The Spartan Success Scholars Program at Michigan State University: Poster … · 2017-03-24 ·...
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The Spartan Success Scholars Program at Michigan State University: Analysis and ReflecKon Allen, B.T., and St. Charles, J. Michigan State University Bradley T. Allen Michigan State University [email protected] Contact 1. Belkin, D. (2016, September 27). The Colleges where students feel most engaged. The Wall Street Journal. 2. Magolda, M. B. B. (2008). Three elements of self-authorship. Journal of College Student Development. 3. Michigan State University. (2016). Office of the registrar. 4. Michigan State University. (2013). Neighborhood Student Success CollaboraAve (NSSC). 5. Michigan State University. (2016). 6. Royal, G., Noto, R, High McCord, K, & Pitcher, E. (2015). The Neighborhood Model of Student Success References The approximately 15,000 undergraduate students who live on campus are in five Neighborhoods. The Neighborhoods initiative began in 2010. The Associate Provost for Undergraduate Education oversees the NSSC, which now includes the Learning Resources Center, 5 Engagement Centers, Academic Advisors and 5 health clinics. The Neighborhoods were created to scale down the size of the University, place key resources and support services in closer proximity to where students live and to rethink the way units work together. Neighborhood Student Success CollaboraKve The 17 transcripts yielded 24 different codes for the qualitative analysis, which are shown in the image below. There were several strong correlations between specific codes which are shown through the co-occurrence of codes. A qualitative analyses was performed to see which scholars experienced effective outreach in the areas of academic proficiency, institutional navigation, and socioemotional engagement. Additionally, transcripts were coded to determine a scholar’s sense of identity, purpose as well as negative feelings such as self-doubt, and lack of support systems. Video reflection project: 17 Scholars submitted videos answering questions and prompts about their experience in the program. The videotaped reflections were transcribed. Researchers performed a qualitative analysis to see which scholars experienced growth or changes in the areas of socio-emotional engagement and well-being, institutional navigation, and academic proficiency. Additionally, transcripts were coded to determine a Scholar’s sense of identity, finding their purpose as well as negative feelings such as self-doubt, and lack of support systems. The reflection encouraged active participation among Scholars and also provided faculty and staff with feedback on the effectiveness of our outreach and the resources we offer. Five student affairs professionals judged videos. A first, second and third cash prize were awarded. Research question: How does participation in the Spartan Success Scholars Program promote well-being if it is measured by 1) identity, intersectionality, and intercultural engagement 2) knowledge of institutional resources and policies 3) academic proficiency and individual purpose 4) mindfulness and sense of well-being? Methods All but three of the participants indicated having a positive experience with their coach. The most common co-occurring codes with having a positive coaching experience were a strong mentor, connection to university resources and finding purpose. None of the students with positive coaching experiences identified themselves as first-generation nor reported a sense of cultural engagement. The common code co-occurrences show a correlation between successful institutional navigation and socio-emotional engagement, and academic proficiency and socio-emotional engagement. Further analysis can be done specifically on the SSS coaching experience and how the SSS coaches program can be improved to reach a wider range of students at Michigan State. The Spartan Success Scholars Program offers a coach to any first generation, Pell eligible student who wants one. Coaches seek to actively enhance the student's socio-emotional engagement and well- being, institutional navigation, and academic proficiency. The video reflection contest allowed students to tell their stories, reflect on their first year and engage in the practice of self-authorship. The data gained from these video reflections has also helped us to improve the program. Co-Occurrence of Codes in ReflecKon Transcripts Analysis When SSS reports posiKve coaching experience Results and Discussion Spartan Success Scholars
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TheSpartanSuccessScholarsProgramatMichiganStateUniversity:AnalysisandReflecKon
Allen,B.T.,andSt.Charles,J.MichiganStateUniversity
Contact1. Belkin,D.(2016,September27).TheCollegeswherestudentsfeelmostengaged.TheWallStreetJournal.2. Magolda,M.B.B.(2008).Threeelementsofself-authorship.JournalofCollegeStudentDevelopment.3. MichiganStateUniversity.(2016).Officeoftheregistrar.4. MichiganStateUniversity.(2013).NeighborhoodStudentSuccessCollaboraAve(NSSC).5. MichiganStateUniversity.(2016).6. Royal,G.,Noto,R,HighMcCord,K,&Pitcher,E.(2015).TheNeighborhoodModelofStudentSuccess
References
The approximately 15,000 undergraduate students who live on campus are in five Neighborhoods. The Neighborhoods initiative began in 2010. The Associate Provost for Undergraduate Education oversees the NSSC, which now includes the Learning Resources Center, 5 Engagement Centers, Academic Advisors and 5 health clinics. The Neighborhoods were created to scale down the size of the University, place key resources and support services in closer proximity to where students live and to rethink the way units work together.
NeighborhoodStudentSuccessCollaboraKve
The 17 transcripts yielded 24 different codes for the qualitative analysis, which are shown in the image below. There were several strong correlations between specific codes which are shown through the co-occurrence of codes. A qualitative analyses was performed to see which scholars experienced effective outreach in the areas of academic proficiency, institutional navigation, and socioemotional engagement. Additionally, transcripts were coded to determine a scholar’s sense of identity, purpose as well as negative feelings such as self-doubt, and lack of support systems.
Video reflection project: 17 Scholars submitted videos answering questions and prompts about their experience in the program. The videotaped reflections were transcribed. Researchers performed a qualitative analysis to see which scholars experienced growth or changes in the areas of socio-emotional engagement and well-being, institutional navigation, and academic proficiency. Additionally, transcripts were coded to determine a Scholar’s sense of identity, finding their purpose as well as negative feelings such as self-doubt, and lack of support systems. The reflection encouraged active participation among Scholars and also provided faculty and staff with feedback on the effectiveness of our outreach and the resources we offer. Five student affairs professionals judged videos. A first, second and third cash prize were awarded. Research question: How does participation in the Spartan Success Scholars Program promote well-being if it is measured by 1) identity, intersectionality, and intercultural engagement 2) knowledge of institutional resources and policies 3) academic proficiency and individual purpose 4) mindfulness and sense of well-being?
Methods
All but three of the participants indicated having a positive experience with their coach. The most common co-occurring codes with having a positive coaching experience were a strong mentor, connection to university resources and finding purpose. None of the students with positive coaching experiences identified themselves as first-generation nor reported a sense of cultural engagement. The common code co-occurrences show a correlation between successful institutional navigation and socio-emotional engagement, and academic proficiency and socio-emotional engagement. Further analysis can be done specifically on the SSS coaching experience and how the SSS coaches program can be improved to reach a wider range of students at Michigan State.
The Spartan Success Scholars Program offers a coach to any first generation, Pell eligible student who wants one. Coaches seek to actively enhance the student's socio-emotional engagement and well-being, institutional navigation, and academic proficiency. The video reflection contest allowed students to tell their stories, reflect on their first year and engage in the practice of self-authorship. The data gained from these video reflections has also helped us to improve the program.
Co-OccurrenceofCodesinReflecKonTranscripts
Analysis WhenSSSreportsposiKvecoachingexperience
ResultsandDiscussion
SpartanSuccessScholars
