A Collaborative Approach to Lower the DFW Rates in Gateway ...
A Collaborative Approach to Lower the DFW Rates in Gateway Accounting and Economics Courses Panel Discussion to Present and Further Explore Cooperative Opportunities Between Academic Units and University Support Services
School of Business
Dr. Mark Canada Dean and Professor of English, College of Arts and Sciences
Dr. Polina Chemishanova Assistant Professor of English Director of Composition
Professor Ramin Maysami, Dean and Professor of Economics and Finance, School of Business
Dr. Melissa Schaub Associate Vice Chancellor for Enrollment
University of North Carolina Pembroke School of Business
In Memory of Our Friend Steven Hunt
School of Business
Introduction • The School of Business at UNC Pembroke was accredited by AACSB International in April 2013 after a one-year deferral. • The feedback from the AACSB Peer Review Team (PRT) during the initial accreditation visit a year earlier was clear: “The School should strategically address student retention (Standard 7) and recruitment of students (Standard 6).” School of Business 4
Introduction • The PRT recommended developing School-specific measures to improve student retention. • While the team acknowledged the University-wide programs aimed at increasing enrollment and augmenting retention rates, they believed that academic units, the School of Business in this case, must be more involved in such efforts. School of Business 5
Introduction • The School of Business’ Enrollment Management Task Force was formed to address the PRT’s recommendations. • The committee consisted of faculty members, students, and representatives from the University’s Center for Academic Excellence.
School of Business 6
Introduction • After an intensive six-month period, signified by weekly meetings and online discussions, supported by a comprehensive search of the student retention literature and feedback from the School’s Student Advisory Board, the task force provided a comprehensive set of recommendations to address the School’s student retention concerns.
School of Business 7
Identifying Problem Areas • Noteworthy is the Task Force recommendation to “identify ‘gateway’ courses with low student success rates and implement new initiatives to increase student success in those courses.”
School of Business 8
Identifying Problem Areas • Principles of Accounting and Principles of Economics were identified as those that needed immediate attention: – ACC 2270-Financial Accounting – ACC 2280-Managerial Accounting – ECN 2020-Principles of Microeconomics – ECN 2030-Principles of Macroeconomics
School of Business 9
Introduction
School of Business 10
Introduction
School of Business 11
Introduction
School of Business 12
Introduction
School of Business 13
Finding Solutions The Accounting Pass Rate Improvement Task Force: made recommendations that have been implemented beginning Fall 2013: • Revise the content of Accounting 2270 • Introduce Business Uses of Computers (DSC 2090) and College Algebra (MAT 1070) as prerequisites for the course (note: both of these were already required courses for Business and Accounting Majors) • Eliminate Common Exams
School of Business 14
Finding Solutions The Economics Pass Rate Improvement Task Force: – Work in progress – Some faculty believe it is the lack of student preparation or insufficient time spent by students on the class – Others believe a three-factor model: students-instructioncourse design
School of Business 15
Finding Solutions Central to the recommendation of the School’s enrollment management task force was closer collaboration with existing University support structure, such as the Office of Student Academic Support and Retention, Center for Academic Excellence, and the Advising Center.
School of Business 16
Finding Solutions • There has been a good degree of success in developing such collaborative measures, as well as a few important issues that remain to be addressed and resolved. • Today, we will present areas where success has been achieved and issues where work remains to be done and tensions still exist. School of Business 17
Finding Solutions • Supplemental Instruction • Description of the program • Area of successful cooperation – SI leaders assigned to non general education courses such as accounting – SI leader assigned to all principles of accounting and principles of economics classes – Faculty buy-in and encouragement of students to use the services of the SI Leaders
School of Business 18
Finding Solutions • Areas where differences exist and need to be resolved – Lack of Management capabilities by the School of Business, e.g. no input and no control in assigning SI leaders by the School of Business – Lack of financial strategy, e.g. funding is outside of the School of Business (contrary to AACSB Standard 5) – Lack of faculty participation
School of Business 19
HAWK Alert • UNCP’s academic early warning system—faculty can refer students to academic support services • At the beginning of Fall 2012, Accounting and Economics had zero faculty participation • After strong encouragement from the dean and provost, their participation matched the campus average by the end of the semester • In subsequent semesters, campus-wide HAWK Alert participation has more than doubled, but ACC and ECN faculty participation has decreased School of Business 20
Finding Solutions GoTo Faculty • Consist of a select group of about two dozen faculty • Serve as extra resources to students • Meet periodically with campus experts, including representatives from CARE team, financial aid office, and advising office • Appear on posters on campus
School of Business 21
Introduction • The PlusOne Program (co-requisite program) – Provides students in Composition I and Composition II with an additional credit hour of instructional time in the form of a co-requisite one-credit “Writing Lab” course. – The writing lab sections are capped at seven and are taught by the same instructor as the regular classroom component.
School of Business 22
Finding Solutions • Advising – should School of Business have dedicated professional advisors? • AdvisorTrac – School of Business will pilot this for the University
School of Business 23
School of Business
Dr. Mark Canada Dean and Professor of English, College of Arts and Sciences
Dr. Polina Chemishanova Assistant Professor of English Director of Composition
Professor Ramin Maysami, Dean and Professor of Economics and Finance, School of Business
Dr. Melissa Schaub Associate Vice Chancellor for Enrollment
University of North Carolina Pembroke School of Business
In Memory of Our Friend Steven Hunt
School of Business
Introduction • The School of Business at UNC Pembroke was accredited by AACSB International in April 2013 after a one-year deferral. • The feedback from the AACSB Peer Review Team (PRT) during the initial accreditation visit a year earlier was clear: “The School should strategically address student retention (Standard 7) and recruitment of students (Standard 6).” School of Business 4
Introduction • The PRT recommended developing School-specific measures to improve student retention. • While the team acknowledged the University-wide programs aimed at increasing enrollment and augmenting retention rates, they believed that academic units, the School of Business in this case, must be more involved in such efforts. School of Business 5
Introduction • The School of Business’ Enrollment Management Task Force was formed to address the PRT’s recommendations. • The committee consisted of faculty members, students, and representatives from the University’s Center for Academic Excellence.
School of Business 6
Introduction • After an intensive six-month period, signified by weekly meetings and online discussions, supported by a comprehensive search of the student retention literature and feedback from the School’s Student Advisory Board, the task force provided a comprehensive set of recommendations to address the School’s student retention concerns.
School of Business 7
Identifying Problem Areas • Noteworthy is the Task Force recommendation to “identify ‘gateway’ courses with low student success rates and implement new initiatives to increase student success in those courses.”
School of Business 8
Identifying Problem Areas • Principles of Accounting and Principles of Economics were identified as those that needed immediate attention: – ACC 2270-Financial Accounting – ACC 2280-Managerial Accounting – ECN 2020-Principles of Microeconomics – ECN 2030-Principles of Macroeconomics
School of Business 9
Introduction
School of Business 10
Introduction
School of Business 11
Introduction
School of Business 12
Introduction
School of Business 13
Finding Solutions The Accounting Pass Rate Improvement Task Force: made recommendations that have been implemented beginning Fall 2013: • Revise the content of Accounting 2270 • Introduce Business Uses of Computers (DSC 2090) and College Algebra (MAT 1070) as prerequisites for the course (note: both of these were already required courses for Business and Accounting Majors) • Eliminate Common Exams
School of Business 14
Finding Solutions The Economics Pass Rate Improvement Task Force: – Work in progress – Some faculty believe it is the lack of student preparation or insufficient time spent by students on the class – Others believe a three-factor model: students-instructioncourse design
School of Business 15
Finding Solutions Central to the recommendation of the School’s enrollment management task force was closer collaboration with existing University support structure, such as the Office of Student Academic Support and Retention, Center for Academic Excellence, and the Advising Center.
School of Business 16
Finding Solutions • There has been a good degree of success in developing such collaborative measures, as well as a few important issues that remain to be addressed and resolved. • Today, we will present areas where success has been achieved and issues where work remains to be done and tensions still exist. School of Business 17
Finding Solutions • Supplemental Instruction • Description of the program • Area of successful cooperation – SI leaders assigned to non general education courses such as accounting – SI leader assigned to all principles of accounting and principles of economics classes – Faculty buy-in and encouragement of students to use the services of the SI Leaders
School of Business 18
Finding Solutions • Areas where differences exist and need to be resolved – Lack of Management capabilities by the School of Business, e.g. no input and no control in assigning SI leaders by the School of Business – Lack of financial strategy, e.g. funding is outside of the School of Business (contrary to AACSB Standard 5) – Lack of faculty participation
School of Business 19
HAWK Alert • UNCP’s academic early warning system—faculty can refer students to academic support services • At the beginning of Fall 2012, Accounting and Economics had zero faculty participation • After strong encouragement from the dean and provost, their participation matched the campus average by the end of the semester • In subsequent semesters, campus-wide HAWK Alert participation has more than doubled, but ACC and ECN faculty participation has decreased School of Business 20
Finding Solutions GoTo Faculty • Consist of a select group of about two dozen faculty • Serve as extra resources to students • Meet periodically with campus experts, including representatives from CARE team, financial aid office, and advising office • Appear on posters on campus
School of Business 21
Introduction • The PlusOne Program (co-requisite program) – Provides students in Composition I and Composition II with an additional credit hour of instructional time in the form of a co-requisite one-credit “Writing Lab” course. – The writing lab sections are capped at seven and are taught by the same instructor as the regular classroom component.
School of Business 22
Finding Solutions • Advising – should School of Business have dedicated professional advisors? • AdvisorTrac – School of Business will pilot this for the University
School of Business 23
