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When Jenkins arrived, the university faced a challenging 52 percent retention rate. Dr. Anthony Jenkins Weve been able to move our retention to 74 percent, which puts us above the state average in Maryland for public institutions and puts us within the national average for public institutions, says Jenkins.
Necessary support is provided through GANAS (Gaining Access ’AND Academic Success), an innovative access and retention program that serves community college transfer students. CSUSM gathers and analyzes disaggregated data pertaining to retention, unit completion and graduation.
Strengthening K-12 Partnerships Collaborating with K-12 schools enhances the pipeline of underrepresented students into STEM. Early exposure to rigorous STEM concepts and tailored support prepares students for higher education. AcademicSupport in STEM Providing targeted academicsupport within STEM programs is essential.
Associate Level English for Academic Purposes Reading Area Community College (Reading, PA) The English for Academic Purposes (EAP) at Reading Area Community College (RACC) began in 2012 to strategically reduce credit requirements and accelerate student progression with the goal of boosting enrollment and success rates.
Real-time insights are needed to provide effective and timely support. Outdated Systems — Legacy systems often aren’t created for easy collaboration, complicating data quality management. This approach ensures that data remains consistently clean and well-organized for collaboration.
Alexander oversees the legacy of the Academic Advancement Program (AAP) at UCLA, one of the longest running academicsupport programs for first-generation, low-income, and underrepresented students. She asked many questions, which he gladly answered. Many have had experiences like the students with which they’re working.
Data-Activated Strategic Decision-Making and Planning as the first step in a responsive process that improves student retention and completion in a way that supports financial health. However, it’s no longer sufficient to focus solely on academicsupport to increase student retention.
The Strategy: Empower success teams to use institution-specific analytics and insights to uncover barriers faster and connect students to the most beneficial support. The Outcomes: This ability to deepen their work has led to a better student experience, improved student services, and a more collaborative approach.
assistant vice president for retention at Emory & Henry University, weighed in on what colleges and universities can do to help support underrepresented student groups to ensure they receive the care and support they need to succeed. Increase representation in support resources Representation matters. Proffitt, M.A.,
The Outcomes: This ability to focus their work on specific student groups and provide tailored guidance led to a better student experience, improved student services, and a more collaborative approach. This ability to deepen their work has led to a better student experience, improved student services, and a more collaborative approach.
Our strategies have included collaborative scale projects among member institutions. Successfully scaling innovations requires a total commitment to collaboration. year initiative provides financial and academicsupport for students retaking high-priority courses in which they were previously unsuccessful. million, 2.5-year
Identifying Bottleneck Courses to Deliver Precise AcademicSupport Visibility into the impact individual courses have on persistence and graduation empowers provosts, academic deans, advising teams, and faculty members to identify and address barriers to student success in a clear, purposeful way.
Creating a comprehensive inventory goes beyond traditional academicsupport like tutoring and advising and requires engaging with all campus departments to uncover less obvious resources and events that also have a strong influence on student persistence. Leaders need to take action to see the desired outcomes.
To this end, we provide P-12 educators; college/university faculty, administrators, and staff; and other education stakeholders a blueprint to collaboratively work with Black males through a culturally responsive lens. We acknowledge that more work needs to be done to right the many wrongs imposed on Black males. & Alexander, L.D.
UCLA “The new AANAPISI designation will allow UCLA to tap new sources of funding that will help us foster a welcoming and supportive environment where all students can thrive,” said UCLA’s Interim Chancellor, Dr. Darnell Hunt.
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