THE ROLE OF FACULTY IN STUDENT RETENTION

"Student-faculty interaction has a stronger relationship to student satisfaction with the college experience than any other involvement variable, or indeed, any other student or institutional characteristic." – Alexander Astin, UCLA HERI

"Students who have frequent contact with faculty members in and out of the class during their college years are more satisfied with their educational experiences, are less likely to drop out, and perceive themselves to have learned more than students who have less faculty contact." ‐ K. Patricia Cross, About Campus, 1998


"There is no decent, adequate, respectable education, in the proper sense of that much‐abused word, without personal involvement by a teacher with the needs and concerns, academic and personal of his/her students. All the rest is ‘instruction’ or ‘information transfer', but it is not teaching and the student is not truly learning."
 ‐ Page Smith, Killing the Spirit, 1990


"Relatively simple changes in teaching methods can produce significant gains in learning for college students." - Harvard Assessment Seminar, 1990

Changing Lanes…Become a Mentor

Mentoring is your opportunity to connect with a first-year student or a continuing student at the University. Students are paired with faculty, staff, upper class students, former mentees, and alumni. Mentors connect students to campus resources, provide encouragement and friendly support. To become a Changing Lanes mentor, contact Howard Wright, Ed.D. at 256.372.5493, howard.wright@aamu.edu. His office is located in 101 Buchanan Hall. ORAS office hours: 8:00 a.m. - 5: 00 p.m.

ORAS Contact Information

We are here to help! Feel free to contact us! Leatha M. Bennett, Ph.D. Director ORAS 256.372.5491 leatha.bennett@aamu.edu Cynthia Benion, M.A. Academic Specialist Academic Success Assistance Program (ASAP) 256.372.8087 cynthia.benion@aamu.edu   VACANT until filled Academic Specialist Supplemental Instruction (SI) 256.372.5487 Debra Higgins GSA Office Management256.372.8089 dhiggins@bulldogs.aamu.edu Linda Skeete McClellan Tutorial/SI Coordinator Tutorial Assistance Network (TAN) 256.372.5487 linda.skeete@aamu.edu Dawn Miles, M.ED. Academic Specialist Bulldog Academic Resource Connection (BARC) 256.372.5494 dawn.miles@aamu.edu Janet Jones, B.A., M.A. (2011) Academic Specialist Bulldog Academic Resource Connection (BARC) 256.372.5496 janet.jones@aamu.edu Howard Wright, Ed.D. Program Specialist Changing Lanes Mentoring Program (CLMP) 256.372.5493 howard.wright@aamu.edu

What Are Students Saying About ORAS?

• "The program is a great help."
• "I was very grateful to have such a concerned and helpful counselor (Program Specialist)."
• "I have used the study skills suggested for me and they worked out well and are reflected in my grades."
• "The program did a whole lot more than what I expected."
• "I have implemented time management strategies to my weekly schedule. I am better prepared for classes and not stressed as much as I used to be."
• "My counselor (Program Specialist) recognized me as a person first and then a student."
• "The program helped keep me on track and motivated. It let’s you know how you are doing all while giving you the opportunity to connect with someone who cares about your future."
• "I would encourage anyone who is struggling to become a part of this program."
• "The faculty feedback form (progress report) gave me confidence and it let me know what I had to improve in."
• “Don’t’ change anything; everything was perfect.”
• “Overall, the staff is enthusiastic in providing quality service.”
• “The tutor/SI leader reviewed the course material to ensure I understood.”
• “The Tutoring/SI office staff treated me well.”
• “The Tutoring/SI application process was simple.”
• “Tutoring/SI prevented me from dropping the course.”
• “The tutor/SI leader increased my interest in the subject.”
• “The tutor/SI leader expected me to be prepared for the session.”
• “The tutor/SI leader used the time wisely in the sessions.”
• “The chosen method(s) of communication (email, telephone) worked well.”
• “Tutoring/SI increased my self-confidence.”
• “The tutor/SI leader used the time wisely in the sessions.”
• “Tutoring/SI is a valuable service.”
• “The tutor/SI leader was able to explain the subject matter to me well.”
• “Tutoring/SI helped [me] to understand the course material better.”

Who Are The Students Who Seek Services From ORAS?

Students who seek assistance from ORAS come from all disciplines across the University and from every level of undergraduate including a few at the graduate level. They may be U. S. citizens or international students, full-time or part-time, undergraduates or graduates. Our primary populations are first-time freshmen and sophomores.

Students come to ORAS with general concerns about academic issues, i.e., students may want to know what may be expected in different courses, how to handle the required reading, how to work with a particular instructor, how to improve a draft of an essay, or how to engage in a contractual academic arrangement because of his or her probation status. Some students are required to register with ORAS because they are not in good academic standing with the university. Others come by to say “hello” or just to connect with people in a friendly office.

ALERTing all AAMU Faculty…

The Academic Alert Program is designed to identify students who are having academic difficulty at any point in their four or five years at AAMU, especially first-time freshmen. By identifying these students, an Academic Specialist in the Office of Retention and Academic Support (ORAS) can attempt to address their needs, thereby increasing the likelihood of their success. The primary goal of this program is to assist faculty and staff in improving the motivation and performance of students at risk of failing in an effort to better AAMU’s capacity to retain these students.

While the faculty member should always be the first person to establish contact with the student and address issues, it is true that often faculty do not have the time or resources to get to the root of each student's problem. The Office of Retention and Academic Support can support faculty in their efforts to help students be successful in their studies.

 How does Academic Alert Program work?

• Academic Alert is a system for identifying students who are having difficulties in a given course. Faculty awareness of potential student problems constitutes the backbone of the Academic Alert Program. Students may be identified for Academic Alert for a variety of reasons, including frequent absences, lateness, poor test scores, language skills, and writing ability. Faculty members and instructors who have identified such issues should submit names via the Academic Alert form on the ORAS webpage.

• Once the notice is received, the Office of Retention and Academic Support contacts students via e-mail or telephone to set up an individual appointment with an Academic Specialist to discuss steps to improve their performance in the class. The Specialist will also suggest resources for the student to access. A follow-up e-mail is sent to the student and referring faculty within 48 hours.

How is a student identified for Academic Alert?

• A student is identified when an instructor notices the student’s work does not meet the standards of the class and needs improvement. The identification is made on the basis of poor performance on an early test or quiz, attendance issues, language or writing ability, or any other number of possibilities. The instructor makes the decision as to what behavior is causing concern regarding the student’s success.

Who participates in Academic Alert?

• Faculty members, instructors, advisors, and staff work together to provide an effective system of early intervention to improve student retention and success. All instructors are encouraged to participate in the Academic Alert Program.

When should an instructor use the Academic Alert Program?

• Any faculty member who is concerned about a student's failure to attend classes and /or a student's poor performance in class is encouraged to submit the student’s name at any time in the semester. ORAS encourages instructors to assess students’ progress during the first two to three weeks of class and provide the students with immediate feedback. Research shows that the earlier the student is made aware of faculty concerns regarding his or her performance, the earlier interventions can be initiated to increase the student's potential to achieve academic success. Some instructors submit names immediately after the first test, while some wait for two tests to see if there is a pattern. While some instructors submit names of students who have scored below a C on the first test, others prefer to only send in names of students with failing grades. A section on the Academic Alert Form allows faculty to indicate reasons other than low test scores/attendance issues when students are Alerted.

What should I tell the students in my class about the Academic Alert Program?

• Some faculty members place information about the Academic Alert Program in their syllabus, and also announce it as part of the class introduction. The following example may be used in your syllabus:

Hello to all General Biology (BIO 101) students. AAMU has implemented an Academic Alert Program for students who are having difficulty in their classes. I have agreed to participate in this program and submit the names of all those students who score less than 70 percent on the first exam. This is an excellent program that is designed to assist students in being successful this semester. I have included a description of the Academic Alert Program below:

o   This program is a retention tool to improve students’ academic persistence and to provide students with resources to support their efforts. It is designed for faculty to identify, report, and provide feedback for students who are at risk of failing in a course. Faculty members will be able to email detail concerns regarding student performance and behavior or simply provide a list of Alerted students to the Office of Retention and Academic Support (ORAS).

o   These referrals will be reported to ORAS. Within 24 hours of a referral, the Office of Retention and Academic Support  will make contact with the student, and offer a meeting with the student to discuss concerns and to connect the student to campus resources appropriate to the student's needs. ORAS will conduct ongoing assessment to evaluate the level of student response and outcomes of the effort.

Handling Requests for Classroom Accommodations

Students who request classroom accommodations should be referred to the ACCESS Office located in 203 Ralph Lee Center. Ms. Sanoyia Williams is responsible for reviewing and approving all classroom accommodations. Students are required to provide documentation to receive services in accordance with the Americans with Disabilities Act (ADA).  For more information, please contact Access Office at 256.372.5263.

Who Are The Students Who Seek Services From ORAS?

Students who seek assistance from ORAS come from all disciplines across the University and from every level of undergraduate including a few at the graduate level. They may be U. S. citizens or international students, full-time or part-time, or engaged in graduate coursework. Our primary populations are first-time freshmen and sophomores.

Students come to ORAS with general concerns about academic issues, i.e., students may want to know what different courses involve, how to handle the required reading, how to work with a particular instructor, how to improve a draft of an essay, or how to engage in a contractual academic arrangement because of his or her probation status. Some students are required to register with ORAS because of they are not in good academic standing with the university. Others come by to say “hello” or just to connect with people in a friendly office.

Tips for Faculty to Help Retain Students

Most students enroll in their courses with the intention of completing them by the end of the semester. However, most students decide within the first four to six weeks of the semester whether they will stay or leave the University. Faculty plays a major role in encouraging students to persist in their classes. Thus, it is important that faculty set the learning environment beginning on the first day of class. A few tips are shared below:

• Be enthusiastic! Students know when you enjoy teaching your subject matter.
• Provide a syllabus via online or paper copy. Make sure the students understand the syllabus and the course policies. Don’t make assumptions! Also share what you expect from the students and give them the opportunity to share what they expect from you and the class.
• Engage students on the first day of class! Don’t dismiss class early just because it is the first day. Students need to know that each day is important, especially the first day.
• Get to know your students! Learn their names.  When students are not engaged or connected to their instructors, they are more likely to drop out.
• Arrive to class early to engage with your students about issues that matter to them other than your course materials.
• On the rare occasion when you do have to miss class, please inform your students in advance so they will not lose time wondering if you will show up. When students show up to sign the roster and leave it on the desk, it sends the wrong message – “this class is not important” or “that you do not care.” 
• If a student is absent, call or email the student inquiring of his or her whereabouts. A personal call or email sends a real message to the student that you care about him or her. If you cannot contact the student, send an Early Alert to the ORAS at retention.office@aamu.edu. Remember, when a student begins missing a few classes, it can quickly become a habit and they will begin missing more.
• Encourage students in your class to form small buddy groups so they can check up on each other when they are missing in action.
• Provide reassurance to students when they need a word of encouragement to keep them moving toward graduation. Many students have competing responsibilities (work, family) which adversely affects their academic performance.
• Provide many opportunities for students to experience success.
• Encourage students to question concepts, theories, and others’ points of view. It does not motivate them to squash their expressions and/or offer sarcastic feedback. They need your thoughtful guidance and unconditional support.
• Provide opportunities for students to interact with each other both in and out of the classroom – to build a sense of community.
• Engage your students in the learning process using a variety of instructional strategies other than lecture; design interesting and creative assignments, etc.
• Teach students to learn the content in your discipline.
• Give students immediate feedback on their assignments, tests, quizzes, projects, presentations, portfolios, etc. They deserve it! Students perform better when they know how they stand in their classes. Having a graded paper returned two weeks after it was turned in does not positively reinforce the learning process.
• Maintain ethical standards at all times!

Sources: ORAS team members, AAMU faculty and staff, non-AAMU faculty and staff

BARC

BARC is designed to help students on academic warning/probation return to and remain in good academic standing with the University. Academic HOLDs are placed on all students on academic probation via Banner. Students must meet with an Academic Specialist in BARC (Bulldog Academic Resource Connection) for intrusive academic counseling, academic advising and registration. The HOLDs remain on the students’ record until they return to good academic standing for their classification. When students are no longer on probation, they will be advised by their previous advisors. BARC Academic Specialists work in conjunction with the students’ academic advisers to provide students with the best assistance possible.  Students must meet with an Academic Specialist at least two times during the semester to sign an Academic Success Plan and discuss their progress in their courses and your progress towards returning to good academic standing.

Academic Specialists help students identify the reasons (academic and non-academic) they are not in good academic standing and help them strategize to return and remain in good academic standing. The Specialists will also help them to clarify your personal and academic goals and to help them develop an action plan to meet their goals. One of the questions they may ask students to think about is, “Why are you attending the University?” Another question may be, “Are you willing to make a commitment to return to good academic standing?” These questions provide them an opportunity to reflect on their previous academic experiences and begin thinking about strategies to improve their academic performance. If students are not willing to make a commitment to achieve good academic standing, then they will risk being academically suspended. BARC’s goal is to keep you on the right track and help you to move toward graduation in a timely manner.

BARC services include the advisement and academic counseling of students on academic warning and probation; online academic enhancement seminars to strengthen academic success skills; residential hall seminars that address both residential and academic concerns; an initiative to increase class attendance and class participation; Early Alert;and, individualized academic assistance to students to improve their study and time management skills. For more information, please contact BARC Academic Specialists, Ms. Dawn Miles, M.Ed., 256.372.5494, or Ms. MeShonya Wren, M.Ed., 256.372.5496. BARC's office is located in Suite 100 Buchanan Hall. 

BARC PROGRAMS:

• Academic Intervention Program...intrusive assistance for all students on academic warning/probation
• Early Alert...allows faculty to identity students early in semester who are struggling in their courses and risk failing

BULLDOG SUCCESS SEMINARS        

• STARS (Students Taking Action with Residential Seminars)...geared for students in residential halls
• PASS (Promoting Academic Student Success)...online academic success workshops open to all students

ASAP

The University is committed to helping each student achieve at his or her optimal level. Students who are conditionally admitted have access to a deliberate, intentional program of services to help them to successfully acclimate to the University. The primary goals of ASAP (Academic Success Assistance Program) are: 1) to enhance the retention of conditionally admitted students at AAMU from their freshman to sophomore year; and, 2) to have a positive impact on the University’s  overall retention and graduation rates. ASAP services include intrusive academic advising and providing students’ assistance with course registration, study skills and learning strategies, choosing a major, understanding University academic policies and procedures, getting connected with appropriate campus resources, and monitoring students’ progress each semester. Students must meet with their academic advisor at least four times during each semester until 30 credit hours are earned, enroll for a maximum of 12 credit hours during the first semester (based on performance, the ASAP advisor will determine if students can register for more than 12 credit hours), maintain a GPA of 2.0, and register for ORAS academic support services as recommended by the ASAP adviser. A favorite workshop is How to Graduate in Four Years. It provides students with a realistic plan to help them graduate in approximately four years. Of course, graduation may take a bit longer if students participate in co-ops and internship opportunities.  The satisfaction survey results show that students are extremely satisfied with ASAP services. During AY 2009-2010, ASAP served 440 conditionally admitted students; 76% of the students returned for Fall 2010. Additionally, 78% had a GPA of 2.00 or higher; 94% met the university minimum academic standing requirements. This is good news! For more information about ASAP, please feel free to call Ms. Cynthia Benion at 256.372.8087 or her Graduate Assistants, Denise Gaymon or Kenedrea Harper  256.372.5497.

About ORAS

Welcome to the ORAS blog! You will find that your success at the University will be greatly enhanced by using ORAS services. We encourage you to take responsibility for your learning. ORAS’s mission is to partner with the University community to provide comprehensive academic support services to assist all students to achieve academic success and to help them to become independent, lifelong learners. Our office is located on the first floor of Buchanan Hall, Suite 100.

We offer no-fee tutoring for most academic subjects; SI (Supplemental Instruction) peer-led weekly review sessions for several courses; mentoring to help first-time freshmen transition to the University during their first year; Early Alert to identify students who may be struggling in their courses within the first three weeks of the semester; academic success workshops to address a variety of learning strategies; specialized academic assistance for students who are on probation to help them identify issues, concerns and challenges that impede their academic progress; intrusive advising for first-time freshmen who are conditionally admitted to move them to regular admission status within three semester; and academic counseling for students who want to file for academic bankruptcy and for those students who have been academically suspended.

Please visit our blog regularly. You will learn more about the various services offered by ORAS and its partners. We will post important information dates, deadlines and other information you should know. If you have a question, please feel free call to ORAS at 256.372.5490.