Office of Student Affairs
Annual Report
July 2015
Authored by
Susan Dalebout, Assistant Dean
Contents
Introduction
Part I: Overview of the College of Education Student Affairs Office
Academic Advising for Undergraduate Students (and Prospective Undergraduate Students)
Implementation of MSU Policies on the Academic Standing of Undergraduate Students (ASUS) and
Satisfactory Academic Progress (SAP)
Academic Orientation Programs (AOP)
Colloquium with Your College
Admission to College of Education Undergraduate Programs
Degree (and Internship) Clearance
University and College Recruitment Events
Career Services
Job Placement Data
MSU Certification Office
Tracking/Reporting Conviction and Civil Infraction Histories for Teacher Candidates
Criminal Background Checks for Pre-Interns
Assistance for Alumni Seeking Teacher Certification/Licensure in Other States
MTTC Results
Commencement Events
Data Extraction and Stewardship
Curriculum Resource for Faculty and Departments
University Policies and Procedures, Risk Avoidance, and Resolution of Student Issues
Part II: College of Education Student Success Initiatives
Six-Year Graduation Rates for MSU/College of Education Students
SAO Student Success Initiatives
Day at State
Freshman Seminars in Education/Special Education and Kinesiology/Athletic Training
University Innovation Alliance (UIA) Pilot Partnership between the MSU Neighborhoods and the College
of Education: Spartan Success Coaching Program
Success Training for Academic Recovery (STAR) Program
Soft Landing
References
Appendix A (AOP Advising Guide for KIN/AT Students)
Appendix B (AOP Advising Guide for Education/Special Education Students)
Appendix C (AOP Messaging to Incoming Freshmen)
Appendix D (2014.2015 COE Career Services Summary Report)
Appendix E (Teacher Certification Destination Survey Report 2014)
Appendix F (Kinesiology/Athletic Training Destination Survey Report 2014)
Appendix G (Members of University Innovation Alliance)
Appendix H (Education/Special Education Alternate Majors)
1
Introduction
Each of the fourteen MSU colleges/divisions with undergraduate programs maintains a Student Affairs
Office intended to serve as a source of support, information and resources for undergraduate students.
These offices offer centralized or decentralized academic advising which frequently includes major
exploration, course planning, interpretation of degree requirements, explanation of university policies
and procedures, academic support, referral to campus resources and other topics. This is also where
students receive assistance with administrative issues involving enrollment, course overrides, late drops,
medical withdrawals, repeat credit exceptions, registration HOLDs and a myriad of other actions that
require college-level approval. In the College of Education, because admission to all of our
undergraduate majors is restricted, students also seek guidance about admission requirements and the
process for being admitted to upper level programs.
In addition to supporting academic success, advisors strive to help students find their purpose at MSU
by encouraging them to engage in a wide range of opportunities like undergraduate research, study
abroad, internships, student organizations and volunteerism. Advisors help students “unpack” those
experiences and think explicitly about how engagement in such activities has helped them to grow and
become ready for the contemporary workplace. For example, we hope engaging in these experiences
will help students develop skills like communication, teamwork, networking, critical thinking, and global
understanding, and we hope that our guidance will help them think about how to communicate about
those skills with potential employers.
Part I: Overview of the College of Education Student Affairs Office
The work of the College of Education Student Affairs Office (SAO) is grounded in two Bolder by Design
imperatives:


1. Enhance the student experience by expanding opportunities for where, when and how
students learn and increasing the value of an MSU degree, and
6. Advance our culture of high performance by elevating the quality and effectiveness of every
product and process
The College of Education Student Affairs Office is responsible for a wide range of important functions.
2
My advisor is ABSOLUTELY AMAZING! He has truly gone above and beyond for me and I cannot explain how
appreciative I am of him. He truly cares about me, not only as a student but as a person as well. I am going
through a really critical point in my life right now where I don't know if becoming a teacher is a passion of
mine anymore, and he has been so helpful and caring thorough this entire process; talking me thorough other
career options that could still be helping people and with children and helping me find opportunities to
observe these potential career paths. He always responds to me almost immediately … and if he felt like it
would be best to discuss it, he would have the next appointment available for me. Although it may sound
cheesy, he has had such an impact on my college career and in my life. College can be very stressful and full of
change, something I do not handle well. He helps me recognize that while this may be scary, that I should be
embracing it, since it will all lead to something good and I will make the right decision. He is supportive,
caring, and just a remarkable advisor who has truly made an impact in my life!
Academic Advising for Undergraduate Students (and Prospective Undergraduate Students)
During the past year, eight advisors, some of whom are less than
The advisors are always very friendly. Even if I
full time (7.13 FTE), had 6,190 individual meetings with students.
do not have an appointment with one and they
This includes scheduled appointments and daily walk-in advising
see me in the waiting area, they say hello and
ask how I am doing. They genuinely seem to
meetings. It does not include group advising meetings, email
care about each and every student that passes
advising, or advising incoming freshmen, transfer students and
through the program. They are always
international students at Academic Orientation Programs (AOP).
concerned with how I am doing, not only
Advisors provide specialized advising for cohort students, honors
academically, but emotionally and physically as
well. They help me with all of my needs and I
students, probationary students, student athletes, postam very grateful for all the tears that they let
baccalaureate students, transfer students and teachers. Advisors
me cry in their offices and all the tissues they
are called upon to document academic eligibility for student
supplied.
athletes consistent with NCAA rules. Because the Kinesiology
major has so many student athletes, KIN/AT advisors work closely with Student Athlete Support Services
(SASS) and travel to the Smith Center to advise student athletes each semester.
My advisor always resolves my problems and has helped me out when I've been at my worst. Having her in
my corner throughout my college career has been such a blessing and words cannot describe how grateful I
am to her.
Implementation of MSU Policy on the Academic Standing of Undergraduate Students (ASUS) and
Satisfactory Academic Progress (SAP)
The Student Affairs Office is responsible for implementation of the university’s Academic Standing of
Undergraduate Students (ASUS) and Satisfactory Academic Progress (SAP) policies and procedures.
Based on cumulative GPA and other data, the academic standing of undergraduate students falls into
one of six categories: good standing, probation, final probation, extended final probation, recess and
dismissal. Decisions about students’ academic standing and satisfactory academic progress (related to
Financial Aid eligibility) are made in SAO. Students who have been recessed from the university must
petition for a reinstatement decision from their college.
3
Academic Orientation Programs (AOP)
Thank you so much for enrolling me in my
first ever college classes! I could not have
made it through AOP without your
guidance! Go Green! Go White!
Thank you for being so kind and patient. I
love you guys already and school hasn’t
even started yet. I can’t wait to come back.
Thank you for being so helpful in planning
for my first year of college and helping me
get involved with the UECP!
Thank you for helping me through this tough
process. You actually made it fun and I
couldn’t have survived it without all of you.
During six consecutive weeks in the summer and an
additional 4-5 days before fall classes begin, College of
Education advisors work with the university community in
a central location to orient and advise new, incoming
students. Advisors make presentations about our majors
each morning and then work individually with students
each afternoon to develop their course schedules for the
coming academic year. Advisors for the Education and
Special Education majors also host daily presentations for
prospective secondary certification students and work
with their advising colleagues in secondary majors (housed
in other colleges) to help them promote interest in teacher
certification. To a large extent, the freshman cohorts
(UECP and GECP) are filled by students recruited by
TE/SPED advisors during AOP. See Appendices A and B for
examples of our AOP Advising Guides.
Because research suggests that many students approach orientation and their first semester on campus
with fears about not belonging and not being able to succeed (Tough, 2014), we have adopted the
practice of sending messages from our student workers to the new students who will be attending AOP
the following week. Incoming students are encouraged to reflect on their feelings about attending AOP
and respond. Their comments and reflections are then incorporated into conversations at AOP with the
same students the following week. After attending AOP, students are encouraged to stay in touch and
ask questions of our student workers and advisors who continue to communicate with them until they
arrive on campus in the fall. See Appendix C for examples of messages sent to incoming students prior
to AOP.
Colloquium with Your College
The university requires that each college with programming for
undergraduate students offer a “Colloquium with Your College”
as part of Fall Welcome. All new freshmen and transfer students
are required to attend. We combine this with a Student Activity
and Resource Fair in which all College of Education student
organizations are invited to participate. In addition to the
activity and resource fair, the colloquium program includes a
college-wide welcome session, a welcome session and student
panel for each individual major, and major-specific breakout
sessions.
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At colloquium you could tell that
each faculty and staff member
wants every student at MSU to
succeed and reach their goals.
Attending colloquium made me
feel really confident about my
major choice.
Everyone was so welcoming. I
feel a lot less stressed about
being here after colloquium.
My advisor is awesome! I've never had an adviser so caring about me as a person and as a student, as well
as knowledgeable about options that would be useful in my course planning. He has shown so much support
for me in my education, extracurricular activities, and beyond. Thank you!
Admission to College of Education Undergraduate Programs
Prior to being an education
major, I was a student in xxx. I
always dreaded going to my
advisors because they were no
help at all and I often ended up
leaving stressed and upset. Once
I changed my major, I met with
the educator advisors and had a
totally different experience. They
supported me and made sure
they answered all of my
questions. Every advisor I talked
to went above and beyond to
help me. I am so grateful for the
advising staff!
Admission to all College of Education undergraduate majors is
restricted and all of our majors impose minimum admission
requirements. SAO handles the admission application process for
the Education and Special Education majors and the teacher
preparation program (which includes secondary certification
students earning degrees in other colleges). See
http://education.msu.edu/academics/undergraduate/applyteacher-prep.asp for information about admission requirements
and the application process. SAO also handles admission to the
Urban Educators Cohort Program (UECP) and the Global Educators
Cohort Program (GECP). Following admission, all new admits are
required to attend an orientation session specific to their teaching
level and major led by an SAO advisor.
The Student Affairs Office also tracks successful completion of admission requirements for the
Kinesiology and Athletic Training majors and admits students to upper school when all requirements
have been met. In the case of Athletic Training, requirements include application to the major and a
highly competitive admission process.
My advisor is the best advisor I have ever had at any institution. She genuinely cares and does everything she
can to set me up for success. When I talk to my peers I highly recommend they see her because she is the BEST!
Degree (and Internship) Clearance
Academic advisors verify that all degree requirements have been met before conferring degrees.
Beginning in the fall of the senior year, advisors of students in the teacher preparation program conduct
2-4 clearance checks for each student, depending on when the student will complete degree
requirements (clearance checks must occur early enough to allow for schedule adjustments in
subsequent semesters if necessary). Advisors of students in KIN/AT complete summer degree checks for
rising seniors and a final degree check when degrees are conferred.
For teacher candidates, advisors are also responsible for internship clearance which includes verification
that all MTTC, coursework, and grade requirements have been met (e.g., to progress to the internship,
5
candidates must have earned a GPA of at least 2.5 cumulatively, in the teaching major, in the teaching
minor for secondary certification students, and in professional education courses). See
http://education.msu.edu/academics/undergraduate/criteria-for-progression.asp for Criteria for
Progression to the Internship.
I am sorry it has taken me so long
to email you, but I wanted to
thank you for all the time you
spent with me at orientation. It
has been so awesome working
with you, and I really appreciate
you going out of your way to help
me with my schedule. My
interactions with you at Green
Carpet Day and the ADS
Competition played a big role in
me choosing to go to MSU
Kinesiology. I am so happy that
you are my adviser and I look
forward to working with you for
the next four years!! Thanks so
much!
University and College Recruitment Events
In concert with the Office of Admissions, SAO advisors host
presentations about our majors during Alumni Distinguished
Scholarship weekends (N=8), Green Carpet Days (N=6) and Green
and White Days (N=8). Throughout the academic year, in
coordination with “Inside MSU” sponsored by the Office of
Admissions, advisors host major-specific informational sessions for
high school students and their families on a bi-monthly basis. They
also meet with students/families who cannot attend the scheduled
meetings on an individual basis. SAO advisors interact with nopreference students at events like MSU’s Marathon of Majors and
the honors reception for no-preference students hosted by the
University Undergraduate Division (UUD). Advisors are frequently
asked by MSU Athletics to meet with athletic recruits when they
are brought to campus (usually during weekends). In the fall, advisors offer presentations in the core
colleges about applying to the teacher preparation program and attend college colloquia in the core
colleges to provide information about the secondary certification program. Some departments/colleges
invite our advisors to talk with their students about the secondary certification program on an annual or
semi-annual basis. Advisors also travel to community colleges to participate in college fairs and
informational events.
I'm not sure that you will remember meeting my dad and I
last June, but we had a really great talk with you about
athletic training at MSU during a Green Carpet Day. I just
wanted to let you know that I have been accepted to
Michigan State, and I have decided that East Lansing is where
I will be going to school next fall. Thanks to you and other
people I have met on campus, I think that is where I will do
the best after I am done with high school. I am so excited to
be part of such a great school and athletic training program,
and I look forward to talking with you again. Go green!
6
Dear Pepa and (advisor),
Career Services
I just wanted to drop you both a
note and let you know how
everything is going with my new
job.
In the College of Education, SAO is also the place where students
access career-related services. MSU’s Career Services Network
connects career professionals working in college-based and
centralized career centers across campus. Not only do these
professionals offer traditional career services (e.g., career and job
search advising, interview preparation, resume and cover letter
review, skill and interest assessment, graduate school planning,
career fairs, on campus recruiting, etc.), they engage students as
soon as they begin their MSU experience and encourage them to
think about opportunities for connection and personal growth (e.g.,
study abroad, internships, undergraduate research experiences,
student organizations, service learning, etc.). These experiences
help students develop skills and competencies characteristic of “Tshaped” students and professionals. Career advisors and academic
advisors work together to help students understand the
transformative power of such experiences and how to communicate
about their growth and development with prospective employers.
See Appendix D for an overview of the college’s career consultant
work over the past year.
My first week was a busy one. The
training was rigorous and fast
paced but manageable. They threw
a lot of information at us and
expected us to retain it and spit it
out throughout the week. It helped
me memorize most of it very
quickly.
I learned a lot more about my
position too. I learned how
important our job is in order to
keep the commercial policy holders
operations running smoothly by
keeping their employees safe. At
the end of the day, it's all about
"helping people live safer, more
secure lives." I'm loving my job and
the team I work with more and
more every day. My team consists
of people with degrees in Industrial
Hygiene, Industrial Engineering,
Industrial Safety and others. We
are always learning from each
other due to our diverse
backgrounds.
Pepa always quickly cleared up any questions I had, and
provided fantastic support, resources, and feedback
regarding the job search post internship. I went in to meet
with Pepa before I went to a job fair in Arlington, VA, and
she gave me awesome tips and feedback and suggestions
for how to present myself in such a way that would make
me a great candidate for a job. I went to the job fair, was
called back after specific positions opened up for a final
interview, and was the first choice candidate for a job that
I accepted at Yorktown High School in Arlington Public
Schools. My new principal said that my resume was
impressive and impressively structured, and although this
is the first time he has interacted with a freshman teacher
out of MSU, he is very impressed with Spartan teachers.
The internship year was demanding and difficult, but SAO
was one of the few supportive resources I had. They were
willing to work with me and overall help me succeed in the
most important test of my training as a Spartan teacher getting a job.
I am so glad that I pursued this
career path with my KIN degree
and I couldn't have done it without
the support from both of you.
Thank you for everything, I think
about everything you did for me
every day.
Please let me know if you need
anything, I am happy to help.
7
I am sure you do not remember me, but I was a senior who just graduated this past December in
kinesiology with an exercise physiology cognate. I met with you at the beginning of fall semester
before labor day weekend for an academic advisor appointment. I am one of the undergraduates
who was very active and involved in HERL, and I had my internship in cardiology at University of
Michigan Health Systems as a clinical exercise physiologist for diagnostic stress testing and
cardiac rehabilitation.
When we met, we were discussing graduate school plans and how I wish to pursue my MS from
Wake Forest University as my dream school of choice.
I am very excited to inform you that I have officially been accepted in the MS Program of Wake
Forest University for fall term and have been offered a full ride scholarship. I am extremely
humbled and excited about this incredible opportunity and I truly want to thank you for all of
your encouragement and faith you had in me. I was very intimidated and scared to apply to such
a highly respected institution and you helped motivated me to follow my dreams.
In the mean time since graduation, I have been a full time clinical exercise physiologist in acute
patient rehabilitation care at Evangelical Homes of Michigan in partnership with St. Joseph
Mercy Health System of Ann Arbor. I have learned so much in the few months I have been
working with some incredible patients who have deeply touched my heart and have inspired me
not only as a health professional, but as a person as well.
I wish to thank you from the bottom of my heart. If other students are considering a career in
clinical exercise physiology I can promise them that it is one of the most rewarding careers one
could ever ask for.
Best regards and sincerest gratitude,
Job Placement Data
Administered annually by the MSU Career Services Network,
Destination Survey offers a snapshot of new graduates as they make
their initial transition from college to work. In our college, Destination
Survey results are gathered for Kinesiology and Athletic Training
graduates during the May-March period following graduation. For
graduates of the teacher preparation program, Destination Survey
results are gathered during the August-March period following
internship completion and certification. For graduates of the teacher
preparation program, Destination Survey results are carefully
integrated with placement data provided by the Michigan Department
of Education (MDE) for MSU graduates in their first three years of
teaching (in Michigan public schools only).
8
I hope all is well with you! Things
are going very well with my
athletic training internship at
Maryland. I actually got some
very exciting news today. I have
accepted a graduate
assistantship position at Arizona
State University. Things have
been going very well for me. It
has really made me appreciate
the wonderful people, such as
yourself, in my life! How is
everything going for you and at
MSU!?
2013-2014 survey results for completers of the teacher certification
program are included as Appendix D. Results for Kinesiology and Athletic
Training graduates are included as Appendix E.
My advisor got my life together when I couldn't.
I’ve interacted with my advisor for the past three years
and she is absolutely fantastic! She is so supportive and I
really felt that she cares about what happens in my life
even after graduation. She was a huge support system for
me, and a massive part of why my undergraduate career
went so smoothly.
MSU Certification Office
My advisor has gone
above and beyond in
helping me this past year
and a half. I am not even
an official student yet, but
she has ALWAYS been
contactable and very
helpful in terms of what
classes I needed to
transfer, and the whole
admittance process to
MSU and just general
oversight of the whole
process. I honestly
wouldn't have been able
to succeed as well as I
have without her help. I
am looking forward to
becoming a Spartan and
working more with her!
The College of Education Student Affairs Office is unique in that it also houses the MSU Certification
Office. The Certification Office is responsible for tracking the completion of certification requirements
for prospective teachers, administrators, school psychologists and holders of Occupational (Career and
Technical Education) Certificates. When completion of requirements has been verified, the Certification
Office recommends candidates to the Michigan Department of Education for certification. The
Certification Office offers advising for candidates seeking initial certification as well as teachers and
other professionals who wish to advance their certification.
The MSU Certification Officer is responsible for tracking and reporting the conviction and civil infraction
histories of teacher candidates. Appropriate court documents must be provided to the Michigan
Department of Education when recommendations for certification are made. The Certification Officer is
also responsible for reviewing the results of the criminal background checks required of pre-interns
annually and for determining if candidates are cleared for K-12 classroom placements.
The Certification Officer provides institutional verification of successful completion of teacher
certification requirements to other states when graduates of the teacher preparation program apply for
licensure outside of Michigan. In addition, consultation with certification personnel in other states is
necessary when perceived deficiencies in a candidate’s preparation require explanation and/or
additional information.
The Certification Officer receives results of the Michigan Tests for Teacher Certification (MTTC) for MSU
students and prospective students. Approximately 1,000 MSU students take MTTCs each year. The
Certification Office tracks that information and conveys it to the teacher preparation program so
coordinators know which candidates are eligible for internship placement. The Certification Office also
determines each test taker’s eligibility for inclusion in MSU’s official test performance data by applying a
9
set of criteria to all registrants included on a monthly test roster. The Certification Office provides
information about test results and potential misalignment between test objectives and curricula to the
departments and colleges that house our teaching majors and minors.
Commencement Events
SAO manages the college’s Baccalaureate Commencement Ceremony in the spring and the college’s
Doctoral Convocations in the fall and spring semesters.
University Policies and Procedures, Risk Avoidance, and Resolution of Student Issues
Faculty and students (graduate as well as undergraduate) seek advice about the interpretation and
implementation of university policies, particularly with regard to allegations of academic dishonesty,
satisfactory academic progress and student-faculty disputes.
Data Extraction and Stewardship
SAO supports students, faculty, staff and administrators by completing and/or contributing to data
reports (e.g., Title II, CAEP, AACTE PEDS, EPI Performance Score, U.S. News and World Report) and
providing data to help answer administrative, research and other questions. SAO shares information
extracted from MSU’s Student Information System as well as a number of specialized databases
maintained by SAO.
Curriculum Resource for Faculty and Departments
In most MSU colleges advisors serve as members or ex officio members of departmental curriculum
committees. Advisors serve as a resource for faculty and provide insight into the intended as well as
unintended consequences of curricular changes. In the College of Education, the Assistant Director of
KIN/AT Advising serves as a member of the departmental curriculum committee. Others advisors
consult informally with faculty in other departments.
10
Part II: College of Education Student Success Initiatives
“The goal is to look both across and within a variety of data sets in a timely manner so that students
receive the support they need when they need it most. In this way, we will create individual support
pathways—rather than one paved highway—making a large, sometimes complicated university easier to
navigate, small enough to extend help, and a place to belong. As we learn about how best to use data,
our intention is to expand the program to serve more students.”
Lou Anna K. Simon
Excerpt from written correspondence
http://president.msu.edu/from-the-presidents-desk/2014/focus-on-student-success.html#sthash.J3QzJleJ.dpuf
The university uses several metrics to measure student success, including retention, time to degree and
graduation rates.
Six-Year Graduation Rates
From 2000-2008, MSU’s six-year graduation rate increased for virtually all groups, except those
considered “at-risk” by the university (32% for at-risk students entering MSU in 2000 vs. 30.2% for atrisk students entering MSU in 2008). See Figure 1. This is also true of students in the College of
Education, although the six-year graduation rate for at-risk students in the college improved very slightly
during the same time period (20.5% for at-risk students entering MSU in 2000 vs. 22.2% for at-risk
students entering MSU in 2008). See Figure 2. The university defines “at-risk” students as having one or
more of the following risk factors:



Projected MSU GPA less than 2.0 (Projected/predicted GPA is the result of multiplying the first
time student’s high school GPA and the percentage of high school GPA retained in the first
semester by recent MSU matriculants from the same high school.)
First term GPA present and below 1.6
Grade in first writing class less than 2.0, regardless of term
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6-Year Graduation Rates for Freshmen Entering MSU in
2000, 2004 & 2008 (all majors)
100
90
80
70
60
78.7
82.5
66.5
82.9
81.4
67.3
2000
50
40
2004
76.8
79.5
66.4
81
79
65.7
30
77.9
74
60
30.2
79.2
20
76.2
61.7
34.2
32
10
0
All
White
PoC
Not At Risk
At Risk
Not Pell
Pell
Figure 1. 6-Year Graduation Rates for Freshmen Entering MSU in 2000, 2004 & 2008 (all majors).
12
2008
6-Year Graduation Rates for Freshmen Entering MSU in
CoE Majors in 2000, 2004 & 2008
100
90
80
70
60
82.2
50
40
66.2
85.2
85.6
86.7
2000
2004
77.3
79.5
66.2
80.9
81.5
30
20
68.4
71.7
76.1
49.2
77.7
22.2 (N=27)
76.3
20.5 (N=39)
2008
57.6
42
10
11.5 (N=26)
0
All
White
PoC
Not At Risk
At Risk
Not Pell
Pell
Figure 2. 6-Year Graduation Rates for Freshmen Entering MSU in CoE Majors in 2000, 2004 & 2008.
13
For students in all majors entering MSU as freshmen in 2008 (the most recent year for which six-year
graduation data is available), there are wide gaps between the graduation rates of majority students
versus students of color (82.9% vs. 66.5%), students not at-risk versus those at-risk (82.5% vs. 30.2%),
and students not eligible for Pell Grants versus those who are Pell-eligible (81.4% vs. 67.3%). See Figure
3.
6-Year Graduation Rates for Freshmen Entering
MSU in 2008 (all majors)
100
90
80
70
60
50
2008
82.9 (N=5,418)
40
30
82.5 (=6,830)
81.4 (N=5,975)
67.3 (N=1,384)
66.5 (N=1,233)
78.7 (N=7,359)
20
30.2 (N=529)
10
0
All
White
PoC
Not At Risk
At Risk
Not Pell
Figure 3. 6-Year Graduation Rates for Freshmen Entering MSU in 2008 (all majors).
14
Pell
For students in College of Education majors entering MSU as freshmen in 2008, six-year graduation rates
compare favorably with those of the university as a whole (e.g., 78.7% for MSU vs. 82.2% for COE). See
Figure 4.
6-Year Graduation Rates for Freshmen Entering
MSU in 2008
100
90
80
70
60
50
All
40
30
78.7 (N=7,359)
70.4 (N=27)*
71.7 (N=46)
82.2 (N=388)
83.1 (N=142)
85.8 (N=169)
20
10
0
MSU
COE
Elem Educ
SpEd
KIN
Figure 4. 6-Year Graduation Rates for Freshmen Entering MSU in 2008.
*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.
15
AT
However, for non-majority students, at-risk students, and low income students, College of Education
graduation rates are disappointingly low and similar to those of the university as a whole (of course,
small and unequal sample sizes make comparisons difficult/inappropriate):




Students of color: 66.5% for MSU vs. 66.2% for COE; see Figure 5
At-risk students: 30.2% for MSU vs. 22.2% for COE; see Figure 6
Pell-eligible students: 67.3% for MSU vs. 68.4% for COE; see Figure 7
Summary: see Figure 8
6-Year Graduation Rates for Persons of Color
Entering MSU as Freshmen in 2008
100
90
80
70
60
50
PoC
40
30
66.5 (N=1,233)
50 (N=4)*
63.6 (N=11)
66.2 (N=65)
65.4 (N=26)
68.2 (N=22)
20
10
0
MSU
COE
Elem Educ
SpEd
KIN
AT
Figure 5. 6-Year Graduation Rates for Persons of Color Entering MSU as Freshmen in 2008.
*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.
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6-Year Graduation Rates for At-Risk Students
Entering MSU as Freshmen in 2008
100
90
80
70
60
50
At Risk
40
30
40 (N=5)
30.2, N=529
20
33.3 (N=9)
22.2 (N=27)
10
12.5 (N=8)
0 (N=5)*
0
MSU
COE
Elem Educ
SpEd
KIN
AT
Figure 6. 6-Year Graduation Rate for At-Risk Students Entering MSU as Freshmen in 2008.
*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.
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6-Year Graduation Rates for Pell-Eligible
Freshmen Entering MSU in 2008
100
90
80
70
60
50
70 (N=30)
67.3 (N=1,384)
Pell-Eligible
76.7 (N=30)
40
30
45.5 (N=11)
68.4 (N=76)
50 (N=4)*
20
10
0
MSU
COE
Elem Educ
SpEd
KIN
AT
Figure 7. 6-Year Graduation Rates for Pell-Eligible Freshmen Entering MSU in 2008.
*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.
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6-Year Graduation Rates for Freshmen Entering MSU in 2008
100
90
86.4
80
70
40
85.8
87.9
68.2
76.7
84.8
86.5
63.6 50
73.5
71.7
50
65.4
87.4
83.1
60
73.9
73.9
70.4
MSU
75.6
50
80
40
89.4
45.5
89.2
70
33.3
30
82.2
85.2
66.5
82.9
20 78.7
66.2
86.7
Educ
SPED
KIN
85.6
30.2
82.5
COE
81.4
68.4
AT
67.3
22.2
10
12.5
0
0
All
White
PoC
Not At Risk
At Risk
Not Pell
Pell
Figure 8. 6-Year Graduation Rates for Freshmen Entering MSU in 2008.
*This is the first 6-Year graduation rate for AT, as it was a new major in 2008.
SAO Student Success Initiatives
In addition to six-year graduation rates, SAO has developed a special focus on (1) recruitment and
retention of diverse students, (2) helping students recover from academic probation, (3) helping
students who enter MSU as freshmen in our majors meet requirements for admission to upper school in
our majors, and (4) helping students who are not admitted to our majors find success in other majors at
MSU. In an effort to effect improvement in each of those areas, several initiatives have been
undertaken.
Day at State
In an effort to recruit a more diverse student population and retain students who may not be
adequately prepared for success at MSU, we invite a group of high school students and their families to
attend a “Day at State.” Invited students have declared a College of Education major and (1) are
identified as CAAP (College Achievement Admission Program) students by the Office of Admissions, (2)
are past participants in the College of Education’s Summer High School Scholars program, and/or (3)
have ACT subscores below 22 in subject areas identified as important for gaining admission to the
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teacher preparation program (students admitted to the teacher
preparation program must pass a rigorous state-mandated test in the
areas of Reading, Writing and Mathematics; passing scores on this
test correspond to ACT scores of 22 or greater).
Students and families who attend connect with their advisors and
other students who will be in their majors. They also learn more
about their majors, financial aid, residence life, and the resources
available to them at MSU. They have opportunities to eat in an MSU
café and tour a Neighborhood Engagement Center and a residence
hall room. Their parents meet with advisors and learn how they can
help their child (often a first-generation student) be successful at
MSU.
I’m leaving the ‘Day at State’
program with a clearer mindset
coming into college. Before
today, I was very unsure but now
I know exactly the steps I need to
take to prepare and be successful
throughout college. Everyone
was so helpful and very
informative.
Thank you for the opportunity.
Meeting with advisors from both
my perspective and my student’s
was invaluable. Very much
appreciate your time and efforts.
Freshmen Seminars in Education/Special Education and Kinesiology/Athletic Training
Students who are invited to attend Day at State are also encouraged to participate in a freshman
seminar tailored to their major (Education/Special Education or Kinesiology/Athletic Training). The focus
of the seminars is student success and topics include successfully transitioning from high school to
college; developing habits for success; S.M.A.R.T. goal setting; handling stressors that might stand in the
way of goal attainment; time and money management; Financial Aid; individual learning styles; study
strategies tailored to individual learning styles; strategies for reading and note-taking; strategies for
success in math and science courses; strategies for taking multiple choice, true-false, fill-in-the-blank
and essay tests; learning from test-taking mistakes; managing test anxiety; actively listening; strategies
for communicating in a professional setting; creating a resume; tips for solving problems; health and
wellness; handing stress in healthy ways; and how to handle failure as well as success.
Students in the Freshmen Seminars were asked to offer advice to students making the transition to college next
year:
Three things I learned in my UGS seminar this semester that stuck with me are, in my eyes, three very good
things to know when you are just starting out here at MSU. First, know your learning style. Whether you are
kinesthetic, visual, or auditory; learn it and learn it well. By knowing your learning style, you can learn different
study strategies on how to best use your learning style, and it will help you out immensely.
Secondly, don’t be afraid to ask for help. There are so many great resources on campus available for you to
use! The Math Learning Center, Learning Resource Center, Chemistry help rooms are all somewhere on campus
to name a few. Use them, and use them often; that’ what they’re there for! If you ever need other resources
that don’t pertain to school such as to see a doctor or a psychiatrist, there’s an on campus health center for you
to visit for free. There are so many people that are willing to help you succeed on this campus, and it is not
hard to find them! That’s what makes Michigan State so great, everyone around you wants to help you and see
you succeed in your short four years here.
Lastly, learn to manage your stress. Don’t over stress yourself on exams and upcoming homework. Unlike high
school, you have a lot more time to spend on getting things done. Take breaks, watch Netflix! It’s okay to
procrastinate. You wouldn’t be doing college right if you didn’t procrastinate a little! Figure out what helps you
relax, whether it be yoga or going for a walk, or eating a whole package of double stuff Oreo’s in one sitting;
who cares, as long as it gets you to relax a little is all that matters. College isn’t about consistently stressing
20is where you find yourself and who you want to be.
over everything, it’s about enjoying yourself as well; this
University Innovation Alliance (UIA) Pilot Partnership between the MSU Neighborhoods and the
College of Education: Spartan Success Coaching Program
Much of the UIA description of that follows was taken from the official website of that organization
(UIA): http://www.theuia.org/#home
The University Innovation Alliance is a consortium of eleven large public research universities committed
to making high-quality college degrees accessible to a diverse body of students (see Appendix F for a list
of member institutions). Because UIA member institutions serve large numbers of first generation, lowincome students— the group lagging farthest behind in earning college degrees — these institutions are
at the forefront of America’s race to regain its educational edge and increase economic opportunity and
mobility. At present, students from upper income households are about ten times more likely to
complete their college education than are students from low-income households.
It is the nature of research universities to experiment, solve problems, and discover new ideas.
Members of the UIA have already been recognized for aggressively driving innovations to serve more
students with quality programs at a sustainable cost. Now they will work together to leverage their
experience and strengths to maximize their collective impact. Working as a group, the UIA will create a
playbook of proven innovations to help students from all family backgrounds graduate. They hope to
show what succeeds across institutions, and then work to spread those innovations nationally. This
means universities will spend less time and money on unproven strategies. The UIA has made a
commitment to graduate 68,000 additional students by 2025 across their eleven campuses.
MSU has been nationally recognized for its Neighborhoods which harness the power of the nation’s
largest residence hall system and bring academic and student success resources to students where they
live. Colleagues in the Neighborhoods continue to learn about the wide variety of campus programs
dedicated to connecting and supporting the same group of students. They continue to explore the
potential for partnerships formed on behalf of this group of students as a means for creating “individual
support pathways—rather than one paved highway” as the route to success.
In the coming year, SAO will join the MSU Neighborhoods in providing a peer coaching program for
students who are first-generation, low-income or otherwise academically vulnerable. Research shows
that connecting first year students with trained, academically successful juniors and seniors can help
make the first-year transition go more smoothly. When done with thoughtful support and supervision,
the student coaches also have a meaningful academic and personal experience. We hope our
collaboration will be an example of a productive, cross-unit partnership that promotes the success of
every student. In the words of our Neighborhood partners, Amy Martin and Reggie Noto, we hope to
embody Provost Youatt’s admonition that student success is everybody’s job at MSU.
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My advisor is great and I wouldn't be here without her!
We have hired six Student Success Coaches in College of Education (three for KIN/AT majors and three
for Education/Special Education majors) who will join coaches hired by the Neighborhoods for three
days of training in August. Because we believe academic success coaches can make an important
contribution to all of our student success initiatives, particularly our freshman seminars, we have
submitted a second grant proposal in an effort to secure funding for the program. However, in the
event that our proposal is not funded, our neighborhood partners have generously agreed to support us
for at least the coming year.
The interaction with my advisor was great. She helped me when I was freaking out about teaching and if I
felt I was really cut out for it. She calmed me down and told me about options for my future goals and
career. She was really helpful and genuinely cared about my experiences and how I was feeling about my
major.
Success Training for Academic Recovery (STAR)
The Success Training for Academic Recovery (STAR) program is designed to help students on academic
probation develop skills that not only foster their return to good academic standing, but support
continued academic success and lead to degree completion. After researching best practices, piloting
workshops and exploring intrusive advising, the three MSU core colleges launched the STAR program in
Fall Semester 2013. The following semester, the College of Education joined the core colleges and
implemented STAR with our freshmen on probation. The program combines guided, individualized
reflection about the problems that led to academic probation; degree progress planning; meetings with
course instructors; online instructional tools and interactive workshops. Advising is intrusive. An
advising HOLD is placed on the student’s record (preventing enrollment changes) until he or she meets
with a STAR advisor and completes at least minimum program requirements.
I simply want to thank you for
taking the time to meet with me,
(my husband) and (my son)
earlier this week. Your calming
presence made all of us feel very
positive. I believe that xxx is
taking the steps needed to make
him successful but no doubt, your
regular communication with him
will keep him calm and on-track.
I just wanted to thank you for
your time and support this
semester and to let you know
what a help our STAR meetings
were.
Again, our sincere thanks to you
for taking the time to explain the
STAR Program and to reassure
xxx that he can be successful at
MSU.
Thank you very much! (Your recognition of my
semester grades) means a lot and I couldn't
have done it without you! Thank you for being
my STAR advisor!
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I wanted to thank you for all the help you’ve given me this semester
through the STAR program. Although my grades aren’t nearly
where I want them to be, I know that I’ve taken a step in the right
direction this past semester. I had a really tough fall semester and
this spring semester wasn’t the smoothest but I can confidently say
I’ve made progress … even though they may just be baby steps.
I am pleased to inform you that I
have successfully completed this
semester. I passed Math, and
also raised my GPA to the
requirements we had set for
STAR. I would just like to thank
you so much for all of your
support, and believing in me. You
showed me how much potential I
had within me, and I appreciate
you for that!
I want to thank you for all the meetings throughout the semester.
Your kindness and patience – not to mention your always smiling
self – have really brightened my outlook. Also, I’m not sure if you
remember but during one of our meetings you told me you could
tell I was smart and you believed I could do it. That meant a lot. I
know my grades are nothing to post on the refrigerator but your
kind, motivating words have led me to find change.
Thank you for all the help this semester. I look forward to seeing
you in the fall and I hope you have a wonderful summer!
Soft Landing
We hope that every student who enters MSU in one of our undergraduate majors will be admitted to
upper school in the major of his or her choice. However, some students are unable to meet admission
requirements, at least in the short term. While we support the efforts of all students to qualify, we are
also committed to helping students make informed choices about persisting (in the hope of being
admitted at a later time) versus making a “soft landing” in another major. If a student does not meet
with success in our majors, we want that student to find success in another major in which he or she can
feel successful, excited, and fulfilled. And we want to help with that. Not only is this the right thing to
do, it improves our graduation rates.
This year, we worked especially hard to establish connections with students denied admission to the
Education and Special Education majors (we intend to launch a similar effort for students not admitted
to the KIN and AT majors in the upcoming year). Students denied admission were assigned an advisor
and invited to come in for a frank and supportive conversation in which a realistic plan for (1) making
progress while persisting and applying for admission in a subsequent year, or (2) pursuing another major
identified as having some similarities to the original major and to which some already completed
coursework might be applicable. With the help of our College Career Services Consultant, we created a
tool that provided information and created a bridge to other majors (e.g., information and a photograph
of the advisor in the new major; see Appendix G). When students did not respond, advisors followed up
and offered personalized help again.
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References
Tough, Paul (May 15, 2014). Who Gets to Graduate? The New York Times Magazine, May 15, 2014.
Retrieved from http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html?_r=0
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Appendix G
Arizona State University
Georgia State University
Iowa State University
Michigan State University
Purdue University
Ohio State University
Oregon State University
University of Central Florida
University of California-Riverside
University of Kansas
University of Texas at Austin
25