SpringForward: A Spring and Summer - Intervention for Struggling First-year Students

SpringForward: A Spring and Summer
Intervention for Struggling First-year Students
Peter Spreitzer
Assistant Director, Academic Suppor t, University Exploration
SpringForward Program Manager

Lauren Hensley
Senior Associate Director, Dennis Lear ning Center
SpringForward Wor kgroup Co-Chair

Marcos Rivera
Graduate Researc h Associate, Office of Distance Education and E-lear ning
SpringForward Researc h and Assessment Liaison            © 2018, The Ohio State University

TODAY’S GOALS
  SpringForward – What, Why, How

  Outcomes and Lessons Learned

  Transferable Ideas

PROGRAM DETAILS: CONNECTION TO
OVERARCHING INITIATIVES
   Standing Committee on        Collaboratively support
                                success, retention, and
Student Success and Retention   completion for all students

one of several workgroups

     Academic Recovery and      Reduce the number of
                                students academically
     Enrichment Workgroup       dismissed after their first year

PROGRAM DETAILS: OUR CHARGE
“Of the new first-year students who were not retained
from the autumn 2011 through 2013 cohorts, 14% to
20% did not return because they were academically
dismissed from the university. If the university could …
give [students in future cohorts] a structured ‘second
chance,’ we would not only increase the university’s
retention rate, but more importantly, help students
achieve their academic and personal goals.”

    - Summer Recovery Program Pilot Proposal

PROGRAM DETAILS: THE VALUE OF AN INVITATION
                                Individual email invitation
   Standing Committee on        from VP of Strategic Planning
Student Success and Retention   to potential standing
                                committee members

                                Individual email invitation
  Academic Recovery and         from workgroup co-chairs to
  Enrichment Workgroup          potential workgroup members

PROGRAM DETAILS: PLANNING & PARTNERSHIPS

PROGRAM DETAILS: TWO-STAGE APPROACH
SUMMER
Housing
Meals                       +
Two Courses               SPRING
Textbooks             7-Week Academic
Programming            Recovery Course
Academic Coaching

YOUR INTERESTS/BACKGROUNDS
Name, department, institution

Why were you drawn to this session?

If applicable… What connections do you already have with
 retention/support initiatives for struggling students?

go.osu.edu/2059
 PROGRAM DETAILS: SPRING RECOVERY COURSE
Educational Studies:
 Educational Psychology
 (ESEPSY) 2059
Becoming a Self-Regulated
 Learner
Student Success Specialist
 Teaching Team
Small class size
7 weeks

SPRING RECOVERY COURSE: CHARACTERISTICS
 See handout for main topics & session-2 details
 In the ESEPSY/DLC family, but distinct from 1259
 1259                              2059
 14 weeks                          7 weeks
 3 credits                         2 credits
 1st year thru graduating senior   Mostly 1st year
 Proactive or connected to         In response to recent academic setbacks
 probation/reinstatement
 Comprehensive                     Resilience, ownership of academic choices

SPRING RECOVERY COURSE: WHAT DOES IT MEAN
  TO BECOME A SELF-REGULATED LEARNER?
                                         After              Before
                                       Reflect             Plan
    Self-regulated learners are
 “metacognitively, motivationally
and behaviorally active participants
   in their own learning process”
     Zimmerman (1986, p. 308)                    During
                                       Control            Monitor
          Analogy

KEY THEME: GROWTH MINDSET

                            (Based on the work
                            of Carol Dweck)

KEY THEME: INTENTIONAL LEARNING
You create new neural networks and strong neural connections
when you participate actively in the learning process.

    Connect new information to previously stored information
     (prior learning)

    Use a variety of learning strategies that go beyond the surface
     (deep processing)

    Space out studying over time (distributed practice)
                                                            (Downing, 2017)

(Passion Planner, Angelia Trinidad)

KEY APPROACH:
PLANNING
 Gain awareness of
   available time

            Prioritize

         Start fresh
        every week

KEY APPROACH: REFLECTION

KEY APPROACH:
CHANGE TAKES TIME + STRUCTURE

KEY APPROACH: COMMUNITY OF LEARNERS

    Student-led quizzes   Activity: Share a success in class

BRAINSTORM:
You have a tremendous opportunity.
It’s summer. You have a group of 34 students. The students have just
completed their first year at Ohio State. For any combination of a variety of
reasons, these students struggled in at least their first year at Ohio State.
Some are still struggling.
You have eight 90-minute meetings to plan.
How would you use the opportunity to plan 1 or 2 of the meetings?
What would the topic be? Who would you invite to speak? What campus
location would you visit?

PROGRAM DETAILS: WEEKLY MEETINGS

PROGRAM DETAILS: STUDENTS RECRUITED
Criteria for eligibility:
NFYS AND OH resident
Started with sub-2.0 AU 16 GPA

PROGRAM DETAILS: STUDENTS RECRUITED
Criteria for eligibility:
NFYS AND OH resident
Started with sub-2.0 AU 16 GPA

PROGRAM DETAILS: SF SUMMER SCHEDULE

6 credit hours in 2nd 8
week Session
Take clustered GE
writing class (if nec)
At least 1 in-person
Live on campus

PROGRAM DETAILS: SU 17 SNAPSHOT
DEMOGRAPHICS
  Ethnicity                           High CSI Scores in…
                           Gender

 13 White                            Seek Advanced Degree
                       21 Female
  12 Black                            Intellectual Interests
                           13 Male
 6 Hispanic                            Educational Stress

  3 Asian
               First-Gen                                  Low CSI Scores in…
  2 Other

               22 of 34                                     Family Emotional
                                                               Support

PROGRAM DETAILS: SU 17 SNAPSHOT
ACADEMICS
                                GPA Going into SU
College

                                   7 below 2.0
17 ASC
                                   3 above 3.0
12 EXP                                              Group GPA
5 ENGR                                               in SU 17
            Avg. GPA in AU 16
1 BUS
                                                      3.11
                  1.38

PROGRAM DETAILS: SUMMER PROGRAM
Move-In Day to Siebert Hall on Sun, June 4
Weekly Group Meetings
   Part check-in, part presentations of campus resources
Two classes (at least one in-person) for 6 credit hours
   Mid-term check-in with instructors through OnCourse campaign
Weekly academic coaching sessions with goal-setting guidance
A few recreational events (ropes course, Crew game, Zoo trip)

Student
                           Interviews

                 Student
                 Surveys

                                 Student Record
                                  Data Analysis

DATA COLLECTION METHODS

Autumn 2017 retention rates
                               Autumn 2016 COL freshmen
100%

90%
                                             94%         94%
80%

70%
                   75%
60%

50%

40%

30%

20%

10%

 0%
                 SF Eligible             Spring+Summer   All AU2016 COL freshmen
                 First-term GPA < 2.0 & in-state

       Descriptive Findings: Autumn 2017 Outcomes

Program Feedback: “Would you do it again?”
“Yes definitely, I got good grades that helped my GPA and I got a lot of planning and
resources for future semesters out of it. Plus I made some amazing friends that I am still
hanging out with in fall semester.”

“I would absolutely do it all over again. Spring forward made all the difference in my decision
to stay at OSU and allowed me the help I needed last minute to get back on track and feel
confident going into my second year.”

“Springforward gave me a second chance to revive my GPA and to also motivate myself that
no matter how much I slipped in my academics I can always climb back up if I have the right
strategies, resources and mindset.”

“I loved it--it helped me tremendously and made me feel more secure about the future.”
Peter Spreitzer       spreitzer.6@osu.edu
Lauren Hensley        hensley.121@osu.edu
Marcos Rivera         rivera.252s@osu.edu