Unit End of Year Report

Report includes: � 2015-2016 Annual Goals � 2015-2016 Assessment Plan � Key Performance Indicators � 2015-2016 Points of Pride � 2016-2017 Annual Goals � 2016-2017 Assessment Plan

Unit: The Arthur O. Eve Opportunity for Higher Education Program Director: Gary Owens

UNIT OVERVIEW This section corresponds with Administrative Unit Assessment Document 1

Unit Mission Is committed to offering higher education opportunities to New York State high school graduates and GED holders who do not meet normally applied admission criteria, but have the potential for post-secondary academic success. Legislative funds are provided to meet the cost of direct financial aid, supplemental tutoring and counseling all designed to enhance student success.

Alignment with College Mission Retention/Academic Quality and Engagement Unit Functions and Services To Provide both assistance and financial aid, academic support, counseling in the areas of academic, personal and social development, and careers

SECTION ONE: 2015-2016 UNIT ANNUAL GOALS Identify the overall annual goals for the unit

Unit Annual Goals Outcome/Status

1. To increase the recruitment and admissions of underrepresented males in the 2015 entering freshman cohort

Achieved Complete

2. To increase the student/counselor contacts for the purpose of career counseling by 5%

Achieved Complete

3. In conjunction with the Admissions Office staff to increase the recruitment of the number of students from Rochester, Buffalo and Syracuse

Achieved Complete

SECTION TWO: 2015-2016 Assessment Plan

Unit Goal

College Mission Alignment:

To increase the recruitment and admissions of underrepresented males in the 2015 entering freshman cohort for EOP

Community building and collaborative Diversity

Outcomes and Criteria: Data Sources and Methods: Assessment Data: There was an increase of 17 males in the 2016 cohort over that of the 2015 cohort, which indicated a 51% increase from 2015 to 2016

Compared actual numbers of those underrepresented males admitted in 2015 to those admitted in 2016

There were 14 males enrolled in the fall of 2015 and 31 admitted in 2016, which produces an increase of 17 students demonstrating success.

CLOSING THE LOOP Resources Used: Human resources to include the staff of both the EOP and Admissions Offices assigned to recruit and enroll EOP students with a focus on the targeted group Key Findings: In general we found that with the use of our developed contacts both in the local (Rochester, Buffalo areas) we could generate an increase in the applications of the target group. This along with engaging the group by representatives of the College staff also has proven to yield more students of the targeted group. Several years ago we began a project, particularly in the Rochester area, of making presentations on and off campus to many groups of students, concentrating on 7th grade and higher but also addressing 6th graders about college and other topics to boost college as a reality.

Dissemination/Discussion of Key Findings: Information is shared with several entities of the College to include administration as well as other faculty groups to include nursing, EOC, both the VP of Student Affairs and Enrollment Management and Business Affairs. Summary Sentence for EMSA Briefing Book: EOP has been successful in increasing the number of underrepresented males in the 2016 entering freshman cohort by 51%.

Unit Goal

College Mission Alignment:

To increase the student/counselor contacts in EOP for the purpose of career counseling by 5%

Retention of Students

Outcomes and Criteria: Data Sources and Methods: Assessment Data: It was determined by a review of the data collected from counselor’s monthly reports on the contacts for each student assigned, to include the different purposes of each contact, indicated that the number of contacts for the purpose of Career for 2015 was 1,807 compared to the number of 2,614 for 2016 indicating an increase of 807 or 44.6%.

EOP Counselors submit weekly conference records for each meeting with assigned students, which indicates the areas reviewed in each counseling session. This information provided is tabulated each semester and provided the data needed to assess this goal to be very satisfactory

Efforts to increase the number of student/counselor contacts proves overwhelming success at 44.6%, which also impacted the program with fewer undeclared majors for 2015 – 2016.

CLOSING THE LOOP Resources Used: We believe that the increase in the number of counseling contacts for the purpose of careers has resulted in a reduction of students with undeclared majors within EOP. There was also an increase in the number of EOP students utilizing the services of the Career Services Office. We also believe this increase has also influenced an increase in the number of EOP students engaged in college-wide programs to promote career success such as the College Leadership Program. Key Findings: We will continue to study the impact of this increase as well as continue to increase career counseling as one of the factors to increase both retention and graduation.

Dissemination/Discussion of Key Findings: Information was provided and discussed with full time EOP staff both in groups as well as during individual supervision. Summary Sentence for EMSA Briefing Book: Efforts to increase the number of student/counselor contacts proves overwhelmingly successful at 44% and has impacted the program in reducing the number of undeclared majors.

Unit Goal

College Mission Alignment:

In conjunction with the Admissions Office staff to increase the recruitment of the number of students from Rochester, Buffalo and Syracuse

Co-Curricular and Support Programs

Outcomes and Criteria: Data Sources and Methods: Assessment Data: Although we were minimally successful in achieving this goal it was recognized that we would need to be more deliberate in the methods we utilize to achieve this goal to achieve greater success. The number of students increased from the 2015 cohort to that of the 2016 entering freshmen cohort was 4 students.

Compared actual number of those students enrolled in the 2015 cohort to that of 2016 EOP entering freshman cohort.

The increase of the targeted group from 2015 to 2016 was 4 students indicating a minimal increase.

CLOSING THE LOOP Resources Used: Admissions weekly reports through 2015 – 2016 Key Findings: There were several items that we feel impacted the limited increase of those students.

1. Included a need to better inform high school counselors in these designated areas about EOP and the admissions process.

2. There appears to be a need to increase the amount of contact by those staff involved in the recruitment process with those applicants specifically about the admissions process who are in the designated area.

Dissemination/Discussion of Key Findings: This information will be shared with those members of the admissions staff as well as appropriate academic offices who work directly with student applicants such as Dance, Nursing, etc. Summary Sentence for EMSA Briefing Book: Although EOP has had some success in increasing the recruitment of students from the Rochester, Buffalo and Syracuse areas, the program will continue its efforts to recruit and increase the admissions of students from these areas.

SECTION THREE: UNIT KEY PERFORMANCE INDICATORS

Key Performance Indicators and Benchmarks Analysis

By increasing the number of counselor-student contacts for the purpose of careers, students have been able to determine career paths earlier and there was a reduction in the number of undeclared majors. We also saw an increase in the number of students engaged in the Career Services Center.

We will continue to recruit students from the designated groups, which is considered a part of the mission of EOP in NYS. We hope to also increase the number of graduations also from this group of students.

It is most evident that graduation is one of the primary measures of the success of the EOP program. We have continued to maintain a comparable graduation rate and look forward to increasing this rate.

It is clear that there was a drop in the 2015 retention rate. We have viewed this to be unusual and the result of several factors that have been identified and remedied successfully. We understand the nature of EOP does bring challenges but we have proven to be successful with what is considered to be a very respectful retention rate for the past few years. Although the 2015 rate is not considered poor it is below the standard we are accustomed to and will seek to see improvement in the future.

SECTION FOUR: 2015-2016 POINTS OF PRIDE AND ACCOMPLISHMENTS

Point of Pride/Accomplishment College Mission and Priorities Alignment For the second consecutive year an EOP student has been the recipient of the Marion Shrank Student Leadership Award

Academic Quality and Engagement

Of the total of 313 students enrolled in the College on EOP during the spring 2016 semester 189 earned a GPA of 2.50 or better.

Academic Quality and Engagement

Of the total of 313 students enrolled in the College on EOP during the spring 2016 semester 113 earned a GPA of 3.00 or better.

Academic Quality and Engagement

After the second year of its inception the Women’s Support Group increased its participation of membership by 125% increasing its numbers from 12 in 2014 – 2015 to 27 in 2015 – 2016.

Community Building and Collaboration

EOP student Dan Andrews was named an All American for football.

Co-curricular and Student Support

50 EOP students graduated during the 2015 – 2016 academic year. The total number of graduates since EOP’s inception is now 1,539.

Academic Quality and Engagement

EOP received the Most Spirited award in the 2015 College Homecoming Parade.

Learning Environment and Quality of Place

SECTION FIVE: 2016-2017 UNIT ANNUAL GOALS

Unit Annual Goals Action Plan and Timeline Assist to increase the recruitment and admissions of underrepresented males in the 2017 entering freshman cohort

Our plan is for the EOP staff to be engaged in the recruitment process for admissions during the Fall 2016 semester in cooperation with the assigned Admissions Office staff for EOP. We will also be engaged in the process of admitting as well as the completion of applications to acceptance, depositing and enrollment of the EOP students with emphasis on the targeted group. Completion by July 1, 2017.

To increase the recruitment of the number of students from the Rochester and Buffalo areas compared to that of 2015

Our plan is for the EOP staff to be engaged in the recruitment process for admissions during the fall 2016 semester in cooperation with the assigned Admissions Office staff for EOP. We will also be engaged in the process for admitting as well as the completion of applications to acceptance, depositing and enrollment of the EOP students with emphasis on those of the targeted group. Completion by July 1, 2017.

To increase the percentage of returns of the Academic Performance Progress Reports (APPR) faculty submit on the progress of EOP students each semester

Our plan is to attend at least one academic departmental meeting to provide information/explanation about the APPR forms, as well as to clarify their use and the expectation of their return. We will also solicit the support of each Dean and the Provost in our efforts to increase the returns of the APPR forms each semester from faculty. Completion by June 1, 2017

To increase the number of EOP students utilizing individual and/or group tutoring during the 2016 – 2017 academic year

Each EOP counselor, in consultation with each student assigned will review and identify content area courses where tutoring may improve the grade achievement in the course. The counselor will then direct the student with the assistance of the EOP Academic Coordinator in requesting tutoring. This process will be ongoing throughout the semester. There will be an emphasis following the receipt of the Academic Performance Progress Reports submitted by faculty, as well as the receipt of midterm grades. Timeline will be the end of the fall 2016 semester and finally at the end of the academic year 2017

SECTION SIX: 2016-2017 Assessment Plan

Unit Goal

College Mission Alignment: how does this goal support the College’s Mission?

To increase the recruitment and admissions of underrepresented males in the 2017 cohort

Community building and collaborative Diversity

Outcomes and Criteria: Data Sources and Methods: Resources Needed and Individual(s) Responsible:

To increase the number of males from these identified groups. Increasing diversity both in EOP and the College as well as increasing those males enrolled in higher education. The objective is 10% over the 2016 entering freshman cohort.

A review of the total number of students deposited and enrolled fall 2017. Weekly reports and data provided by the College Admissions Office weekly.

The resources will include the EOP staff and those of the admissions staff assigned to the EOP recruitment and admissions process. The EOP staff will be responsible.

Action Plan: Our plan is for the EOP staff to be engaged in the recruitment process for admissions during the fall 2016 semester in cooperation with the assigned Admissions Office staff for EOP. We will also be engaged in the process of admitting students to include the completion of applications, acceptance, depositing and enrollment of the EOP students with emphasis on those in the targeted group.

Goal Rationale: During the last five years we have witnessed a decline in the number of males from underrepresented groups in EOP. The national data also indicates fewer males of underrepresented groups are attending institutions of higher education. It is embedded in the historical purpose of EOP to provide access to all students in the categories of both academically and economically disadvantage. This goal is well within the outlined purpose of EOP.

Unit Goal

College Mission Alignment: how does this goal support the College’s Mission?

To increase the recruitment of the number of students in EOP from the Rochester and Buffalo areas compared to that of 2015 – 2016

Co-Curricular and Support Programs

Outcomes and Criteria: Data Sources and Methods: Resources Needed and Individual(s) Responsible:

To increase the number of students accepted, deposited and enrolled from the identified areas of NYS in our efforts to promote higher retention and graduation rates.

Admissions reports to include the number of students applied, accepted and deposited. EOP and admissions staff assigned to the recruitment of EOP students for 2017

The resources will include the EOP staff and those of the Admissions Office staff assigned to the EOP recruitment and admissions process. The EOP staff will be responsible.

Action Plan: EOP will participate in the recruitment of EOP students working with the Admissions Office staff, identifying all students from the targeted areas. To assist each student in the completion of the EOP admissions process to the point of acceptance, depositing and enrolling into the College. We will continue to increase our involvement in the communities of Rochester and Buffalo, to engage with students, group and community organizations in our efforts to promote opportunities in higher education.

Goal Rationale: This goal is part of the very fiber of the purpose of EOP. We believe that the location of the College, in Western New York speaks to our obligation to the identified areas. We also believe that increasing the number of students in EOP from the local communities will have a positive impact on our retention and graduation rates.

Unit Goal

College Mission Alignment:

To increase the percentage of returns of the Academic Performance Progress Reports (APPR) faculty submit on the progress of EOP students each semester

Academic Quality and Engagement Retention of Students

Outcomes and Criteria: Data Sources and Methods: Resources Needed and Individual(s) Responsible:

The desired outcome is to increase the percentage of returns of the Academic Performance Progress Reports (APPR) by 10%. It is our belief that by increasing these returns our EOP counselors will be better informed concerning information related to the progress of each student in each course. With the availability of the information provided in the report, the counselor will be better able to direct students and provide academic assistance with the desired purpose of assisting the student in improving grades.

The APPR reports are provided and distributed to each faculty, for each course, each EOP student is enrolled. They are available both in paper form and electronically. A letter accompanies the forms sent to each faculty member with directions and a requested date of return. There are three stages of follow up by EOP staff, when forms have not been returned by dates set. Data is collected and available for the 2015 – 2016 academic year and will be used to measure the status of the goal at the end of the 2016 – 2017 academic year.

The EOP staff will be responsible for this effort under the leadership of the Assistant Director and Academic Coordinator.

Action Plan: Our plan will include the determination and distribution of a form to each faculty member for each EOP student in each course they are registered for during each semester. The EOP staff will make every attempt to attend at least one academic department meeting, to review and discuss the APPR forms and their purpose. We will also solicit the support of each Dean and the Provost to support our efforts. Timeline will be the conclusion of each semester and a final review at the end of the 2016 – 2017 academic year.

Goal Rationale: By obtaining key information on each student, in each course, enrolled as early as possible during the semester, counselors are able to engage students in order to assist them in improving those items indicated by the faculty member teaching the courses students are registered or enrolled each semester. When the APPR forms are available and the information is provided there can be a better grade production. This can improve grade point averages, improve retention and the completion of the degree.

Unit Goal

College Mission Alignment:

To increase the number of EOP students utilizing individual and/or group tutoring during the 2016 – 2017 academic year

Academic Quality and Engagement Retention of Students

Outcomes and Criteria: Data Sources and Methods: Resources Needed and Individual(s) Responsible:

To increase the number of students who actively request and utilize individual and/or group tutoring over that of 2015 – 2016.

Data is maintained by the EOP Academic Coordinator and reported each week to all EOP staff. Tutoring assignments and requests are reported in weekly reports and reviewed by the EOP staff. The total number of both students who have requested tutoring and those assigned are also reported each week. This information will be compared to that of 2015 – 2016.

Those resources will include the weekly reports provided by the EOP Academic Coordinator and the EOP staff who referred, recommend and counsel students for the purpose of academic tutoring. The Academic Coordinator will plan and provide opportunities for group tutoring. The Coordinator of Tutoring will be responsible for the goal.

Action Plan: Action plan will focus on all EOP counselors developing continued relationships with students to review academic support needs and to encourage the use of both individual and/or group tutoring wherever possible.

Goal Rationale: Information indicates that when students are engaged in receiving academic support in content courses there is an improvement in the grade achieved. This is especially true when the tutorial assistance is provided early. We believe that by increasing the number of students receiving tutorial assistance in content courses we can assist students in improving their course grade, which can in turn increase the retention rate of EOP students.