Partnerships:
Academic and Student Affairs
25th Annual Conference on
The First-Year Experience
February 26, 2006
Anne Arundel Community
College
AACC Dilemma
• Low retention of Black students
• Significant number of Black
students placing in developmental
courses
• Poor study skills and habits
• Limited college preparation and
financial resources
• Limited use and knowledge of
academic support and college
systems
HISTORY OF
PARTNERSHIP
•
•
•
•
•
Black faculty and staff
established the BSST in 2000 to:
Improve study habits
Provide a nurturing environment
Establish a mentoring system
Facilitate interaction between
Black students
Monitor students while attending
AACC
BSST MISSION
To create new and augment
existing college-wide programs
and activities at AACC to more
effectively and expeditiously
improve the success rates of
the Black students.
SUMMER BRIDGE
PROGRAM
• A four-week rigorous academic
review and college orientation
program
• Exposes students to study skills,
career options and cultural venues
• Establishes relationships and
networks
• Prepares students for the
upcoming semester
SUMMER 2005 BRIDGE
PROGRAM
• 6 faculty taught 2 classes of English,
reading and math
• 18 college faculty made
presentations
• Over 70 students pre-register and 3032 are selected
• 32 students completed, earning one
credit for “Student Success” course
• Students rate the program value and
effectiveness excellent to very good
Retention
Summer Bridge Students Who Were
Enrolled As Of 2006 Fall
Student Achievement and
Success Program
An innovative program
designed to increase retention
and facilitate collaboration by
enhancing programs and
services designed to meet the
needs of first generation,
minority and/or low income
students
Student Achievement & Success Program
WHO IS ELIGIBLE
NEWLY
ENROLLED
1ST
GENERATION
LOW-INCOME
MINORITY
UNDERPREPARED
FULL OR
PART-TIME
DEGREE OR
CERTIFICATE
CREDIT
SERIOUS
ABOUT OWN
SUCCESS
NEED TO
KNOW
RESOURCES
MAY NEED
FINANCIAL
SUPPORT
BALANCING
HOME,
WORK AND
SCHOOL
200
STUDENTS
CHOSEN
ANNUALLY
Individual Mentoring
Component
• 30 faculty/staff
• 31 students
requested and were
assigned individual
mentors
• Mentors meet with
students informally
3-6 times each
semester
Retention of African American
Students
Fall 2002 Cohort
Student and Academic
Affairs Partnership
•Purpose and Mission
•Focus and Framework
•Measurement and
Effectiveness
Cooperation And
Collaboration
Academic
Advising
Student
Financial
Services
Enrollment
and
Development
Planning and
Research
Educational
Talent Search
Learning
Systems and
Technology
Diversity and
Compliance
Public Relations
Office
Academic
Support Center
Student
Activities
Academic
Departments
Community
Leaders
and
Organizations
Credit Enrollment By Race/Ethnicity
(Black/African American)
2000
1866
1747 1695
1800
1675
1600
1400
1200
2000
1336
1380 1368
1161 1217
1000
800
600
400
200
0
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
NEXT STEPS
• Comprehensive First Year
Experience including a “Thematic
Learning Community”
• Funding and Expansion
• Determining Effectiveness
• Application to Other Populations
• Sharing Best Practices
Question
s?
Comment
s?
Thank You!
•Lester S. Brooks, Professor, History
•Penny L. Foster, Associate Professor,
Computer Information Systems
•Carlesa R. Finney, Director, Student
Achievement and Success Program
•Terry M. Clay, Assistant Dean, Student
Development and Success