Goal to increase remedial student success & drive

It’s hard enough to get into college these days, but it’s even harder to get out.

Representatives from Student Affairs, Enrollment Management and Academic Affairs are collaborating in their mission to get every student out of Saginaw Valley in a timely fashion, degree in hand.

Vice President of Enrollment Management James Dwyer is one of those representatives. He, along with members from the two other departments, is working to uphold Saginaw Valley’s institutional mission of embracing opportunities for its students

“We are working to create motivation (in our students) that helps them develop self-efficacy,” Dwyer said.

Special Assistant to the Vice President of Enrollment Management Nick Wagner also is one of those representatives.

“Students come here to get a degree. We, as an institution, have a commitment to providing the best academic and social experience for our students,” he said.

This commitment is split between two different types of students: those who came into college prepared to meet the challenges ahead and those who came in less prepared. That preparedness is determined by benchmark ACT scores.

The first type of student, comprised of those who came to college prepared, is offered programs of distinction, such as the Honors and Roberts Fellowship Programs.

The second type, made of those less-prepared students, is offered programs that are a bit different. A few years ago, only remedial classes were available for this second type of student, including ENG 080, MATH 081, and MATH 082.

Juan Sancen, a second year applied mathematics student, is a MATH 081 tutor.

“I work with these students on any class-related work that they are having trouble with, but that’s really all I can offer them.”

These less-prepared students did successfully meet admission requirements, but their unique academic, social and financial problems were not being effectively met until Student Affairs, Enrollment Management and Academic Affairs came together with a collaborative spirit to holistically approach the situation.

This second type of student is now offered more support with a stronger, more intrusive advising model. This, according to Dwyer, has only come about in the past few years to address the needs of these remedial students.

The MAP-Works survey is now in place, alerting the appropriate academic and, if applicable, residential faculty and staff of potentially necessary interventions, both for prepared and less-prepared students.

Stairway 2 Success, headed by Bryan Crainer, Craig Aimar and Wagner, is a program designed specifically for less-prepared students, those with a composite ACT score of 16 or 17.

It pairs those students in their first year with full-time faculty mentors to provide additional resources to positively impact their academic and social successes.

Swipe-card technology is also used as a measure of engagement. With each swipe into an on-campus event or tutoring session, it can be determined which resources each student has used and which are working (and not working).

“Then, a student success committee is able to explore data outcomes and evaluate strategies related to these student populations,” Wager said.

All of these efforts, according to Dwyer, are focused around changing the habits of these less-prepared students.

“If students take responsibility for their actions, good things will happen,” Dwyer said.

This entry was posted on Monday, November 4th, 2013 and is filed under News. You can follow any responses to this entry through the RSS 2.0 feed. Responses are currently closed, but you can trackback from your own site.

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