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FORWARD!

A Quality Enhancement Plan

for

Integrated Advising

at Centenary College

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Integrated Advising QEP

• Centenary’s Integrated Advising QEP employs a networked,

proactive advising model with a case management approach to

assist underprepared, prepared, and high-achieving undergraduate

students to be successful in their first year of college.

• It is integrated in that we acknowledge the achievement of these

goals is not solely an academic pursuit. It requires the holistic

development of the person through curricular, co-curricular, and

extra-curricular college experiences that often span the offices of

Academic Affairs and Student Development.

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Integrated Advising• Predicting and tracking risk/challenge using data and cross-divisional

feedback

• Customizing student support to match the assessed level of challenge by

assigning students to one of three approaches

• Integrating support resources and communications among academic and

student affairs offices and personnel

• Case management approach to deliver targeted support interventions

• Assessing the success of those interventions and reassessing challenge

to dynamically adjust support needs based on new information and

student performance

• (Repeat)

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Support Matrix

*Standard – Support is provided through existing organizational structures and/or services that are available to all students.

*Custom – The support team and/or support plan and interventions are individualized to meet the needs of that student.

Support Team Support Plan

Institutional Access Standard Standard

Institutional Support Standard Custom

Individual Support Custom Custom

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Integrated Advising Process

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Focus on Student Success

Centenary College’s

Quality Enhancement Plan focuses on

improving specific student success

outcomes.

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QEP Goal

To promote student success among first-year

students.

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Student Success Outcomes

1. Increase the percentage of students who

persist until their second year at Centenary.

2. Improve first year student GPA.

3. Increase first year student engagement.

4. Increase first year student self-efficacy.

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Assessment

Centenary College has created a plan to

assess the achievement of the Quality

Enhancement Plan goal and student

success outcomes.

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Outcome #1: Increase the percentage of

students who persist until their second year.

Measurement: Persistence Rate

The persistence rate is the percentage of students who are

enrolled at Centenary as of the fall census date of the following

year.

Benchmark: Ten-year average persistence rate.

Objective: Increase the persistence rate for first year

students by at least two percentage points.

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Outcome #2: Improve first year student GPA.

Measurement: Grade Point Average (GPA)

The Grade Point Average is the student cumulative GPA at the

end of the first year.

Benchmark: The 10-year historical average GPA for first

year students at the end of the first year.

Objective: Increase the average first year cumulative GPA

to be greater than 2.85.

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Outcome #3: Increase first year student

engagement.

Measurement: Student Engagement (NSSE)

Student engagement is a measure of the time and effort students

put into educationally purposeful activities during college.

Benchmark: The average benchmark scores for first year students

from the past three NSSE implementations (2014, 2016, and 2017).

Objective: Increase the average benchmark scores for first year

students.

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Outcome #4: Increase student self-efficacy.

Measurement: Self-Efficacy (Survey)

Efficacy is a person’s view of their own ability to achieve desired

goals. Efficacy will be measured at the beginning and near the

end of students’ first year using a self-efficacy survey.

Benchmark: Scores established by pre-test given early in

each fall semester.

Objective: Increase efficacy scores over the course of the

first year of college.

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Five-Year Program Assessment Plan

Phase 1

TESTPhase 2

REFINEPhase 3

SYNTHESIZE

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Program-level Assessment Plan (years 1-2)

Test – Quantitative Focus

• Measure student success outcomes.

• Compare to predicted outcomes and control

group.

• Update predictive model and processes based

on data collected.

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Program-level Assessment Plan (years 2-4)

Refine – Qualitative Focus

• Analyze the efficacy of our interventions and

support services to determine which are most

effective and why they work.

• Share information and provide training for faculty

and staff to incorporate best practices.

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Program-level Assessment Plan (years 4-5)

Synthesize – Quantitative Focus

• Determine whether program changes impacted

outcomes.

• Compare to outcome benchmarks.

• Assess the overall success of the program.

• Develop a plan for subsequent years.

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Organizational Structure

Provost and Dean of the College

Academic Affairs

Vice Provost for Academic Affairs

Assistant Provost for Student Support

Student Development

Dean of Students

Director of Integrated Advising

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