first-generation, income eligible, or have
    a learning or physical disability.
  • Based on their needs and goals, SSS assists
    participants with academic support and social and
    cultural enrichment so they may successfully
    complete baccalaureate degrees.

13
WVU SSS Philosophy Statement
  • The Student Support Services/TRIO program at West
    Virginia University provides high quality
    programs and services while holding to the values
    of honesty, integrity, compassion, fairness, and
    Love. We encourage growth of our students
    through personal responsibility and respecting
    the dignity of all people.

14
Upon Acceptance to SSS
  • Meet with students at New Student Orientation
  • Review financial aid packages
  • Provide academic advising for general studies
    pre-majors
  • Enroll in ORIN 293E for 1st semester
  • Answer questions and provide general information
    about WVU
  • Intake Assessment Meeting
  • Individual Success Plan (ISP) each semester
  • Beyond ISP, students may participate to whatever
    extent they choose

15
Services - free to participants
  • Tutoring
  • Advising
  • Academic Support
  • Study Groups
  • Math Review
  • Cultural Events
  • Computer Usage
  • Study Skills
  • Financial Aid Information
  • Academic Programs
  • Social Activities
  • Orientation Class
  • Leadership Development
  • Referrals

16
Research Data Collection
17
Need for Research
  • Call for more accountability at many levels
  • Reports for US Department of Education
  • Grant renewal process
  • Wanted to be able to show the contributions SSS
    is making to our institution

18
Need for Research
  • College recruitment has become more competitive
  • Services provided by an institution are becoming
    selling points for recruiters
  • Identify special programs and services that are
    successful in assisting in the retention and
    graduation of students

19
Literature Review
  • Little consensus on the factors that influence
    success in college
  • student faculty ratio ethnicity first
    language birthplace standardized test scores
    housing arrangements income alcohol or drug
    use self-image gender age disability size of
    institution average class size high school GPA
    community service level of extracurricular
    involvement

20
Literature Review
  • One of the most important ways for an institution
    of higher education to increase retention is by
    providing support services
  • First-generation, low-income college students are
    less likely to attend college and less likely to
    graduation if they do attend
  • First-generation, low-income college students are
    often ill prepared academically and enter college
    with lower high school GPAs and standardized test
    scores

21
Literature Review
  • First-generation, low-income college students
    often face obstacles that other student do not
  • Work longer hours
  • Lack of mentors and role models
  • Little family support emotionally and
    financially
  • Family pressure
  • Feelings of isolation
  • Lack of knowledge of college life

22
Literature Review
  • Limit research specifically on Student Support
    Services/TRIO programs
  • Research shows support services or specific
    variables can not be linked to college graduation

23
SELECTED ATTRIBUTES
24
ETHNICITY
Student Support Services Student Support Services Student Support Services Student Support Services West Virginia University West Virginia University West Virginia University West Virginia University
White White Minority Minority White White Minority Minority
n n n n
1998 26 78.8 7 21.2 3095 92.0 269 8.0
1999 36 81.8 8 18.2 3235 90.7 332 9.3
2000 28 71.8 11 28.2 3237 91.4 308 8.6
2001 27 78.8 6 21.2 3321 90.7 340 9.3
2002 44 86.3 7 13.7 3626 91.2 352 8.8
2003 39 79.6 10 20.4 4114 93.2 301 6.8
2004 36 75.0 12 25.0 4007 91.9 352 8.1
2005 34 73.9 12 26.1 4175 91.3 399 8.7
2006 24 82.8 5 17.2 4392 91.0 436 9.0
25
GENDER
Student Support Services Student Support Services Student Support Services Student Support Services West Virginia University West Virginia University West Virginia University West Virginia University
Female Female Male Male Female Female Male Male
n n n n
1998 18 54.5 15 45.5 1587 47.2 1777 52.8
1999 23 52.3 21 47.7 1662 46.6 1905 53.4
2000 22 56.4 17 43.6 1697 47.9 1843 52.1
2001 16 48.5 17 51.5 1765 48.2 1896 51.8
2002 28 53.8 24 46.2 1865 46.9 2113 53.1
2003 26 53.0 23 46.9 2121 48.0 2294 52.0
2004 31 64.6 17 35.4 2053 47.1 2306 52.9
2005 29 63.0 17 37.0 2172 47.0 2656 53.0
2006 18 62.1 11 37.9 2172 44.5 2656 55.5
26
HIGH SCHOOL GPA
Cohort Student Support Services West Virginia University
1998 3.24 3.18
1999 2.96 3.18
2000 2.94 3.20
2001 3.27 3.18
2002 3.28 3.22
2003 3.21 3.28
2004 3.48 3.31
2005 3.24 3.29
2006 3.37 3.28
27
RESIDENCY
Student Support Services Student Support Services Student Support Services Student Support Services West Virginia University West Virginia University West Virginia University West Virginia University
Resident Resident Non-Res Non-Res Resident Resident Non-Res Non-Res
n n n n
1998 22 66.7 11 33.3 1954 58.1 1410 41.9
1999 27 61.4 17 38.6 1948 54.6 1619 45.4
2000 19 48.7 20 51.3 1948 55.0 1592 45.0
2001 23 69.7 10 30.3 1862 50.9 1799 49.1
2002 37 71.2 15 28.8 2100 52.8 1878 47.2
2003 32 65.3 17 34.7 2321 52.6 2094 47.4
2004 42 87.5 6 12.5 2360 54.1 1999 45.9
2005 30 65.2 16 34.8 2263 49.0 2311 51.0
2006 22 75.9 7 24.1 2343 48.5 2485 51.5
28
ACT/SAT SCORE
Cohort Student Support Services West Virginia University
1998 21.6 22.2
1999 19.9 22.2
2000 19.8 22.6
2001 22.3 22.4
2002 21.9 22.7
2003 21.6 22.9
2004 20.8 23.0
2005 20.7 23.1
2006 21.4 23.2
29
GRADUATION RATES
30
4 Year Graduation Rates
Cohort Student Support Services WVU
1998 31.0 24.5
1999 24.1 25.1
2000 28.6 25.2
2001 31.4 25.4
2002 20.5 25.7
2003 28.9 Not available
31
5 Year Graduation Rates
Cohort Student Support Services WVU
1998 51.7 47.8
1999 53.5 47.7
2000 57.1 47.6
2001 55.9 Not available
2002 54.6 Not available
32
6 Year Graduation Rates
Cohort Student Support Services WVU
1998 65.5 54.5
1999 55.8 54.7
2000 62.9 Not available
2001 55.9 Not available
33
Best Practices ofWVU Student Support Services
34
Best Practices
  • New Student Orientation Component
  • ORIN 293E course
  • Individual Success Plan (ISP) Meeting
  • Academic Advising
  • Event Programming
  • Mid-term Intervention
  • Campus Collaboration
  • PERSONALIZED ATTENTION

35
New Student Orientation (NSO).1
  • Prior to NSO -
  • Admit students prior to NSO in June
  • Make contact to let them know we will be meeting
    them and their family/guests at NSO
  • Familiarize ourselves with students information
    (housing, financial aid, major, course schedule,
    etc.)
  • Trouble shoot any problems that can be identified
  • Prepare file (financial aid review, advising
    info, etc)

36
New Student Orientation (NSO).2
  • During NSO Meetings -
  • Meet students and family/guests in person
  • Introduce SSS staff
  • Explain SSS program
  • Register for ORIN 293E course
  • Review financial aid package!!!
  • Register for Fall courses
  • Answer questions

37
ORIENTATION 293E (ORIN).1
  • Required for all participants
  • Team taught by all three SSS counselor/advisors
  • Once a week for entire semester
  • Is equivalent to UNIV 101 requirement
  • Course requires attendance at four SSS events

38
ORIENTATION 293E (ORIN).2
  • Content of Course - Fall 2006
  • Introduction to Computer Lab
  • Noel-Levitz Assessment (College Student
    Inventory)
  • Study Skills Time Management
  • Understanding Your Financial Aid
  • Getting to Know the System
  • Selecting a Major
  • Registering for Classes
  • On-Line Communities
  • Library Tour
  • Getting Acquainted with the Campus Community
  • Character Counts
  • Service Learning
  • Making Healthy Choices

39
Fall 2006 Programming
  • Welcome to the Semester pizza bowling
  • Ronald McDonald House dinner
  • Football Tailgate vs. Maryland
  • Financial Responsibility program
  • Utilizing the Library
  • Study Abroad
  • Mid-term preparation
  • Moving on moving out
  • Soup Kitchen Preparation
  • Sundale Nursing Home Visit
  • Rosenbaum Family House dinner
  • Movie Night diversity week
  • Graduation banquet

40
Conclusion
41
Summary
  • Many different approaches to increasing retention
  • Data can be collected and analyzed and analyzed
    and collected with many different outcomes to try
    to find the best approach or the variable that
    makes the biggest impact

42
GET TO THEM EARLY AND GET TO THEM OFTEN
  • Build a relationship as early as possible so the
    student doesnt feel like they are floundering
    around on their own if they encounter a
    problem, they are more likely to ask for
    assistance
  • The personalized contact you have with them
    before they get on campus and in the early weeks
    of the term are critical

43
Current Research Project
  • Collecting data on graduation rates of SSS
    participants and comparing them to WVU students
    who are eligible but not in the program as well
    as to the non-eligible students
  • Variables included in the study are age,
    ethnicity, gender, high school GPA, residency,
    and ACT/SAT scores

44
Limitations Of Study
  • Can not identify to what extent those not in SSS
    are seeking out and receiving support services
    across campus
  • Utilize the FAFSA to identify income levels
  • SSS participants self-select

45
Data Analysis of Current Research
  • Quisi-experimental control group time series
    full control of study groups is not possible,
    study over a long period of time, does not report
    cause of change in dependent variable (grad rate)
    but can reports trends
  • Utilizing the Statistical Package for the Social
    Sciences (SPSS) for data analysis
  • Chi-square analysis used to determine differences
    in graduation rates among the three groups
  • Discriminant Analysis used to determine the
    impact of identified attributes on graduation
    rates

46
Current Research Project-Preliminary Findings
  • Non-eligible students have higher graduation
    rates than overall WVU population
  • SSS graduation rates are higher than the students
    who are eligible but not-enrolled in SSS
  • High school GPA appears to be best indicator of
    persistence towards graduation

47
Future Research
  • Qualitative study of WVU SSS to identify the
    participants perception of the extent to which
    they feel SSS has assisted them
  • Impact of the WV PROMISE scholarship on the SSS
    program
  • Continue collecting six-year graduation rates

48
Impact of the West Virginia University Student
Support Services/TRIO Program from 1998 - 2006
  • By
  • Dr. Barbara Copenhaver Bailey
  • Thank you.
  • QUESTIONS?
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