Bounce Back
Early Alert and Follow-up Program
Queen‟s University in Kingston, Canada
Arig al Shaibah, Assistant Dean of Student Affairs, Ph.D.
Session Outline
Case for
Early Alert
Program
Program
Overview
Early Alert
on your
Campus
Assessment
and
Findings
Questions
Queen‟s Context
The Case for an
Early Alert Program
Principal‟s Commission on MH
University-age highest risk for mental health problems
NCHA (2013) undergraduate results
MH and academic success
35%
31%
30%
25%
21%
20%
13%
15%
10%
5%
0%
Stress
Anxiety and sleep
difficulties
Depression
Lack of Preparedness/Confidence
Evidenced in…
• Self-reported feedback on orientation and transition surveys
• High rates of participation in summer orientation day
• Interest in fall First Year Seminar transition program
Purpose
To support the persistence and progression
of first year students while protecting the
quality of their student experience by:
1. Identifying first year students at risk
academically and reaching out to
provide early intervention
2. Identifying and responding to
personal/mental health issues
affecting student engagement and
academic success
Intervention Model
Effective retention programs are intrusive and intentional
Bounce Back
Program Concept and Support
Based on University of Guelph model
– Carleton University also adapted Guelph model
Donor supported in first two years
– Jack Project major sponsor
Academic and MH Risk
Academic Risk
Distress/Mental
Illness
BOUNCE BACK
INTERVENTION
Considering Early Alert Program
Early
Alert…hmm
m?
Program Overview
Key Program Elements
• Peer-centered approach
• Professional staff leadership
• Two periods of intake (fall/winter)
• Centralized (DSA/SASS) with cross-campus collaboration
• Focus on academic support + identifying/referring for MH
Bounce Back Facilitators (BBFs)
The Team
•
•
•
•
40+ student staff
Minimum 3rd year
Experience “bouncing back”
24hrs of training
Peer-Based Academic
Support
•
•
•
•
1st year UG students
All disciplines
“At risk” academically
1:1 weekly meetings
Anna, BBF
MA „15
Senior BBFs
Two-tiered structure
• Additional 6hrs training
-
Leadership
Group facilitation
• Lead team meetings
• Program promotion
April, BBF
BEd „15
• Program Outreach
BBF Supervision & Support
Buck, BBF
Rugby player
BA „15
Professional Network:
• Program Coordinator
• Senior Learning Strategist
• Imbedded Outreach Counsellors
• Faculty/School Academic Liaisons
BBF Training Components
Mentoring
Relationships
Campus
Resources
Learning
Strategies
(getting unstuck)
Physical &
Mental Health
eRezLife – BBF Mentoring Logs
Early Alert on your
Campus
Early Alert Program Models?
What do your interventions with academically “at-risk”
students look like?
How is student participation/uptake maximized?
Assessment and
Findings
Assessment Plan and Tools
Participant Intake Survey
Study Skills and Habits Questionnaire
eRezLife BBF Mentor Logs
*Analysis of Grades (GPA) and Retention Rates
*Post-Program Evaluations
*Contrasted with eligible non-participants
Eligibility and Implementation
ARTS & SCIENCE
• GPA < 1.6
• Mentors - 25
• Senior Mentors - 5
• Intake - Winter
NURSING
• GPA < 1.6
• Mentors - 6
• Intake – Fall & Winter
ENGINEERING
• GPA < 1.6
• Mentors - 6
• Intake – Fall & Winter
COMMERCE
• GPA < 1.6 or 1 failed
course
• Mentors - 6
• Intake – Fall & Winter
Profile of Eligible Students
Arts & Science – Pilot Year
Queen’s First Year ArtSci Cohort
Bounce Back Pilot Year
2013-2014
2013-2014
2649 Students
68% F
32% M
262 Eligible
75% F
25% M
2%
6%
92%
First Generation
Aboriginal
Non-Aboriginal/Non-First Generation Student Cohort
17%
1%
82%
First Generation
Aboriginal
Non-Aboriginal/Non-First Generation Student Cohort
Uptake
Arts & Science – Pilot Year
4 in 10
eligible
students
opted in
Findings – Change in GPA
Arts & Science Pilot Year
1.40
*Statistically significant
1.4
1.2
1.20
1.08
1
0.99
+0.32
0.8
0.6
0.4
0.2
0
Participants
Eligible Non-Participants
Mid-year
Year-end
+0.21
Findings – Retention Rate
Arts & Science Pilot Year
100.0%
90.0%
+11.3%
80.0%
70.0%
66.3%
60.0%
*Statistically significant
55.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Participants
Eligible Non-Participants
Self-Reported Post-Program Results
Pilot Year
Greater…
• levels of resilience, awareness of resources and supports
• willingness to use resources and supports
• ability to manage their mental health
More…
• belief they could be successful at university
• satisfaction with their university life/experience
• frequent use of learning strategies services, academic
advising, and writing
Considerably more…
• confidence in writing winter term exams and papers
• satisfaction with their winter term grades
Year 2 Preliminary Data
Nursing, Engineering, Commerce
Nursing
Engineering
Commerce
• Fall – 21 (57%)
• Fall – 69 (23%)
• Fall – 65 (0)*
• Winter – 14 (TBD)
• Winter – 24 (TBD)
• Winter – 28 (TBD)
• Academic Advising
• J-Section
• Academic Advising
• Tutoring
Lessons Learned (Year 1)
Enablers/Successes
1. Relationships with Faculties/Schools
2. Relationships with peer student groups
3. Mentors who have „bounced back‟
4. Peer-to-peer promotion
Challenges/Issues
1. Uptake from most „at-risk‟ students
Lessons Learning (Year 2)
Challenges
Enablers/Successes
1. Individualized outreach from mentors to
most “at-risk” students (< 0.7)
Challenges/Issues
1. Early alert for fall mid-term
2. Intensive nature of COMM/ENG/NURS
3. ENG – ↑ incidence of mental health issues
4. ArtSci – ↑ number of international students
Questions and Next Steps
Three things you learned
Two things you want to explore further
One thing you want to do
Contacts
Arig al Shaibah [email protected]
Cassandra Eberhardt [email protected]