Beyond EOF
Presenters: Mecca K. Brown and Jasmine Lynch

This workshop is intended to be delivered as
a conversational method. We encourage
dialogue amongst the group to give examples
and provide feedback on how the ACCESS
Approach can be incorporated in their
institutions. At the conclusion of the
workshop, the group should walk away with a
tool that be used to overall improve the EOF
program and the relationship with
prospective and current EOF students.
Agenda


Promoting student accountability as it
pertains to their academic performance.
Holding students accountable for:
◦ Understanding EOF policies, academic policies, and
program/classroom requirements.
◦ Identifying a work/study space and back-up plan.
◦ Practicing good time and stress management
habits.

As higher education professionals we need to
be proactive in disseminating information to
students.
Accountability
Increase communication between
Advisors and other departments (i.e.
Financial Aid, Bursars Office). Have that
“go to” person in each department.
 Eliminate department cliques and focus on
the main objective – to service students.
 Promotes a “welcoming” environment for
students and increase morale amongst
staff.

Communication
Is there an academic program that the
majority of your EOF students enroll in?
 Is there a continuous cross-training
amongst departments that are crucial to
the success of your program?
 Collaboration between New Jersey
Institutions and sharing best practices.

Collaboration





Student engagement begins at the time of
inquiry and progresses throughout the student’s
life cycle.
Nearly one out of five four-year institutions
graduates fewer than one-third of its first time,
full-time, degree-seeking first-year students
within six years (Kuh, 2010).
What are the various methods of contact for
prospective EOF Students?
What are the various methods of contact for
current EOF Students?
Consider the generation and advances in
technology.
Engagement






Students perform better and are more satisfied at colleges
that are committed to their success and cultivate positive
working and social relations among different groups on
campus (Kuh, 2010).
Providing students with a guidebook – library hours, list of
clubs and their descriptions, essential departments and
hours, work-study, computer labs, and resource and
tutoring centers.
Virtual Community for EOF Students.
One Stop Centers – University of Delaware/Boston College,
University of Connecticut/The New York Institute of
Technology.
In the ideal world do you think it be essential to have a
One Stop Center for EOF Students?
Developing One Stop Centers.
Supportive Campus Environment






Student success is enhanced when an institution
provides many complimentary policies and practices
to support students academically and socially (Kuh,
2010).
Acknowledge the fact that student success may look
very different to us as higher education professionals
than what it looks like to our students.
Time and Stress Management.
Graduation Road Map.
STEM Majors.
Student success must be at the core of all
institutional work and decision making; therefore,
academic advising is critical to the success of higher
education (Drake, 2011).
Student Success



Drake, J. K. (2011). The role of academic advising in
student retention and persistence. American College
Personnel Association and Wiley Periodicals, Inc., 8-12.
Kuh, G. D., Kinzie, J., Schuh, J, H., & Whitt, E. J. (2010).
Student success in college: Creating conditions that matter.
Jossey-Bass: San Francisco, CA.
Recommended Readings:
◦ The Handbook of Student Affairs Administration (3rd
Edition).
◦ Fostering Student Success in the Campus Community.
◦ Student Development in the First College Year: A Primer
for College Educators.
Discussion/Q&A
Thank You!!!
Survey