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23rd International Conference on The First Year Experience Maui, Hawaii June 10, 2010

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Title: 23rd International Conference on The First Year Experience Maui, Hawaii June 10, 2010


1
23rd International Conference on The First Year
ExperienceMaui, HawaiiJune 10, 2010
2
Promoting Academic Student Success (PASS)
Academic Support for Probationary Freshmen
  • Speakers/Contributors to Presentation
  • Kay Haralson, Associate Professor and Student
    Success Specialist, Title III Grant, Austin Peay
    State University
  • Mike Dunn, Advising Coordinator, College of
    Science and Mathematics and College of Arts and
    Letters, Title III Grant, Austin Peay State
    University
  • Susan King, Administrative Assistant, Title III
    Grant, Austin Peay State University
  • Dr. Loretta Griffy, Associate Professor of
    Mathematics, Director of Title III Grant, Austin
    Peay State University

3
  • Austin Peay State University in Clarksville, TN
    is a 4-year state-supported Liberal Arts
    institution.
  • Satellite campus on the Fort Campbell Army Post
  • Approximate enrollment 10,000

4
Title III Grant Award
  • November, 2008 APSU was awarded a 2 million
    Title III Grant, Strengthening Institutions, from
    the Federal Department of Education.
  • Main focus of the grant is to increase success,
    retention, and graduation rates of at-risk
    students.
  • One initiative supported by the grant is the
    Promoting Academic Student Success (PASS) program.

5
Purpose of the PASS Program
  • To provide students the academic and personal
    support needed for college success
  • To complete an assessment of their study skills
    and life skills
  • To identify strengths and weaknesses of program
    participants
  • To provide customized support in areas of
    weaknesses

6
At-risk Students Served by PASS
  • Required for students placed on probation during
    their freshmen year
  • Required for students successfully appealing an
    academic suspension
  • Recommended for students returning from academic
    suspension after setting out a semester
  • Students referred to the program by faculty or
    advisors

7
Characteristics of Students in PASS
  • Poorly prepared for higher education
  • Lack of motivation
  • Some lack social skills
  • Some are introverted
  • Unrealistic grasp of time management
  • Lack of outside (family, friends) support or
    encouragement
  • Unrealistic job and career expectations
  • Unrealistic goals or lack of goals
  • Poor money management
  • Limited involvement in university activities
  • No established connection to the institution
  • Work too many hours in an outside job.

8
PASS Ambassadors
  • Each PASS class is assigned a PASS Ambassador,
    an upper classmen with a 3.0 GPA or higher, and
    demonstrated leadership skills.
  • PASS Ambassadors
  • create a peer connection to students.
  • set a good academic example.
  • reflect good time management skills.
  • maintain weekly contact with students outside of
    class.
  • lead group discussions on success skills.
  • conduct activities with students to solidify
    class topics.

9
Structure of PASS 0900 Course
  • PASS 0900 is a 12-week, non-credit, pass/fail
    course
  • Topics addressed in the course include
  • Time management
  • Attitude
  • Motivation
  • Anxiety and stress management
  • Learning styles
  • Communicating with instructors
  • Concentration
  • Memory and selecting main ideas
  • Information processing
  • Study aids
  • Test strategies and self-testing

10
Assessment of Students Needs
  • Academic self-assessment
  • Students identify obstacles negatively impacting
    their college success in the areas of
  • academic study skills
  • study habits
  • major or career uncertainty
  • personal, family, or social problems
  • time management and organizational skills
  • motivation
  • A post academic self-assessment is given at the
    end of the course.

11
Learning and Study Strategies Inventory (LASSI)
  • LASSI is both diagnostic and prescriptive and
    provides standardized scores and national norms
    for ten different scales.
  • The ten scale, 80-item LASSI Inventory provides
    an assessment of students awareness about and
    use of learning and study strategies related to
    skill, will, and self-regulation components of
    strategic learning.
  • A pre-LASSI Inventory is completed at the
    beginning of the course.
  • Topics for the course are modified to address the
    areas in which students have the greatest need.
  • Students complete LASSI Instructional Modules in
    areas of weaknesses.
  • A post-LASSI Inventory is completed at the end of
    the course and an analysis is done of the
    gains/losses in each area.
  • Weinstein, Claire E., David R. Palmer, and Ann
    C. Shulte. (2002) Learning and Study Strategies
    Inventory (LASSI) 2nd Ed. H H Publishing.

12
Program Evaluations by Students
  • In Fall 2009
  • 89 of students either strongly agreed or agreed
    that their PASS class had helped them be more
    academically successful.
  • 85 of students either strongly agreed or agreed
    that the LASSI Modules provided them useful
    information.
  • In Spring 2010
  • 98 of students either strongly agreed or agreed
    that their PASS class had helped them be more
    academically successful.
  • 86 of students either strongly agreed or agreed
    that the LASSI Modules provided them useful
    information.

13
LASSI Modules
  • PASS students Fall 2009 and Spring 2010 on
    average showed a gain in their scores in each of
    the areas represented in LASSI.
  • For Fall 2009, the largest gains were in the
    areas of Study Aids (37), Self Testing (36),
    and Time Management (33).
  • For Spring 2010, the largest gains were in the
    areas of Self Testing (27), Study Aids (25),
    and Time Management (23)

14
Average Change in Term GPA
15
of Students Eligible to Enroll for the Next
Term
16
Persistence to Next Semester
17
Persistence Rates
  • The PASS class was required of freshmen on
    academic probation beginning Fall 2009. All
    freshmen placed on probation Spring 2009,
    returning Fall 2009, had a persistence rate of
    55. (This included both the students that passed
    the course and those that failed the course.)
  • A comparable group of freshmen placed on academic
    probation Spring 2008, returning Fall 2008 had a
    persistence rate of 52. (PASS class had not been
    implemented at this time.)

18
Challenges
  • Freshmen who choose not to return after being
    placed on probation
  • Student absenteeism
  • Student apathy and lack of motivation
  • Poor study habits engrained over time
  • Student resistance to required or recommended
    tutoring
  • Student denial of existing problems
  • Student unwillingness to explore solutions

19
Changes for Summer and Fall 2010
  • Streamline course content
  • Concentrate on 5 LASSI Modules, discuss in
    greater depth
  • Students complete two activities, a quiz, and a
    discussion question on each Module
  • More group work and interactive class discussion
  • Increase the proportion of the course grade
    earned by class attendance
  • Tutoring optional, possible study groups held for
    students by PASS Ambassadors

20
Benefits of PASS Program to Students and to the
University
  • Throws a lifeline to students struggling in their
    transition from high school to college.
  • Provides support for nontraditional students
    returning to college.
  • Provides support for post-suspension students.
  • Gives students a person on campus who is
    monitoring and cares about their success.
  • Improves persistence rates of students at risk
    for failure.
  • Goal is to ultimately improve graduation rates of
    at-risk students.

21
References
  • Weinstein, Claire E., David R. Palmer, and Ann C.
    Shulte. (2002). Learning and Study Strategies
    Inventory (LASSI) 2nd Ed. Clearwater, FL H H
    Publishing.
  • Weinstein, Claire E. (2001). Becoming a Strategic
    Learner, LASSI Instructional Modules. Clearwater,
    FL H H Publishing.

22
  • Thank you for your time
  • and attention!
  • If you would like to contact us about the PASS
    Program you may email Kay at haralsonk_at_apsu.edu,
    Mike at dunnm_at_apsu.edu, or Susan at
    kings_at_apsu.edu.
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