AACRAO 2010 AACRAO 2010
AACRAO 2010 - New Orleans
INCREASING ACCESSIBILTY: LESSONS LEARNED IN RETAINING SPECIAL POPULATION STUDENTS IN CANADA Susan Gottheil, Mount Royal University Clayton Smith, University of Windsor
© Gottheil/Smith
1
AACRAO 2010 - New Orleans
Topics ¾ Introduction ¾ Who are the Underserved Populations? ¾ The Strategic Enrolment Management (SEM) Framework ¾ Barriers to Access & Attrition Factors ¾ Lessons Learned ¾ Canadian Best Practices
© Gottheil/Smith
2
AACRAO 2010 - New Orleans
Overview ¾ In Canada, changing demographics & increased competition, as well as social values based on equity, have sharpened efforts to increase PSE participation rates of youth from under-represented/ under-served groups ¾ Despite having the highest level of educational attainment among OECD countries, Canada appears to have made littl process on narrowing little i “access “ gaps”” ¾ Provincial governments are funding a variety of targeted initiatives ¾ Holistic retention programs & planning are not well-
developed at most institutions Access to and success in PSE has become an important public issue © Gottheil/Smith
3
AACRAO 2010 - New Orleans
Underserved/Underrepresented Populations
© Gottheil/Smith
4
AACRAO 2010 - New Orleans
Low-Income/First Generation Students ¾ 58.5% of 18-24 year olds from families earning < $25,000 participated in PSE in 2006, compared to 80.9% of youth of same age from families with an income over $100,000 (Canadian Council on Learning) ¾ Parental education & birth place (& not parental income) key driver of PSE participation in general & university in particular (Finnie & Mueller, 2008) ¾ 81% of 18 to 24 year olds whose parents have a university education participate in PSE, compared to 53% for young people whose parents didn’t go past high school (CMSF) © Gottheil/Smith
5
AACRAO 2010 - New Orleans
First Generation Students (cont’d) ¾ About half not involved in extra curricular activities (NSSE 2008) ¾ Less likely than peers to earn degrees degrees, even when differences in high-school preparation taken into account (College Board)
© Gottheil/Smith
6
AACRAO 2010 - New Orleans
Note: Immigrants in Canada ¾ Canadian experience different than that of Europe & U.S. ¾ First & second generation immigrants more likely to attend PSE than non-immigrant youth • Differences driven principally by higher university
participation rates than by college attendance • Patterns vary a great deal by source country (Asian,
African groups doing most favourably) • Also differences in province of residence, urban vs.
rural residency, parents’ educational levels, parental aspirations (Finnie & Mueller, 2009)
¾ Explanation: Canadian immigration policy © Gottheil/Smith
7
AACRAO 2010 - New Orleans
Aboriginal Canadians ¾ 3.8% of the Canadian population (2006 Census) • 62% North American Indian, 30% Métis, 5% Inuit • 1,123 communities and close to a dozen language families
¾ More than 70% living off reserves (54% in cities) ¾ Much younger than Canadian population as a whole • Almost half under 25
(2006 Census)
¾ Fastest growing segment of Canadian population
© Gottheil/Smith
8
AACRAO 2010 - New Orleans
Aboriginal Canadians (cont’d) ¾ Among 20-24 year olds, 40.3% have not completed high school vs. 12.5% in non-Aboriginal population (2006 Census)
¾ By age 20, non-Aboriginal youth 3X more likely than Aboriginal youth to be in PSE (Baldwin & Parkin, Parkin 2007) ¾ Dropout and attrition 33-56% higher (depending upon age of student) than among general student population (Parkin & Baldwin, 2009) ¾ 7.7% have a university credential vs. 23.4% of nonAboriginal population (2006 Census) © Gottheil/Smith
9
AACRAO 2010 - New Orleans
Francophone Population ¾ Recent Quebec study: English-speaking young adults 2x as likely as francophone peers to see university degree as key to success (40% vs 20%) • Less likely to complete high school • Less likely to have university degrees
© Gottheil/Smith
10
AACRAO 2010 - New Orleans
The SEM Framework
© Gottheil/Smith
11
AACRAO 2010 - New Orleans
Enrolment Management Enrollment management is an organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to college, student attrition and retention, and student outcomes. These processes are studied to guide institutional practices in the areas of new student recruitment and financial aid, student support services, curriculum development and other academic areas that affect enrollments, student persistence and student outcomes from college. - Don Hossler, 1990
12
AACRAO 2010 - New Orleans
The Student Success Continuum ¾ Traditional Enrolment Perspective
Recruitment/ Marketing
Orientation
Classroom Experience
Co-curricular S Support t
Student’s College Career Admission
Financial Support
Academic Support
Attain Degree/Goal
Retention
13
AACRAO 2010 - New Orleans
The Student Success Continuum ¾ The SEM Perspective
Recruitment/ Marketing
Classroom Experience
Orientation
Co-curricular Support
Attain Degree/Goal
Student’s College Career Admission
Financial Support
Academic Support
Retention
14
AACRAO 2010 - New Orleans
Barriers to Access ¾ Financial • Tuition, fees & cost of living • Debt aversion
¾ Academic • Low high school grades grades, knowledge of educational
requirements, wrong course prerequisites, high dropout rate • Lack of preparation (hard & soft skills); quality of local high
schools • Gaps in training and certification
¾ Geographic • Distance, costs of travel
© Gottheil/Smith
15
AACRAO 2010 - New Orleans
Barriers to Access (cont’d) ¾ Language & literacy ¾ Family & community: Lack of role models • Note: Some ethnic groups have considerably higher
educational aspirations for their children than others
¾ Enforced cultural assimilation and legacy of residential school system for Aboriginal students ¾ Aspirational • Lack of interest/motivation • PSE not considered necessary (for job, life) • Lack of information about PSE benefits • Lack of support from teachers & guidance counsellors © Gottheil/Smith
16
AACRAO 2010 - New Orleans
Barriers to Access (cont’d) ¾ Self-esteem and self-confidence ¾ Institutional • Programs don’t respond to needs, interests • Unknown environment • Admission criteria and complexity of admission procedures • Lack of information • Counseling structure
© Gottheil/Smith
17
AACRAO 2010 - New Orleans
Attrition Factors ¾ Academic preparation and performance • Contributes to lack of engagement, motivation • Questioning of abilities, confidence
¾ Financial support, student debt, cost of education ¾ Family and work responsibilities ¾ Language proficiency
© Gottheil/Smith
18
AACRAO 2010 - New Orleans
Attrition Factors (cont’d) ¾ Low level of educational aspiration/motivation; uncertain or misdirected goals/expectations ¾ Well-being • Isolation • Stress • Lack of understanding of culture, racist attitudes on campus
¾ Social/Family/Community support ¾ Engagement
© Gottheil/Smith
19
AACRAO 2010 - New Orleans
Conclusion ¾ Web of barriers to access & success interact with & compound one another • Unmet financial need • Inadequate academic preparation, motivation &
direction • Insufficient information, guidance & encouragement
© Gottheil/Smith
20
AACRAO 2010 - New Orleans
Lessons Learned: Increasing Retention within the SEM Framework
© Gottheil/Smith
21
AACRAO 2010 - New Orleans
Lesson #1 ¾ Access and success should not be targeted in isolation: the barriers/obstacles are the same • Placing too much emphasis on access can be
problematic if students don don’tt persevere
¾ Remember the comprehensive SEM framework
© Gottheil/Smith
22
AACRAO 2010 - New Orleans
Lesson #2 ¾ Provision of money (even need-based aid) isn’t enough ¾ Financial barriers to PSE participation compounded by other factorsfactors academic performance, individual behaviour, environmental conditions ¾ Need a holistic & integrated approach that is culturally responsive & attends to range of needs- academic, social, emotional, financial © Gottheil/Smith
23
AACRAO 2010 - New Orleans
Lesson #3 ¾ Special population students have different needs from traditional students – the funnel & student life cycle experience is different for different students ¾R Retention t ti strategies t t i need d to t be b customized t i d to t meet the needs of each special population group ¾ But remember don’t stereotype, people from the same group are often/also diverse based on SES, age, individual experiences, etc. © Gottheil/Smith
24
AACRAO 2010 - New Orleans
Lesson #4 ¾ There’s a need for both specialized/targeted programs & integration of under-represented groups into regular programming • The latter requires outreach, cultural sensitivity & awareness
of specific historical, economic & social barriers faced by special spec a populations popu at o s
¾ We need to create connectivity between our FYE programs & campus programs/services targeted to specific groups • Importance of entire campus community working together to
support under-served populations & make them feel part of our communities
© Gottheil/Smith
25
AACRAO 2010 - New Orleans
Lesson #5 ¾ Need longer term resource commitment/strategies to have impact on both access and retention/student success ¾ Need to work with communities communities, provide role models & mentorship opportunities, ensure adequate information ¾ Support services must take into account student needs, academic pressures, family concerns & work commitments
© Gottheil/Smith
26
AACRAO 2010 - New Orleans
Lesson #6 ¾ Assessment is key but … data is often difficult to come by • Targeted communities sometimes are reluctant to self-
identify - Makes it hard to set goals g • Difficult to assess what barriers may be and whether
targeted programs and initiatives are successful
© Gottheil/Smith
27
AACRAO 2010 - New Orleans
Student Retention: Best Practice Programs
© Gottheil/Smith
28
AACRAO 2010 - New Orleans
Elements of Best Practices ¾ Early intervention ¾ Bridging/Transition program ¾ Development of a cohort with peer support ¾ Financial aid ¾ Connection to community role models & mentorship © Gottheil/Smith
29
AACRAO 2010 - New Orleans
Elements of Best Practices (Cont.) ¾ Faculty/staff as coach or mentor ¾ Attention to special population needs and integration into the wider campus community ¾ Holistic student life cycle approach addressing academic, social, emotional & financial needs
© Gottheil/Smith
30
AACRAO 2010 - New Orleans
Pathways to Education ¾ Started in Toronto’s Regent Park in 2001, now in 6 Canadian communities & given $20M in recent 2010 federal budget • Integrated academic, social, financial & advocacy
support to at-risk students through community-based initiatives • Tackles low ambition and low marks, builds positive
self-image • Provides mentors and tutors from Grade 9 on and
$4,000 bursary on high school graduation (“learning accounts”)
© Gottheil/Smith
31
AACRAO 2010 - New Orleans
Pathways to Education (Cont.) ¾ Results: • Dropout rates fell from 23%-58% in different sites • Teen pregnancies and crime rate plummeted • College and university enrolment almost doubled - 80% of graduates from Pathway’s original site in Regent’s Park have gone on to PSE (2009)
© Gottheil/Smith
32
AACRAO 2010 - New Orleans
Foundations for Success ¾ Offers case-managed support services & financial incentives to students at 3 Ontario colleges (Seneca, Mohawk & Confederation) • Assesses students after admission but before begin, identifying
those that would benefit from academic tutoring, peer p & career counselling g mentorship • Students more likely to make use of relevant support services
than those in control group • Highest impact when matched with (small) financial bursary • Has led to 6.4% increase in student retention • Project specifically benefited low-income students, ESL
students, students entering with low (under 65%) high school grades, & women
© Gottheil/Smith
33
AACRAO 2010 - New Orleans
Future to Discover ¾ Pilot project targeting low-income + 1st generation students in Manitoba & New Brunswick • addressing career indecision, lack of interest in
PSE & financial concerns. ¾ Explore Your Horizons: offers students enhanced career planning & info about PSE programs & their costs & benefits early in h.s. years • Engages parents as allies & existing PSE
students as role models
© Gottheil/Smith
34
AACRAO 2010 - New Orleans
Future to Discover (cont.) ¾ Learning Accounts: in early h.s. promises nonrepayable financial aid (up to $8K) to students from low-income families should they pursue PSE ¾ Aims to increase high school students chances of: • graduating from h.s. • enrolling in PSE • persisting in PSE (ie. completing 1st year) • graduating from a PSE program
¾ Interim report indicates significant increase in interest in PSE studies © Gottheil/Smith
35
AACRAO 2010 - New Orleans
Lethbridge College: First Nations, Métis and Inuit (FNMI) Transition Program ¾ Provides 12 students with a $12,000 scholarship to aid with finances ¾ Provides P id 3 steps t to t aid id in i transition t iti •
Course on introduction to college life (August)
•
Additional course in 1st term on skills and attitudes needed for college success
•
Class on leadership skills (January)
¾ Spiritual support from elders; help from mentors and advisors © Gottheil/Smith
36
AACRAO 2010 - New Orleans
Fisher River First Nation (Manitoba) ¾ Implemented a 9-month transition program for all students who want band to fund PSE •
Aim is to reduce drop-out rate
•
Course focuses on life skills, academic upgrading & career counseling
•
Students spend time in Winnipeg to prepare for transition to urban living
© Gottheil/Smith
37
AACRAO 2010 - New Orleans
LE, NONET – University of Victoria ¾ Salish for “success after many hardships” ¾ Recognition that improved outcomes for Aboriginal students necessitates institutional change in cultures & practices “to create a more respectful & culturally safe environment” ¾ Suite of services •
Bursary program
•
Peer mentoring program (linking students to university $ Aboriginal community & services)
•
Research apprenticeship program
•
Community internship program
•
Staff & faculty cultural training seminar
¾ Preliminary results: increase in persistence rates, student engagement & Aboriginal self-identity © Gottheil/Smith
38
AACRAO 2010 - New Orleans
University of Ottawa ¾ In Ontario, a “bilingual” university • 11, 600 Francophone students
¾ Has recently received $4M in provincial funds to: - increase course offerings; offer more services in French; & provide more scholarships & bursaries for Francophone students
¾ Hopes to also: • Increase retention rates in Ontario’s French language school
system • Recruit more Francophone students from across Canada • Increase number of qualified teachers to act as role models &
be ambassadors of Francophone culture © Gottheil/Smith
39
AACRAO 2010 - New Orleans
And Some Other Strategies … ¾ Specialized academic programs/courses ¾ Delivering courses in communities/off campus ¾ Reserving seats in programs ¾ Programs for internationally trained professionals ¾ Bridging & transition programs ¾ Community partnerships & outreach ¾ Financial aid workshops ¾ Targeted bursaries, scholarships, & work-study programs ¾ Dedicated space on campus ¾ Residence/housing ¾ Supportive campus environment © Gottheil/Smith
40
AACRAO 2010 - New Orleans
Discussion, Comments & Questions
© Gottheil/Smith
41
AACRAO 2010 - New Orleans
Contact Us @ Susan Gottheil
[email protected]
Clayton Smith
[email protected]
Canadian SEM Website: www.uwindsor.ca/sem
© Gottheil/Smith
42
AACRAO 2010 - New Orleans
43
INCREASING ACCESSIBILTY: LESSONS LEARNED IN RETAINING SPECIAL POPULATION STUDENTS IN CANADA Susan Gottheil, Mount Royal University Clayton Smith, University of Windsor
© Gottheil/Smith
1
AACRAO 2010 - New Orleans
Topics ¾ Introduction ¾ Who are the Underserved Populations? ¾ The Strategic Enrolment Management (SEM) Framework ¾ Barriers to Access & Attrition Factors ¾ Lessons Learned ¾ Canadian Best Practices
© Gottheil/Smith
2
AACRAO 2010 - New Orleans
Overview ¾ In Canada, changing demographics & increased competition, as well as social values based on equity, have sharpened efforts to increase PSE participation rates of youth from under-represented/ under-served groups ¾ Despite having the highest level of educational attainment among OECD countries, Canada appears to have made littl process on narrowing little i “access “ gaps”” ¾ Provincial governments are funding a variety of targeted initiatives ¾ Holistic retention programs & planning are not well-
developed at most institutions Access to and success in PSE has become an important public issue © Gottheil/Smith
3
AACRAO 2010 - New Orleans
Underserved/Underrepresented Populations
© Gottheil/Smith
4
AACRAO 2010 - New Orleans
Low-Income/First Generation Students ¾ 58.5% of 18-24 year olds from families earning < $25,000 participated in PSE in 2006, compared to 80.9% of youth of same age from families with an income over $100,000 (Canadian Council on Learning) ¾ Parental education & birth place (& not parental income) key driver of PSE participation in general & university in particular (Finnie & Mueller, 2008) ¾ 81% of 18 to 24 year olds whose parents have a university education participate in PSE, compared to 53% for young people whose parents didn’t go past high school (CMSF) © Gottheil/Smith
5
AACRAO 2010 - New Orleans
First Generation Students (cont’d) ¾ About half not involved in extra curricular activities (NSSE 2008) ¾ Less likely than peers to earn degrees degrees, even when differences in high-school preparation taken into account (College Board)
© Gottheil/Smith
6
AACRAO 2010 - New Orleans
Note: Immigrants in Canada ¾ Canadian experience different than that of Europe & U.S. ¾ First & second generation immigrants more likely to attend PSE than non-immigrant youth • Differences driven principally by higher university
participation rates than by college attendance • Patterns vary a great deal by source country (Asian,
African groups doing most favourably) • Also differences in province of residence, urban vs.
rural residency, parents’ educational levels, parental aspirations (Finnie & Mueller, 2009)
¾ Explanation: Canadian immigration policy © Gottheil/Smith
7
AACRAO 2010 - New Orleans
Aboriginal Canadians ¾ 3.8% of the Canadian population (2006 Census) • 62% North American Indian, 30% Métis, 5% Inuit • 1,123 communities and close to a dozen language families
¾ More than 70% living off reserves (54% in cities) ¾ Much younger than Canadian population as a whole • Almost half under 25
(2006 Census)
¾ Fastest growing segment of Canadian population
© Gottheil/Smith
8
AACRAO 2010 - New Orleans
Aboriginal Canadians (cont’d) ¾ Among 20-24 year olds, 40.3% have not completed high school vs. 12.5% in non-Aboriginal population (2006 Census)
¾ By age 20, non-Aboriginal youth 3X more likely than Aboriginal youth to be in PSE (Baldwin & Parkin, Parkin 2007) ¾ Dropout and attrition 33-56% higher (depending upon age of student) than among general student population (Parkin & Baldwin, 2009) ¾ 7.7% have a university credential vs. 23.4% of nonAboriginal population (2006 Census) © Gottheil/Smith
9
AACRAO 2010 - New Orleans
Francophone Population ¾ Recent Quebec study: English-speaking young adults 2x as likely as francophone peers to see university degree as key to success (40% vs 20%) • Less likely to complete high school • Less likely to have university degrees
© Gottheil/Smith
10
AACRAO 2010 - New Orleans
The SEM Framework
© Gottheil/Smith
11
AACRAO 2010 - New Orleans
Enrolment Management Enrollment management is an organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to college, student attrition and retention, and student outcomes. These processes are studied to guide institutional practices in the areas of new student recruitment and financial aid, student support services, curriculum development and other academic areas that affect enrollments, student persistence and student outcomes from college. - Don Hossler, 1990
12
AACRAO 2010 - New Orleans
The Student Success Continuum ¾ Traditional Enrolment Perspective
Recruitment/ Marketing
Orientation
Classroom Experience
Co-curricular S Support t
Student’s College Career Admission
Financial Support
Academic Support
Attain Degree/Goal
Retention
13
AACRAO 2010 - New Orleans
The Student Success Continuum ¾ The SEM Perspective
Recruitment/ Marketing
Classroom Experience
Orientation
Co-curricular Support
Attain Degree/Goal
Student’s College Career Admission
Financial Support
Academic Support
Retention
14
AACRAO 2010 - New Orleans
Barriers to Access ¾ Financial • Tuition, fees & cost of living • Debt aversion
¾ Academic • Low high school grades grades, knowledge of educational
requirements, wrong course prerequisites, high dropout rate • Lack of preparation (hard & soft skills); quality of local high
schools • Gaps in training and certification
¾ Geographic • Distance, costs of travel
© Gottheil/Smith
15
AACRAO 2010 - New Orleans
Barriers to Access (cont’d) ¾ Language & literacy ¾ Family & community: Lack of role models • Note: Some ethnic groups have considerably higher
educational aspirations for their children than others
¾ Enforced cultural assimilation and legacy of residential school system for Aboriginal students ¾ Aspirational • Lack of interest/motivation • PSE not considered necessary (for job, life) • Lack of information about PSE benefits • Lack of support from teachers & guidance counsellors © Gottheil/Smith
16
AACRAO 2010 - New Orleans
Barriers to Access (cont’d) ¾ Self-esteem and self-confidence ¾ Institutional • Programs don’t respond to needs, interests • Unknown environment • Admission criteria and complexity of admission procedures • Lack of information • Counseling structure
© Gottheil/Smith
17
AACRAO 2010 - New Orleans
Attrition Factors ¾ Academic preparation and performance • Contributes to lack of engagement, motivation • Questioning of abilities, confidence
¾ Financial support, student debt, cost of education ¾ Family and work responsibilities ¾ Language proficiency
© Gottheil/Smith
18
AACRAO 2010 - New Orleans
Attrition Factors (cont’d) ¾ Low level of educational aspiration/motivation; uncertain or misdirected goals/expectations ¾ Well-being • Isolation • Stress • Lack of understanding of culture, racist attitudes on campus
¾ Social/Family/Community support ¾ Engagement
© Gottheil/Smith
19
AACRAO 2010 - New Orleans
Conclusion ¾ Web of barriers to access & success interact with & compound one another • Unmet financial need • Inadequate academic preparation, motivation &
direction • Insufficient information, guidance & encouragement
© Gottheil/Smith
20
AACRAO 2010 - New Orleans
Lessons Learned: Increasing Retention within the SEM Framework
© Gottheil/Smith
21
AACRAO 2010 - New Orleans
Lesson #1 ¾ Access and success should not be targeted in isolation: the barriers/obstacles are the same • Placing too much emphasis on access can be
problematic if students don don’tt persevere
¾ Remember the comprehensive SEM framework
© Gottheil/Smith
22
AACRAO 2010 - New Orleans
Lesson #2 ¾ Provision of money (even need-based aid) isn’t enough ¾ Financial barriers to PSE participation compounded by other factorsfactors academic performance, individual behaviour, environmental conditions ¾ Need a holistic & integrated approach that is culturally responsive & attends to range of needs- academic, social, emotional, financial © Gottheil/Smith
23
AACRAO 2010 - New Orleans
Lesson #3 ¾ Special population students have different needs from traditional students – the funnel & student life cycle experience is different for different students ¾R Retention t ti strategies t t i need d to t be b customized t i d to t meet the needs of each special population group ¾ But remember don’t stereotype, people from the same group are often/also diverse based on SES, age, individual experiences, etc. © Gottheil/Smith
24
AACRAO 2010 - New Orleans
Lesson #4 ¾ There’s a need for both specialized/targeted programs & integration of under-represented groups into regular programming • The latter requires outreach, cultural sensitivity & awareness
of specific historical, economic & social barriers faced by special spec a populations popu at o s
¾ We need to create connectivity between our FYE programs & campus programs/services targeted to specific groups • Importance of entire campus community working together to
support under-served populations & make them feel part of our communities
© Gottheil/Smith
25
AACRAO 2010 - New Orleans
Lesson #5 ¾ Need longer term resource commitment/strategies to have impact on both access and retention/student success ¾ Need to work with communities communities, provide role models & mentorship opportunities, ensure adequate information ¾ Support services must take into account student needs, academic pressures, family concerns & work commitments
© Gottheil/Smith
26
AACRAO 2010 - New Orleans
Lesson #6 ¾ Assessment is key but … data is often difficult to come by • Targeted communities sometimes are reluctant to self-
identify - Makes it hard to set goals g • Difficult to assess what barriers may be and whether
targeted programs and initiatives are successful
© Gottheil/Smith
27
AACRAO 2010 - New Orleans
Student Retention: Best Practice Programs
© Gottheil/Smith
28
AACRAO 2010 - New Orleans
Elements of Best Practices ¾ Early intervention ¾ Bridging/Transition program ¾ Development of a cohort with peer support ¾ Financial aid ¾ Connection to community role models & mentorship © Gottheil/Smith
29
AACRAO 2010 - New Orleans
Elements of Best Practices (Cont.) ¾ Faculty/staff as coach or mentor ¾ Attention to special population needs and integration into the wider campus community ¾ Holistic student life cycle approach addressing academic, social, emotional & financial needs
© Gottheil/Smith
30
AACRAO 2010 - New Orleans
Pathways to Education ¾ Started in Toronto’s Regent Park in 2001, now in 6 Canadian communities & given $20M in recent 2010 federal budget • Integrated academic, social, financial & advocacy
support to at-risk students through community-based initiatives • Tackles low ambition and low marks, builds positive
self-image • Provides mentors and tutors from Grade 9 on and
$4,000 bursary on high school graduation (“learning accounts”)
© Gottheil/Smith
31
AACRAO 2010 - New Orleans
Pathways to Education (Cont.) ¾ Results: • Dropout rates fell from 23%-58% in different sites • Teen pregnancies and crime rate plummeted • College and university enrolment almost doubled - 80% of graduates from Pathway’s original site in Regent’s Park have gone on to PSE (2009)
© Gottheil/Smith
32
AACRAO 2010 - New Orleans
Foundations for Success ¾ Offers case-managed support services & financial incentives to students at 3 Ontario colleges (Seneca, Mohawk & Confederation) • Assesses students after admission but before begin, identifying
those that would benefit from academic tutoring, peer p & career counselling g mentorship • Students more likely to make use of relevant support services
than those in control group • Highest impact when matched with (small) financial bursary • Has led to 6.4% increase in student retention • Project specifically benefited low-income students, ESL
students, students entering with low (under 65%) high school grades, & women
© Gottheil/Smith
33
AACRAO 2010 - New Orleans
Future to Discover ¾ Pilot project targeting low-income + 1st generation students in Manitoba & New Brunswick • addressing career indecision, lack of interest in
PSE & financial concerns. ¾ Explore Your Horizons: offers students enhanced career planning & info about PSE programs & their costs & benefits early in h.s. years • Engages parents as allies & existing PSE
students as role models
© Gottheil/Smith
34
AACRAO 2010 - New Orleans
Future to Discover (cont.) ¾ Learning Accounts: in early h.s. promises nonrepayable financial aid (up to $8K) to students from low-income families should they pursue PSE ¾ Aims to increase high school students chances of: • graduating from h.s. • enrolling in PSE • persisting in PSE (ie. completing 1st year) • graduating from a PSE program
¾ Interim report indicates significant increase in interest in PSE studies © Gottheil/Smith
35
AACRAO 2010 - New Orleans
Lethbridge College: First Nations, Métis and Inuit (FNMI) Transition Program ¾ Provides 12 students with a $12,000 scholarship to aid with finances ¾ Provides P id 3 steps t to t aid id in i transition t iti •
Course on introduction to college life (August)
•
Additional course in 1st term on skills and attitudes needed for college success
•
Class on leadership skills (January)
¾ Spiritual support from elders; help from mentors and advisors © Gottheil/Smith
36
AACRAO 2010 - New Orleans
Fisher River First Nation (Manitoba) ¾ Implemented a 9-month transition program for all students who want band to fund PSE •
Aim is to reduce drop-out rate
•
Course focuses on life skills, academic upgrading & career counseling
•
Students spend time in Winnipeg to prepare for transition to urban living
© Gottheil/Smith
37
AACRAO 2010 - New Orleans
LE, NONET – University of Victoria ¾ Salish for “success after many hardships” ¾ Recognition that improved outcomes for Aboriginal students necessitates institutional change in cultures & practices “to create a more respectful & culturally safe environment” ¾ Suite of services •
Bursary program
•
Peer mentoring program (linking students to university $ Aboriginal community & services)
•
Research apprenticeship program
•
Community internship program
•
Staff & faculty cultural training seminar
¾ Preliminary results: increase in persistence rates, student engagement & Aboriginal self-identity © Gottheil/Smith
38
AACRAO 2010 - New Orleans
University of Ottawa ¾ In Ontario, a “bilingual” university • 11, 600 Francophone students
¾ Has recently received $4M in provincial funds to: - increase course offerings; offer more services in French; & provide more scholarships & bursaries for Francophone students
¾ Hopes to also: • Increase retention rates in Ontario’s French language school
system • Recruit more Francophone students from across Canada • Increase number of qualified teachers to act as role models &
be ambassadors of Francophone culture © Gottheil/Smith
39
AACRAO 2010 - New Orleans
And Some Other Strategies … ¾ Specialized academic programs/courses ¾ Delivering courses in communities/off campus ¾ Reserving seats in programs ¾ Programs for internationally trained professionals ¾ Bridging & transition programs ¾ Community partnerships & outreach ¾ Financial aid workshops ¾ Targeted bursaries, scholarships, & work-study programs ¾ Dedicated space on campus ¾ Residence/housing ¾ Supportive campus environment © Gottheil/Smith
40
AACRAO 2010 - New Orleans
Discussion, Comments & Questions
© Gottheil/Smith
41
AACRAO 2010 - New Orleans
Contact Us @ Susan Gottheil
[email protected]
Clayton Smith
[email protected]
Canadian SEM Website: www.uwindsor.ca/sem
© Gottheil/Smith
42
AACRAO 2010 - New Orleans
43
