Welcome Our New Staff TRiO Student Support ... - Gaston College

Welcomecontinued from page 1>>>Kelley Bellin joined StudentServices on January3, 2011, as Advisorfor our TRIO Program. Shehas served as LearningSpecialist at the Universityof Michigan whereshe provided individualinstruction and support tostudents. She has a Mastersin Social Work and aMasters in Education.Christian Smith joinedStudent Services on December1, 2010, as theAdministrative Assistantfor the Trio Program. Shehas two years of clericaland secretarial experienceand worked for sixmonths in the office ofPersistence and Retention.She has an AAS inMedical Office Administrationfrom Gaston College.Title III Students Continue to PersistAs part of Title III Grant Objectives, we monitor persistence of Title III students to subsequentsemesters. Student persistence is defined as the percentages of At-Risk (financialaid recipient) and Highly At-Risk (financial aid recipient and enrolled in at least onedevelopmental course) students registered for the next semester. Our first semesterof administering Title III Interventions to students in selected ACA course sections wasSpring 2010. This group has continued to grow by adding more students from selectedSummer and Fall 2010 ACA course sections. For the Spring, Summer, and Fall 2010group, 71% At-Risk and 70% Highly At-Risk Title III students registered for Spring 2011after the Drop/Add period. We will continue to monitor persistence of this group duringthis semester and beyond.ACA Students Registered/Not Registered for Spring 2011Spring/Summer/Fall 2010 StudentsRegistered Not RegisteredTitle III StudentsAt-Risk 163 71.2% 66 28.8%Highly At-Risk 160 70.2% 68 29.8%Not At-Risk 122 60.4% 80 39.6%Non-Title III Students 563 69.4% 231 29.1%Total Students 1008 70.9% 445 30.6%As of 01-20-2011 (After Drop/Add period)Preventing and Responding to Disruptive StudentsIn and Out of the ClassroomOver 100 faculty and staff attended four Title III-sponsored presentationson preventing and responding to disruptive students byScott Lewis on January 27, 2011.Mr. Lewis addressed recent increases in the number and severityof behavioral incidents in classrooms and on college campuses.He emphasized that, more and more, it is incumbent upon instructorsto intervene in the classroom to address behaviors thatcan interfere with teaching and learning. Using a combination oflecture and case studies taken from actual incidents, the workshopsprovided attendees with tools to appropriately address varioustypes of disruptive behaviors. Participants were provided withskills to prevent disruptive behaviors, react to them, and enhance their own campusand classroom conduct procedures.Additional sessions focused on initiating dialogue on the basics of forming a BehavioralIntervention Team (BIT) including current strategies, best practices, and a look to futureestablishment. The day ended with an open discussion on legal and risk managementissues for Student Services staff during an informal Q&A session.Evaluations were collected from a total of 95 respondents. Faculty and staff membershad the opportunity to attend multiple sessions so they may have evaluated more thanone session. The most attended session of the day was the second “Classroom Management”session in the afternoon (56%).2Results indicate that most respondents were “very satisfied” or “satisfied” with the professionaldevelopment activity. We received average satisfaction scores by evaluatedaspect for each session.