ATD Success Team Jan 26th Meeting Minutes
3:00 – 5 pm
TC 110/116 in the Training Center at Florissant Valley
The meeting began by welcoming everyone and Introducing the campus advising managers who
attended as resource people since today’s meeting topic is best practices and innovative models for
advising already happening at STLCC.
 Julie Massey – Meramec
 Burdette Miller – Forest Park
 Kathy Williams – Florissant Valley
 Barbara Mehranfar – Wildwood
Dr. Donna Dare reminded the group that once again we are focusing on a potential ATD strategy –
revamping advising – and our presenters are here to outline small scale successful STLCC practices. Our
goal is to learn from them and to consider the feasibility of scaling up or combining or adapting any of
these innovations as part of our ATD initiative.
 Joe Worth (ALP)
ALP –Accelerated Learning Program - is a program where the courses are melded together – the
students do a LOT of their work on line and the students take classes in LOCK step. Counseling was part
of the creation of the ALP process – that partnership with faculty helped to make this program
successful. There are at least three variations of the ALP. The original one that Chris Stephens leads. In
that program the student ends up with a general transfer degree in 9 months. The courses are in lock
step – except for mathematics. (The student has to figure out how to complete that requirement on
their own. There is also the Express Scripts ALP - these particular students work exclusively with Joe
Worth and Patti Barnes. There is an ALP program associated with the Childcare Center. Those students
work with Donda Miller. Faculty take responsibility for a lot of the advising of students in these
programs – but since most of the courses are in lock step – this is not a difficult process. Once these
students are admitted into one of these programs, they usually do not need to take advantage of the
services offered by the advising department, so the ALP program does positively impact students by
decreasing the workload of advising!
 Kim Fitzgerald (high school outreach)
This program works with the high schools and gets high school students and their counselors to the
Meramec campus to see the place and meet with advisors. These days are called “red carpet days.” High
school students come for four hours – 9 – 1 – take their assessment test, meet with an academic
advisor, register etc… The high school counselor comes too. This helps the student because the HS
counselor learns a lot about STLCC and then they can help answer many questions the student may have
after the visit.
Besides “red carpet days” another program involves meeting with the area high school counselors about
dual enrollment and summer enrollment. One example is the partnership created with Vianney. The
area high schools are interested in STLCC classes that do not complete with classes they offer and begin
a 2 pm an later – like photography, accounting etc… Kim created a mini- catalog listing these types of
courses. Kim’s office supports the advising offices.
 Dennis White (COL)
Dennis provided a handout concerning the advising that can take place during COL courses.
The COL faculty do things in support of advising – get the students familiar with the campus and with
college expectations. Make sure they know how to use Banner – be able to look up their grades –
counsel them while looking at their midterm grades. Have speakers – like Joe Worth (counselor) and
Sharon Fox (librarian). Learn about and try out study skills. Go over the academic calendar and
understand when they need to register etc…
The course works on setting goals – help with their MAP – (My Academic Plan.) May take the Myers
Briggs – research careers – via our counselors and the career and employment services. May have the
students take the LASSI – learn about their strengths and weaknesses. Create a resume – tied in with
their MAP.
The student’s COL instructor is their “Success Coach.”
 Rhonda Adams (TRIO)
TRIO is funded for 160 students per fiscal year – however as the program matures, there can be an
upwards of 300 students involved in the program at any given time. Advisors/counselors are given a
case load of students who they are “in charge” of. These students need most of their guidance in their
first semester. They continue to be served until they graduate, but need less and less help because the
program guides them to be independent!
The advisors/counselors find out what each student needs – time management skills etc. They also
consider what is going on in the person’s family. They look at the student’s class schedule and their life
obligations. Each student is given a mentor – sometimes the mentor is from a four year college. All of
this takes place the first four weeks the student is in the program.
Week 4 – 8
The advisors/counselors ask the students about how they are doing in their classes. If the student had
attended STLCC the previous semester, they find out if the student has any incompletes to finish up.
They also ask students if they need help…
Weeks 9 – 11
The advisors/counselors are constantly updating phone numbers, email addresses etc… They review
their financial aid records with them… They schedule an end of the semester conference. And they
check to see if all their bills are paid – parking tickets? Library fines?
Weeks 12 – 15
The advisor/counselor meets with each student for an end of semester conference
Rhonda provided us with a handout. TRIO is a program that is very intrusive and very successful. The
students in the TRIO program do not need to use the advising services.
 Suelaine Matthews (Access Office)
One stop shop – once a student gets admitted and takes the Accuplacer – the Access office advises and
registers students. They also take care of the student’s financial aid audit. In the past the Access Office
also administered the Accuplacer. This was taken away but this was great service to students because
they could go through the entire process in one day. (They also teach students how to register – but
most of their students like to talk with someone before registering.) Their students are not assigned to a
particular advisor but many gravitate to a particular advisor. The students get to choose the advisor they
want to work with. The students can make an appointment or drop in. The members of the Access office
keep many notes on each student. This helps with the advising process. Each student has an advising
file. The Access Office uses NCR paper to write notes to the student about what they “need to do.” The
student gets a copy and the Access office keeps the other copy.
If the student needs a career counselor – they work to make that happen… Each Access office advisor
thinks about the needs of each student when scheduling them. Do they need a PE class between
classes? Do they have transportation issues? etc… The Access office advisors teach the students using
their services how to use Banner, Bb, get their One Card etc… May do this over and over for some
students because they only perform this process one time a semester. The Access office helps students
problem solve. This office avoids giving the students the run around… They offer a voluntary specialized
orientation – mainly about the Access office services. They have a first semester follow up – this involves
having the student check in throughout their first semester to see how it is going…
They offer an Access to College program – with second semester H.S. seniors with disabilities from
McCluer North and McClure North Berkeley. The course teaches the students how to survive in college
with a disability. These students don’t know how to talk with their teachers about having a disability so
they learn to do that. The First 8 weeks of the course is offered by the access office – last 8 weeks it is
taught by a COL 020 teacher.
The ATD Student Success Team asked the panelist questions and some comments were
offered:
Advisors talked about how their offices do intensive advising but not intrusive advising because they do
not have the time/manpower.
Meramec does have both walk in and appointment advising sessions – they do intrusive advising when
the peak times are over. Only have walk in advising at FV and FP. At WW advising gives out advising
times to each of the COL students – outside of peak times – and surprisingly the students show up! They
also spoke in many of the MTH 140 classes to tell them what math class to take next!
TRIO has a cohort of 160 students per year. Each campus has two advisors. The manager and some of
the mentors also have case loads. TRIO follows students from the day they come to the day they
graduate. (320 per year… As they spend more time with STLCC – they need less and less help…)
The TRIO students express that they are VERY satisfied and engaged at STLCC – noted on the CCSSE
survey
So do we want to explore a case management approach? Can we have faculty do advising? What
training would they need? Do we want a mentoring program? BIG IDEA – the effort put up front – really
pays off!! Students who get help early –can help other students!
Kathy Williams said the art department faculty are self trained
FV has advisors who are liaisons to departments – need to be housed within the division = idea!
ALP faculty advising – really supporting students. In order to REALLY advise – need training. For the
Express Scripts ALP – Patti Barnes and Joe worked with these students and offered one stop shopping!
Group advising is a good idea
How successful is TRIO? The government gives them goals. Each year the TRIO program has exceeded
their goals.
Round 2 of reports by experts involved in best practices and innovative advising/mentoring
models at STLCC
Keith Sayles (AAMI)
AAMI (African American Mail Initiative) on FP and FV campuses – recently received an increase in grant
money so now can serve more students: 175 – FV 175 – and 50 at Harrison center
Have an academic early alert system – like the one Dean Curry created for athletes a number of years
ago. By week four, a form is sent to all the faculty members of all the AAMI participants –the form asks
for information concerning the student’s grades and attendance. Each AAMI participant sees a mentor
after those reports are sent back. The mentor and the student create a success plan for the semester.
The student then meets with each of their faculty members and checks to see if their plan is acceptable.
The first semester AAMI was offered – the students were asked to deliver the early alert forms to their
instructors- did not work! Now the forms are sent directly to the faculty members – much better
response rate.
AAMI welcomes their students the week before classes begins with lots of speakers. The students learn
a lot about the services at STLCC. This has helped with student persistence.
AAMI works with community partners. Before this was purely voluntary - now AAMI is contracting with
some partners so that they will come in on a regular basis.
Found out that what frequently keeps students from being successful are the things happening outside
of the classroom: worried about family issues, worried about money etc… - the community partners can
help with these issues.
Want to let the faculty and staff know more about how to work with and understand students in the
AAMI program. Working with CTLs to offer professional development concerning these issues. AAMI has
money to bring faculty to conferences. Also has money for dev ed tutors in Math and Reading. Have 6
tutors – 5 of them have master’s degrees in their discipline.
Some of AAMI’s community partners are: Urban League, Better Family life, Big Brothers, Big Sisters…
 Wendell Covington (Gateway to College)
Gateway to College works with “non-traditional” high school drop outs (students who are academically
capable but had something upending happen in their lives or who just did not “fit in.”
Gateway helps them get their HS diploma in a non-traditional location.
Concerning advising – very intrusive – These students have disengaged from traditional education. Have
an extensive selection process. Interested students along with a significant “care-giver” must attend an
information session to learn about the program. The care-giver must agree to play a part.
Students learn about expectations and are evaluated – must be able to read on the 9th grade level. The
program helps students Identify strengths and Encourages students to work on these! Focus on multiple
intelligence. Helps students identify learning styles. Students need to learn to be collegiate – so Gateway
does a lot of partnering to open the doors for their students. The students begin with dev courses – Eng
030, Rdg 030 and Mth 020 and a special COL 020 course. Need to keep a 2.0 GPA – don’t always achieve
this – but that is the goal. Need to take ownership of their learning. If they fall below the 2.0, then they
are given academic and behavioral goals and are monitored. When they are successful – then they take
three 100 level courses and a Gateway course. Have them create a development plan along with their
“coach.” Presently they have 50 students in Gateway. Use Myers Briggs and other measures to learn
about themselves. The ultimate goal is for the students to get their HS diploma. (A lot of course
alignment with the High schools is done to make this happen!) VERY INTRUSIVE program.
 Michelle Schuler (CTE Retention and Retention Coaches)
CTE = Career & Technical Education offers Associate in Applied Science degrees and Certificate programs
CTE Transition Specialists focus on CTE student retention, recruitment, and degree completion. There is
one representative for each campus
FP – Victoria Dabney
FV – Carla Jordan
MC / WW – Michelle Schuler
The CTE Transition Specialists offer Career Program Information Sessions; provide perspective CTE
students a “Reality Check” regarding career and academic requirements. They provide interactive
sessions that include:
Career discussions
Hands-on activities / Demonstrations
Current student perspectives
Academic requirements
They work with students to create a communication Plan, create a connection, encourage engagement,
and promote resources.
New first time CTE students receive a welcome letter that lists services available to them and the clubs
related to their career choice. They receive a congratulations letter If they earn a 2.0 or above their first
semester. If their GPA is below a 2.0, they receive a resource letter that suggests the changes they need
to make and the resources available to them.
All CTE students are offered midterm prep sessions and receive a midterm grade reminder – including
how to access their midterm grades.
For those CTE students with more than 30 credit hours – the Transitions Specialist goes over where the
student is and what they still need to complete to finish. Those students who are in their last semester
get info about graduation.
The Biotechnology Orientation at FV provides an accurate academic plan and promotes engagement
with faculty. The program is very interactive and includes: academic advising, faculty interaction,
facilities tours and connections to various career paths.
An Early Alert pilot at MC provides early intervention to students showing signs of poor academic
performance or academic disengagement and allows faculty to identify and refer students of concern.
Students are contacted and appropriate resources are recommended
 Julie Massey (best practices in transitioning)
Julie works with transfer students. Gets information about other four year colleges for our students –
added to their website. Look to see what other community colleges are providing – best practices –
Created a brochure and workbook.
Advising has students work on their MAP – My Academic Plan. Students meet with an advisor out of
peak time and work on this plan in pencil. Advising keeps a copy and the student gets the original. Helps
students not only with
 Diane Lee (Faculty advising in IS and Hospitality)
Faculty at Forest Park have been very successful with advising students in the Hospitality and IS
programs. These programs are so specialized and so in demand that it has been helpful to have the
faculty experts work with the students involved. One problem is that the courses fill up VERY quickly.
Students not already in these programs may not have a chance to get into these courses because they
do not know that they need to see faculty to get help to register. They are trying to figure out how to
communicate this on the website.
Burdette Miller has been very helpful to the Hospitality and IS departments.
 Ruby Curry (Mentoring project)?
Ruby used her past coaching experience and the academic monitoring system she created for athletes to
create this program. She realized that life is all about relationship building.
Students in selected classes were asked if they wanted a mentor (filled out surveys.) All who were asked
- wanted mentors. The students were also surveyed about the information they needed – like how to
join clubs etc… Ruby did not have enough faculty members who were willing to mentor. The faculty
members who said yes – agreed to meet with each student four times semester. Stacy Hollins had 6
students that she mentored. All returned for the spring semester. Faculty do this on a voluntary basis.
(Exclude students who are in AAMI, TRIO or Gateway) In its first semester it was very successful.
The ATD Student Success Team asked the panelist questions and some comments were
offered:
Gateway to College is presented as a privilege and an opportunity – students want to be a part of them
(Their last chance…) Takes around 2 – 3 years to complete the program. 60% completion rate. Had 8
graduate from HS in the spring of 2010 – first cohort…(Many of these students are only 1 or 2 semesters
from earning an AA or AS degree!
4:50 – team members asked to email their potential issues related to revising advising and the names of
STLCC experts who could address those issues to Teresa Huether (These experts may be asked to join an
ATD implementation committee related to advising.)
4:55 – closing – next meeting will be on Feb 2nd from 3 – 5 pm in the Confluence room on the Meramec
campus. The topic of discussion will be Developmental Education – STLCC history/how it is today/ NADE
Spring Semester meetings (all are on Wednesdays from 3 – 5 pm)
Feb 16
Mar 2
Mar 23
WW – Multipurpose Room – topic: Developmental Education Innovations at STLCC
FP – L007
FV – TC 110/116
These notes have been respectfully submitted by Teresa Huether