10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution.

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1 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM THE UNIVERSITY OF TEXAS AT DALLAS Founded in 1969 as a graduate institution. Began admitting upperclassmen in 1975 and began admitting underclassmen in

2 A campus transformed. Over 28,000 students. Ranked No. 1 in the United States among universities founded less than 50 years ago. PROGRAM MISSION The Undergraduate Success Scholars (USS) program mission is to serve underrepresented minority (URM) students with engagement opportunities, academic support, mentorship and guidance to meet both personal and professional goals. The Undergraduate Success Scholars program aims to increase URM student enrollment, success, and retention. 2

3 PRESENTATION TOPICS Data-driven conceptualization of the program Evolution and development of program components Methods of data collection (student goal-setting and reflection) and Review of data (program impact on student GPA and persistence) Effective mentorship and student engagement initiatives Strategies regarding how to train student leaders, create a student activity or planning board, utilize existing campus resources, and establish partnerships and collaborative efforts with other successful initiatives Insights from current program staff and student leaders will guide a discussion with the audience regarding how components of this program can be applied at other institutions DATA-DRIVEN PROGRAM CONCEPTUALIZATION URM enrollment trends Significant persistence drop Year 1 Number Year 2 Percent Year 3 Percent Year 4 Percent 4 Year FTIC 2011 Group Enrolled Enrolled Enrolled Enrolled Graduation Rate White % 94% 70% 48% Asian % 97% 86% 55% Other/Unknown % 98% 75% 64% African American 69 96% 91% 67% 36% Hispanic % 95% 69% 36% Overall 1,380 SELECTION Coordination of student selection ensures larger number of students are served Admit Type Program Participation Scholarship Status High School Ethnicity Test Scores 3

4 DEMOGRAPHICS USS Cohort Details USS FTIC 2014 USS FTIC 2015 USS FTIC 2016 African American USS Hispanic USS Total USS Cohort Average SAT (ACT equivalency) Percent of USS Cohort First Generation 47% 35% 40% ORIGINAL PROGRAM REQUIREMENTS Participate in at least two USS events each semester Meet with the Office of Undergraduate Education once per semester Enroll in Peer-Led Team Learning or Supplemental Instruction when applicable Focused on Academic Foundations and Social Capital, Enrichment and Cultural Capital, Leadership Development and Goal Evaluation, and Goal Attainment Freshman Year Sophomore Year Junior Year Senior Year EVOLUTION OF PROGRAM COMPONENTS Survey Data Collection and Focus Groups Identified the most helpful program components Increased demand and need for more intensive programming Received feedback regarding desire for more opportunities to bond as a program Informed that in some cases, the USS program was serving as the primary connection to campus and source of personal development 4

5 Success Planning Workshops and Enrichment Activities Family Mentorship Initiative Leadership Planning Boards Academic Resources Networking Events Mentor Liaison Service Planning Board Meetings with Program Team Saturday Sessions Student Leader Mentor Academic Planning Board Online Goal Setting Cultural Opportunities Peer Participants Social Planning Board FOUR YEAR PATHWAY TO SUCCESS First Year Receive mentorship through the Family Mentorship Initiative Review academic performance to ensure alignment of personal abilities with professional aspirations Engage in a leadership development experience Explore and participate in extracurricular and co-curricular opportunities, including undergraduate research, internships, summer enrichment programs, and study abroad opportunities Second Year Identify long-term academic and professional goals, including prepare for graduate or professional entrance exams, if applicable Cultivate relationships with faculty, staff, and professional contacts Evaluate specific preparations needed for next career and/or academic stage Schedule to take graduate or professional entrance exam, if applicable Third Year Develop a strong professional résumé Apply for career-related opportunities, graduate school, or professional school Meet with a USS team member to develop a post-graduation strategy and long-term financial plan to support the transition to career or additional education Finalize résumé/portfolio and references Fourth Year Identify employment opportunities or prospective post-undergraduate institutions Connect with Alumni Center CORE PROGRAM COMPONENT DETAILS 5

6 SUCCESS PLANNING WORKSHOPS AND ENRICHMENT ACTIVITIES FAMILY MENTORSHIP INITIATIVE Incorporated cultural norms and identity to develop the Family Mentorship Initiative Family commitment is a characteristic common to most Hispanic students (Griggs & Dunn, 1996) Shared responsibility for both immediate and extended family Studies show that African American students have a strong desire for acceptance and inclusiveness within learning communities USS Family Member Family Leader Mentor Liaison USS Family Member USS Family Member 6

7 FAMILY MENTORSHIP INITIATIVE Leadership opportunity that connects leaders and mentees to supportive faculty, staff, alumni, and external supporters In AY 2017, 35 faculty, staff, and alums served as mentor liaisons. Currently, 57 liaisons participate in the initiative Participants ranked the pilot one of the top three most helpful program components Mentor Liaisons reported that they assisted their students in the following ways: 1. General mentorship 2. Career advice 3. Emotional support 4. Engaging USS family members 5. Success coaching/personal development 6. Professional development 7. Academic support STUDENT LEADERSHIP Capacity Details Family Leaders Leadership Planning Boards Requirements Organize monthly meetings with students and facilitate a semesterly meeting with members and liaison/s Meet with assigned mentor liaison once per month Communicate with USS team, assigned liaison, and members regularly Recruitment The end of year evaluation allow future leaders to indicate leadership interest Direct outreach from staff Selection Process Online application Phone interview with staff Training Online training resources In person training presentation Assessment on knowledge gaps and monthly meetings addressing best practices on corresponding topics Reporting and Oversight Monthly online family leader reports Monthly Family leader meetings Academic Planning Board- Plan academic centric events Service Planning Board- Plan volunteer events both on and off campus Social Planning Board- Plan fun, memorable student experiences that will increase participant connections Marketing during summer communication packets Position openings are posted in weekly communication Online application Phone interview with staff In person training presentation Planning retreat Direct reporting to student staff Event submission forms KEYS TO SUCCESS Recruitment of Family Liaisons Build your personal network of campus and external contacts Create a referral system Recruitment of Family Leaders Market your leadership experience Development of hard and soft skills Service matters culture Expansion of professional network Personalized Outreach Empower students through personal messaging that recognizes their leadership potential Tap into their need to be included by initiating contact and allowing them to here how they are an integral part of the program community 7

8 KEYS TO SUCCESS Develop a Collaborative Community Joint programming allows community building among students, reduces costs, and prevents duplication of services Increase Self Efficacy of Students to Succeed Set high expectations and ensure accountability Facilitate goal setting and reflection Emphasize the importance of their success Build Community Implement peer-to-peer mentorship to serve more students Use Data to Guide Decision Making Collect data to inform programming and referrals Example: Recent changes to family structure and fall kick-off Share data and student stories with EVERYONE, including students and the community MEASURING SUCCESS First Year Retention Status Cohort 1 Cohort 2 Cohort 3 Initial Active Retained and Active in Program Retained and Inactive in Program Not Retained at UT Dallas Overall Program Retention Rate (Active and Inactive) 93% 93% 94% MEASURING SUCCESS Success is relative Percent of Non- Percent of URM, Non- Percent of Active Percent of Inactive Spring 2017 GPA Range URM Students USS Participants USS Participants USS Participants 0.0 to % 1% 0% 4% 1.0 to % 4% 4% 9% 2.0 to % 22% 33% 23% % 73% 63% 64% Percent 2.0 and Above 97% 95% 96% 87% Average Spring 2017 GPA Percent of Students Who Improved GPA -0.34% -0.70% 2.20% 0.40% from Previous Year 8

9 MEASURING SUCCESS USS Program Evaluation Overview 95% of students agreed that USS provided academic resources and provided a supportive academic environment Students found monthly workshops, USS staff meetings, and engagement with the USS families as three of the most helpful programs in the academic year 74% of USS students strongly agreed one-on-one meetings provided academic support and assisted with strategic academic planning 82% of USS students agreed that USS strives to meet ALL components of its mission 82% of USS students indicated the USS program has impacted their UTD experience in a positive way MEASURING PROGRAM SUCCESS AND RESPONSIVENESS Student Program Recommendations Make the family mentor program optional for upper classmen Have a team building/ bonding activity at the beginning of the year Have all students in the family meet with liaison Encourage leaders to meet with family and hold each other accountable for goals Program Reform The end of year evaluation allowed upperclassmen to opt into the Family Mentor Initiative for the upcoming academic year All cohorts participated in the Fall Kick-Off event (formally the freshmen retreat) USS formally hosted a meet and greet to initiate liaison, leader, and mentee engagement for the academic year The family leader monthly meetings are scheduled to include continuous trainings on the growth coaching model for leaders STUDENT PERSPECTIVES 9