CSS Best Practices and Successes
continued
How is my academic plan
connected to my career goal?
Meet the Success Team
The Center for Student Success
Jaguar Pride:
Ensuring
Student Success
Mr. Major Brock, Jr., MA
Executive Director Center for Student Success & Director of QEP
318-670-9280
[email protected]
The combining of the functions of academic advisement, career coaching and retention to form a comprehensive intrusive advisement approach has resulted in higher
job placements over the past three years
and out performed the state rate. For 2014,
the state rate is 58% as compared to 67%
for SUSLA.
Ms. Tiffany Manning, Director of
Academic Advisement , MS
318-670-9281
[email protected]
Ms. Tuesday Mahoney , MS
Director of Career Services
318-670-9283
[email protected]
Mr. Ebert Foules , Retention Coordinator
318-670-9284
[email protected]
Ms. Nicole N. Kirkpatrick ,
Administrative Assistant III
318-670-9282
Axis Title
SUSLA'S ANNUAL PLACEMENT RATES
Year
2011
Series1 59%
Year
2012
Year
2013
Year
2014
60% 60.31% 67.24%
Office Location:
Fine Arts Bldg. Rm. C-08
Hours of Operation:
Monday-Thursday 8:00 a.m. to 6:00 p.m.
Fridays 8:00 am to 12noon
Office Telephone
318-670-9282
CENTER
for
STUDENT SUCCESS
Southern University at Shreveport LA (SUSLA) is one of five
institutions in the only HBCU University System in the United
States. In addition to SUSLA, the Southern University System
consists of SU Baton Rouge, SU New Orleans, SU Agricultural
Center and SU Law Center.
SUSLA serves a unique population in the state of Louisiana—
its students’ average ACT scores are 4 to 5 percentage points
below those of both the state and national averages. Nearly
70% of its entering freshmen students are determined not to be
ready for college-level courses—-averaging slightly over 2
developmental education courses per student. This level of
college un-readiness, together with the fact that 60 –70 % are
low-income and first generation, formed the basis for SUSLA’s
Quality Enhancement Plan, ―Jaguar Pride: Achieving Student
Success through Structured Advisement‖
The Southern University at Shreveport Louisiana (SUSLA)
academic inventory consists of twenty-six (26) associate and
certificate programs degree offerings. Of the aggregate, sixteen (16) are associates, nine (9) certificates, and one (1) Technical Diploma. SUSLA’s Fall 2014 student enrollment was
2,952.
The Center believes that in order to successfully attain academic and vocational
goals, the first-time entering freshmen
must accomplish the following learning
outcomes during the first year of college:
1)
The overall goal of CSS is to design a first-yearexperience that teaches the student to successfully
navigate an appropriate course of study to attain
their academic and vocational goals
Center for Student Success (CSS) functions as a ―One Stop Shop‖, housing Academic Advisement, Student Retention
Services, and Career Placement and Service Learning. These functions are combined to form a comprehensive academic
advisement team, whose mission is to
design a coherent and well-coordinated
institution-wide first year experience
(FYE) that addresses the special learning
needs of entering freshmen. The Center
has adopted a transition pedagogy approach, which involves focusing on the
development of non-cognitive skills in the
college success course and working closely with freshmen faculty to design cocurricula and curriculum strategies to reinforce these skills.
What is the Center for Student Success
all about? Transferring from high
school to college is more difficult than
I anticipated
To distinguish and demonstrate their roles and responsibilities from those of their academic/social
support team.
CSS Best Practices and Successes
CSS believes that all students, regardless of the level
of under preparedness, can achieve success in college
if given opportunities to develop non-cognitive skills,
e.g. engagement and effort; attitudes and beliefs; motivation and intentionality; and interact with others in
productive ways. CSS found where advisors and students met regularly to develop these skills, marked
improvements in academic performance resulted.
I don’t think I belong in college.
What am I to do to get started
on the right track?
2) to identify, develop and explain their degree plan including the sequence of coursework, the time to degree and
expected graduation date.
What is my academic plan and how
long will it take me to complete my
plan and graduate?
3) to apply the success strategies taught in the Student Success Course in the classroom and regulate these strategies to
meet the requirements of each course.
How can I improve my
academic performance to?
Accomplish my goals?
The fall 2011 QEP cohort consisted of 64 first-time
entering freshmen students, of which 80% were enrolled in developmental education. The control group
represented 440 freshmen students, 68% were enrolled
developmental courses. The QEP cohort had a higher
percentage of developmental education students, but its
passage rate was higher than the control group in all
types. There were significant differences in the firstyear experiences of each group; for example, a 100%
of the QEP cohort students were enrolled in the College Success course as compared to only 43% of the
control group. The QEP cohort was required to meet
with their advisor a minimum of 3 times during their
first semester and demonstrate/discuss at each meeting
their level of preparedness to attain their academic
goals. The control group was not required to have the
mandatory meetings.