At-Risk Students: Utilizing Technology To Design Individualized Improvement Plans
Academic support programs can struggle with providing adequate personnel and resources that offer individual attention to at-risk students, and they can also be challenged to motivate students to implement actionable plans for academic improvement. During this webinar, the speakers will discuss the development of an interactive online self-assessment system that is designed to provide students with individualized feedback. The survey questions help identify specific academic and study skills challenges. The assessment encourages students to reflect on their past academic behaviors and provides students with a detailed report that offers action items based on their responses. The report is utilized by academic support personnel as a framework for designing a long-term academic improvement plan. Participants will examine the development and implementation of Bryant University’s current system and explore ways to create a workable model that can be easily implemented and adapted to their institutions.
- Identify current patterned challenges of providing individualized support to at-risk students
- Outline the design and development of an online interactive survey
- Discover potential pitfalls and challenges of the collaborative process of the system design
- Explore sample self-assessment reports provided to students
- Examine results of preliminary feedback from administrators and students utilizing the system
- Discuss potential applications of system at home institutions
- 2-year & 4-year institutions
- Academic Affairs/Instruction
- Student Services/Affairs
- Advising & Counseling
- Retention Specialist
- First Year Experience Coordinators
- Summer Bridge
- Any educator interested in in supporting at-risk students
“The on-line format of the system provides students with a safe space to initially reflect on their personal academic challenges. The individualized feedback makes students feel that their academic improvement plan is designed expressly to meet their needs.”
Lindsey Weber earned her Bachelor’s in Applied Psychology and Sociology with a focus on Social Research at Bryant University in 2011 and her Master’s in Applied Developmental and Educational Psychology at Boston College in 2012. Currently, Lindsey works at Bryant University. Prior to that, Lindsey served as the Advisor for Academic Support and Technology at Worcester Polytechnic Institute. In both positions, she works closely with at-risk students to create actionable academic success plans and monitor academic progress. She also conducts academic workshops in Bryant’s University’s Academic Center for Excellence and teaches a student success course designed for transfer student called Transfer Transitions.
Lindsey is most interested in Educational Psychology in higher education and has extensively researched college student success. For example, she designed and implemented a curriculum to prepare first-generation college students for the academic challenges they may face as undergraduates. She is also interested in innovative pedagogies and is published in Innovations and Challenges in Teaching and Learning Educational Psychology (forthcoming), where her research examined creative pedagogies which include techniques for integrating technology and multimedia into the classroom. Overall, Lindsey seeks to enhance students’ academic experiences both in the classroom and in their interactions with academic support personnel.
At Bryant University, Laurie L. Hazard, Ed.D. is responsible for the administration and development of programs and curricula aimed at student success and retention. She is the Assistant Dean for Student Success and the curriculum coordinator for Bryant's First-Year Gateway Experience as well as their English as A Second Language Program. She coordinates the activities of the Center for Teaching and Learning and she teaches in the Applied Psychology Department. Laurie is an award-winning educator who was selected by the National Resource Center for The First-Year Experience and Students in Transition as a top ten Outstanding First-Year Student Advocate. She also received the Learning Assistance Association of New England’s Outstanding Research and Publication Award in 2006 and the Learning Assistance Association of New England: Outstanding Service to Developmental Students Award in October of 2010. Most recently, Laurie received the CRLA Northeast, Outstanding Service to the Field of Developmental Education Award in March, 2013.
Laurie has been designing curricula for FYE and study skills courses for more than twenty-five years. She served on the New England Peer Tutor Association Board from 1997-2007 and has been a Guest Editorial Board member for the Learning Assistance Review. Her research focuses on the personality traits and habits of students that influence academic achievement. She has done extensive work assessing the effectiveness of learning assistance programs and FYE courses. Publications by Laurie and her co-author include: Exploring the Evidence, Volume III: Reporting Outcomes of First-Year Seminars, a monograph published by the National Resource Center for The First-Year Experience and Students in Transition and “What Does It Mean to be ‘College-Ready’?”, an article which appears in Connection: The Journal of the New England Board of Higher Education. The third edition of her student success text Foundations for Learning: Claiming Your Education was published in 2012.
Laurie has collaborated with Innovative Educators in Colorado to design, develop, and deliver webinars and interactive videos designed to enhance success and retention initiatives on college campuses nationwide. Her work in student success has also received national media attention. Her interviews include: “Prepare college-bound kids for hard work ahead, which appeared in the Chicago Tribune in 2007 and “Study Tips for College Students” in Seventeen Magazine in 2008. In March of 2010, Laurie was interviewed by Associated Press columnist, Beth Harpaz, for her article “Colleges Don’t Like Senior Slump in High School.” Laurie has been a Guest Columnist for the Washington Post Answer Sheet (2011, August 22): Why parents should leave their kids alone at college and How to help your child adapt to college life 2010, September 2). Laurie was also interviewed by the New Jersey Star Ledger: The Other Freshman 15: pitfalls for first-year collegians (2013, July 30). Finally, her most recent paper was published in the Proceedings of the 10th Annual National Symposium on Student Retention (November, 2014).
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