Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 4 of The Illinois Commitment Maximizing Adult Education Student Retention McHenry County College What issue or need is addressed by the effective practice? The impact of non-credit Adult Education on the lives of learners, their communities, their workplaces, and their families is potentially great. The impact of Adult Education depends on the extent to which programs engage in practices that retain students long enough for them to make educational and personal gains. It is important to note that participation in Adult Education is strictly voluntary. There are many reasons why adults may not continue long term studying. In fact, the average hours of study in our program are less than 80 hours per year. Therefore, our program has committed itself to maximizing learner retention. Description of the effective practice: To this end, four key practices are deployed: 1. Student-friendly recruitment and enrollment using native language publicity information for ESL learners, outreach activities to community entities (schools, houses of worship, employers), accurate and timely information, first-contact staff who are welcoming and accommodating. 2. Placement of learners at the most appropriate level of instruction, and in classes that are most convenient to their lives. 3. Flexible re-enrollment practices: As their life circumstances change, students can easily transfer from one class to another. 4. Contacting students after they have been absent. How does this practice achieve sustainability? Staff input and feedback are regularly incorporated into the procedural details of these four practices. Reminders of the priority of retention work are issued and discussed frequently with all staff. Staff are monitored programwide to gauge the extent of follow-through on retention processes. What are the results/measurable outcomes? The evaluation of the results of retention work is ongoing. Preliminary results show that all staff, instructors, placement clerks, office staff, and supervisors are diligent and better coordinated in conducting consistent retention work activities. This is especially the case with post-absence contacts to students. Through fiscal year 2005, less than 30% of absent students were contacted. In the second semester of fiscal year 2006, more than 55% of absent students are being contacted. It is expected that these activities will bear fruit in fiscal year 2007 as we reach the goal of contacting 90% of all absent students. Contact Information Name: Jeffrey Bright Email: jbright@mchenry.edu Phone: (815) 479-7588 110
Direct Connection to Policy Area 4 of The Illinois Commitment Medical/Dental Education Preparatory Program (MEDPREP) Southern Illinois University - School of Medicine What issue or need is addressed by the effective practice? Students interested in pursuing a medical degree or other type of health professional education must be prepared to succeed in their chosen field. Preparatory programs are needed to help these students prepare for entry and achievement in their professional studies. Description of the effective practice: The Medical/Dental Education Preparatory Program (MEDPREP) is a department of the Southern Illinois University School of Medicine. It was founded in 1972 as a post-baccalaureate pre-health professional program. MEDPREP provides an opportunity, in a supportive environment, for students to demonstrate their potential for success in health professional schools. MEDPREP was designed as a two-year post-baccalaureate program for disadvantaged students. It provides an environment in which students can hone their test-taking skills and enhance their academic record before matriculating in a health professional school. With the assistance of an academic advisor, students tailor their academic program to maximize their preparation. Most students enroll in MCAT/DAT preparation courses during the first academic year and in upper-level science enrichment courses during the second academic year. Each MEDPREP student receives assistance in developing an academic plan tailored to his/her specific needs. Students prepare their plans through consultation with MEDPREP advisors and participation in courses such as the Orientation Seminar and Learning Skills. Faculty members are available for individual consultation and tutoring. Small group interaction and group study are encouraged. MEDPREP graduates qualify for the medical school’s MEDPREP Alliance program, a special admissions program encouraging admission to SIU’s undergraduate medical education program by MEDPREP students. Students entering SIU School of Medicine’s undergraduate medical education program through the MEDPREP Alliance program may qualify for scholarships valued at up to $25,000 per year. How does this practice achieve sustainability? MEDPREP is an established academic and service unit of the medical school. It is funded through medical school operating funds and grants from external organizations. The program supports the University’s priorities for diversity as noted in the Southern at 150: Building Excellence Through Commitment plan. The medical school considers MEDPREP integral to its mission, and this program provides an important applicant pool for matriculation to its undergraduate medical education program. What are the results/measurable outcomes? As of FY 2006, MEDPREP has prepared 1,125 students for entry to and success in medical, dental, or other health professional schools. Program graduates have attended the nation’s leading health professional schools, including SIU School of Medicine. Contact Information Name: Harold Bardo, Ph.D. Email: hbardo@siumed.edu Phone: (618) 453-1650 111
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