final version of the self-study document - Keuka College's Middle ...

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Table 5.6 below shows the value of the academic intervention provided by the ASK Office. Of the 268 students given an academic warning in Fall 2011, the majority of those students who used the ASK Office services (60%) went on to receive a passing grade, whereas only 51% of those students on warning who did not use ASK Office services received a passing grade. Overall, students on warning who worked with the ASK Office were more successful in completing their courses than students on warning not working with the ASK Office; whereas 18 percent of ASK students on warning did not receive a passing grade, 27 percent of the non-ASK students on warning did not receive a passing grade. Table 5.6: Fall 2011 Academic Warnings and ASK Office Intervention Students receiving academic warnings (268) Students who worked with ASK staff (120 students) Students who did not work with ASK staff (148 students) Received passing grade of C- Withdrew from or failed course Total percentage not receiving passing grade 72 students (60%) 48 students (40%) 18% (48 students/268 receiving warnings) 76 students (51%) 72 students (49%) 27% (72 students/268 receiving warnings) Also identified in Table 5.7 is the fluctuating percentage of students who seek ASK services after receiving a warning, going as low as 36% in Spring 2010 and as high as 53% in Fall 2010. To address this discrepancy, the ASK professionals are now going into FYE 101 classes as well as other first year classes, to emphasize the positives of seeking ASK services (higher grades, improved time management and study skills) while dispelling any myths that ASK is the equivalent of a high school resource room offered only to students with disabilities. Table 5.7: Academic Warnings and Utilization of ASK Services 2008-2012 Traditional Program ASK Office Data Number of academic warnings issued Number of students who received warnings Number of those students receiving warnings who used ASK services Number of those students who go on to receive C- or better in course work for which they received a warning Fall 2008 469 252 103 or 40% 92 or 89% Spring 2009 327 162 82 or 50% 47 or 57% Fall 2009 265 165 65 or 39% 30 or 46% Spring 2010 216 142 52 or 36% 27 or 51% Page 20 of 39 Chapter 5: Admissions, Retention & Support
Fall 2010 259 156 83 or 53% 40 or 48% Spring 2011 333 200 91 or 45% 60 or 65% Fall 2011 494 268 122 or 45% 74 or 60% Spring 2012 388 233 97 or 42% 60 or 61% Within the ASAP model, in addition to academic warnings, a system of tracking student withdrawals serves to immediately notify academic and non-academic staff of student issues. The advising and academic staff members use a variety of tools to communicate with each other regarding students at risk. ASAP student advisors speak with each student wishing to withdraw from a course or the College. This conversation allows for team members to assist the students in making the best informed decision and help guide the students through the withdrawal process. When possible, the student advisors encourage students to remain in the program and offer alternative options or support services to help the student succeed. If withdrawal is required, the student advisors work with students individually to re-enroll them in a course of study when the time is right for them to return. The ASAP Director of Program Administration and Student Services (DPASS) serves to collect data and coordinate efforts at ASAP for student retention. The ASAP retention team, led by the DPASS, meets monthly and is comprised of staff members, administration and faculty from ASAP. Keuka China/Vietnam Program Student Services - Academic support services in these International programs are provided at the partner universities. In addition to the faculty instructor, each class has a “class teacher” who oversees the cohort, and a student “class monitor” who monitors attendance, arranges for copies of Power Point slides or handouts, and other administrative details. The on-site Program Coordinators work closely with students to apprise them of their progress and to provide them resources as necessary. In the past, the partner schools have provided tutors, teaching assistants, and interpreting services to support student success. Keuka College faculty teaching in the Vietnam program regularly schedule additional class sessions, study groups and office hours to provide support to students. In 2011-12, the Keuka China and Keuka Vietnam Programs requested that all faculty issue academic warnings to students during the course. The partner universities responded well, meeting with students to plan ways to improve student success, through extra English study, tutors or study groups, and meetings with instructors. The effectiveness of these services is assessed through ongoing monitoring of academic concerns and course requirements by the Keuka College Program Directors who are in regular communication with the deans and staffs at partner universities. This assessment led to the introduction of academic warnings, as noted above. An assessment of English language proficiency of Keuka-China students at Wenzhou University indicated that students did not have sufficient command of the English language and could not complete the course requirements, which led Keuka to discontinue freshmen enrollment intake for the 2008-09 academic year. Wenzhou University then implemented additional English instruction and the program was resumed in 2009-10. However, English language proficiency remains problematic at Wenzhou, and accordingly, no new Wenzhou students will be admitted to the Keuka China program beginning in Fall 2012. On Campus International Student Services – The ASK office provides academic support for international students, but additional support comes from the Center for Global Education office. Page 21 of 39 Chapter 5: Admissions, Retention & Support
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
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A systems management component that
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2010-11 Actual 2.0% 2.0% 2011-12 Ac
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Chapter 3 Leadership, Governance, a
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President for Center for Profession
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The Committee on Trustees has been
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Range Strategic Planning Committee
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the transition process. He was full
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provides advice, recommendations an
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committee work and are brought to t
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Staff The Staff of Keuka College pa
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At this time, students in the overs
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Page 77 and 78: Data-Driven Strategic Planning As n
Page 79 and 80: as well, such as continuing to inve
Page 81 and 82: along with members of the Student S
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Page 85 and 86: esult, our analysis of non-academic
Page 87 and 88: Effective learning assessment start
Page 89 and 90: assessment cycle have been schedule
Page 91 and 92: own work effectively. Future assess
Page 93 and 94: documents provided each program wit
Page 95 and 96: make oral presentations and partici
Page 97 and 98: meet the criteria to allow faculty
Page 99 and 100: The lead faculty member reviews ass
Page 101 and 102: outcomes. The Center for Experienti
Page 103 and 104: assessment data for improvement acr
Page 105 and 106: Beyond assessment that channels up
Page 107 and 108: Standard 8: Student Admissions and
Page 109 and 110: Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112: events, College branding, transfer
Page 113 and 114: Cumulative grade point average of 2
Page 115 and 116: oth the partner school and Keuka to
Page 117 and 118: Table 5.2 Scholarship Yield Analysi
Page 119 and 120: and tour the residence halls. Stude
Page 121 and 122: Learning through participation in a
Page 123 and 124: Faculty members usually employ a co
Page 125: Table 5.5 Campus ASK Appointments 2
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
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Page 153 and 154: online video orientation materials
Page 155 and 156: Faculty members seeking to attend a
Page 157 and 158: Likert Scale, from “strongly disa
Page 159 and 160: Committee review of faculty files,
Page 161 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
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• The Dean provides ongoing suppo
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policies and procedures, a copy of
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Credit for Prior Learning Keuka Col
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outcomes are evaluated throughout t
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GLOSSARY January 2013 Middle States
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DRIVE Diversity, Responsibility, In
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NS,M&PE Natural Sciences, Mathemati
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