A Referral Guide for Student Success: An

IntroductionDr. Ruth Darling, Assistant Provost for Student Success

First-Year Studies 101Instructor Conference - 2013

Vol Vision/Journey to the TopPriority One: Undergraduate Retention and Graduation

Undergraduate Implementation Task Force

Purpose and Rationale

Recognize….that ALL students experience “bumps in the road”

Understand….potential risk factors for student departure

Act….by identifying possible resources, interventions, or support services to address the varied needs of students

Close the Loop.....

A Continuum of Risk

At-risk: Conceptualize "risk" to include all factors that can reduce a student's chance of graduating from an institution, rather than limiting its review to academic factors.

A Continuum of Risk

Every student has some degree of risk of not graduating until the time that he or she actually completes all graduation requirements.

A Continuum of Risk

As a result, throughout their collegiate careers students are on a “risk continuum” determined by factors that often fall into three main categories:

A Continuum of Risk

Factors that may be inherent to the student at the time of entry into an institution (e.g., academic preparation, two- or four-year transfer status, academic motivation and effort, socioeconomic status, first-generation college student);

A Continuum of Risk

Factors that may be inherent to the student’s institution and program (e.g., institutional culture, academic rigor of degree, academic and social support); and

A Continuum of Risk

Factors that arise during a student’s collegiate career (e.g., not progressing into a desired major, change of major/career direction, personal issues, loss of financial aid/scholarships).

A Continuum of Risk

Although individual risk factors may be readily identified, research in a number of areas (e.g., developmental psychology, student success) has shown that many adverse outcomes are related most strongly to an accumulation of risk factors from a larger universe of factors. (Adapted from FLAG NCAA Report)

Success Guide: Contents

Introduction/How to useGuides– At entry–Moving through the institution

GlossaryReferral/Resources

Success Guide: Contents

Top Ten High Impact Practices:

Promote higher levels of learning and success for students especially those from historically underserved populations (Kuh, 2007).

High Impact Practices First-Year Seminars: FYS 101, FYS 129, BA 100,

etc. Common Intellectual Experiences: FYS 100/LOM Learning Communities: Leadership, Riser,

Crescendo, UT/Pellissippi Bridge, Compass, Baker Center and more

Writing Intensive Courses: across the curriculum Collaborative Assignments and Projects: TN TLC,

renovation of HSS Undergraduate Research: CH Program, Eureka,

URSA, special programming for sophomores Diversity and Global Learning: Ready for the

World, Diversity Initiative, Study Abroad

High Impact Practices

Internships: Career Services, Academic Departments

Project Based Learning: TN TLC, Center for Leadership and Service, Academic Majors

Service Learning: New service learning initiative (http://servicelearning.utk.edu/), Center for Leadership and Service

Capstone Courses and Projects: Academic majors

UT Knoxville Retention Factors for 2011 First-Year Cohort

• Male• Under-represented student populations• Out-of-state• First Generation• Income less than $50,000 (Pell Grant

Recipient, Promise Scholarship Award, Pledge Scholarship Award)

• HS core GPA/Test score (ACT/SAT) • Exploratory Major

Leaver Survey: 2011 FTF cohortResearch conducted by the Center for

Assessment, Research and Evaluation• 511 students did not return in Fall 2012• 153 completed written and/or phone surveys• 56.2 %do not plan on returning (permanent)• 21.6% plan on returning (temporary)• Financial reasons are the most important

factor in their decision not to return (important to temporary leavers)

• Size of UT, its distance from home, homesick second most important reason (important to permanent leavers)

Student Success Referral Guide Complete “Guide” is located on the

FYS “super site” Use of the “Guide” creates a common

conversation around retention and student success that is unique to our students

Provides a tool to ensure students are being referred to “right” resources

Close the loop! Referring is not enough – go the next step

UT Student Success Referral GuideModel 1: Academic Risk for Students –

Incoming/First Year

Category Variables/Data Fields C/NC Interventions and Appropriate Support Services Academic

 High school core GPAACT/SAT scoreHigh school curriculum  Education-impacting disability diagnosedTN disadvantaged high schoolTransfer GPA < 2.6   

 CCCCC   

 Academic AdvisorStudent Success Center academic coachTutoring (Student Success Center, Office of Multicultural Student Life, others)Disability ServicesFirst-Year Studies Course/InstructorUT LEADEducational Advancement ProgramLiving Learning Community – ex: Riser (Engineering)Transfer Orientation/Transfer web site

Role of Academics

 Exploratory Student  

 C

 College Advising CenterArts & Sciences AdvisingCareer ServicesFirst-Year Studies Course/InstructorsLiving Learning Community - Compass 

 Academic effort lacking (historical or current)  

 C

 Student Success Center academic coachTutoringCourse Instructor

Model 2: Academic Risk for Students - Continuing

Category Variables/ Data Fields E/R Interventions and Appropriate Referrals

Academic

 Current cumulative GPACurrent term GPAAcademic Standing (Good or Probation)Number of credit hours completedNumber of D’s, F’s, W’s, NC’s  

 CCCC   

 Academic AdvisorStudent Success Center Academic CoachMajor Advisor  

 Not yet affiliated with a college/major – still in Exploratory status 

 CC

 Academic AdvisorCareer Services

Role of Academics

 Academic effort lacking (historical or current). Academic Probation 

 CC

 Student Success Center Academic CoachAcademic Advisor

 Did not progress in to upper division major 

 C

 College Advising CenterCareer Services

Transfer

 Transferred into UT (from two-year or four-year) 

 C

 Academic AdvisorTransfer OrientationTransfer Web siteRegistrar’s Office – Transcript Evaluator

Student Success Guide: GlossaryGlossary

Academic coach: through the Student Success Center, academic coaching is one of the best ways to personalize education and get on track academically. Together students and coaches will put into action learning and life management strategies, enhancing success at UT. 

Academic Probation: A student will be placed on Academic Probation when (1) his/her cumulative GPA falls below the minimum acceptable level of 2.0 for one semester or (2) the semester GPA falls below the minimum acceptable level of 2.0 two consecutive terms of enrollment. 

At-risk: Conceptualize "risk"  to  include all  factors  that can reduce a student's chance of graduating from an  institution,  rather  than  limiting  its  review to academic factors.  Every student has some degree of risk of not graduating until the time that he or she actually completes all graduation requirements.  As a result, throughout their collegiate careers students are on a risk continuum determined by factors that often fall into three main categories: 

1.  Factors  that may  be  inherent  to  the  student  at  the  time  of  entry  into  an  institution  (e.g.,  academic  preparation,  two-  or  four-year  transfer  status, academic motivation and effort, socioeconomic status, first-generation college student); 

2.  Factors that may be inherent to the student’s institution and program (e.g., institutional culture, academic rigor of degree, academic and social support); and 

3.  Factors that arise during a student’s collegiate career (e.g., not progressing into a desired major, change of major/career direction, personal issues, loss of financial aid/scholarships). 

Although individual risk factors may be readily identified, research in a number of areas (e.g., developmental psychology, student success) has shown that many adverse outcomes are related most strongly to an accumulation of risk factors from a larger universe of factors.  (Adapted from FLAG NCAA Report)

Cognitive: of, relating to, being, or involving conscious intellectual activity (i.e. non routine problem solving, critical thinking, systems thinking, study skills, adaptability, creativity, meta-cognitive skills). 

Education-impacting disability: diagnosed physical, emotional, or learning disability that makes a student eligible for services from the Office of Disability Services. 

Educational Advancement Program: Federal grant program for students who have academic need (determined by high school GPA, ACT score, or college GPA), and be at least one of the following:  

Student Success Guide: Referrals

Name Sub-NameContact Person Email Phone Address Webpage

Academic Advising http://www.utk.edu/advising/

Academic Advising

Agriculture & Natural Resources

Brent Lamons blamons1@utk.edu (865) 974-7303 125 Morgan 

Hallhttps://ag.tennessee.edu/casnr/Pages/default.aspx

Academic Advising

Architecture & Design

Laurie Roberson lrobers4@utk.edu (865) 974-5265 224 Art & 

Architecture

http://www.arch.utk.edu/undergrad-arch/ug-advising.html

Academic Advising

Arts & Sciences (and University Exploratory)

Missy Parker mparker1@utk.edu (865) 974-4481 313 Ayres Hall

http://www.artsci.utk.edu/advising/

Academic Advising

Business Administration

George Drinnon gdrinnon@utk.edu (865) 974-5096

342 Haslam Business Building http://bus.utk.edu/

undergrad/

Academic Advising

Communication & Information

Betty Bradley bbradley@utk.edu (865) 974-3603

202 Communications http://www.cci.utk.

edu/advising

Academic Advising

Education, Health, and Human Sciences

Dulcie Peccolo dpeccolo@utk.edu (865) 974-8194

332 Bailey Education Complex http://web.utk.edu/

~cehhsstu/advising/default.htmlAcademic

AdvisingEngineering Margie 

Russell mrussel8@utk.edu (865) 974-4008 202 Estabrookhttp://www.engr.utk.edu/advising/

Future Action Share draft of “Student Success Referral Guide”

for feedback and recommendations. Pilot with academic affairs and student life

departments to learn of areas of opportunity (Hall Directors, FYS 101 instructors, Lecturers).

Plan and implement an event/conference to emphasize the importance of our efforts and focusing on UT student success best practices – Fall 2013.

SSRG utilized in faculty and staff development programs that focus on UG student success.