unit end of year report unit: the arthur o. eve opportunity for … · 2019. 4. 30. · unit: the...

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Functional Goals and Division/College Mapping

Unit Functional Goals

Division Goal Mapping

College Goal Mapping

To provide financial aid, academic support, counseling in the areas of academic, personal and social development, and careers.

1.1, 1.5, 2.7 1,2

To develop and provide understanding to constituents of the college campus on the needs and culture of the students served by EOP

1.8, 2.5, 2.4 1,2

To develop and support student employees as well as staff and faculty about the expectations of the program through professional development

4.1, 4.2, 4.3 4

Unit End of Year Report

Report includes:

2017-2018 Annual Goals 2017-2018 Assessment Plan Key Performance Indicators 2017-2018 Points of Pride 2018-2019 Annual Goals

2018-2019 Assessment Plan

Unit: The Arthur O. Eve Opportunity for Higher Education Program EOP Director: Gary Owens EMSA Assessment Team: Sandra S. Vazquez and Dan Askey

UNIT OVERVIEW

Unit Mission The Author O. Eve Educational Opportunity Program 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. New York State Legislative funds are provided to meet the

cost of direct financial aid, supplemental tutoring and counseling, all designed to enhance student success.

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SECTION ONE: 2017-2018 UNIT ANNUAL GOALS

Unit Annual Goals Outcome/Status

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

Not Achieved/Ongoing

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


To increase the recruitment of the number of students in EOP from the Rochester and Buffalo areas compared to that of 2016 – 2017

Achieved/Ongoing

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

Partially Achieved/Ongoing

To increase the number of EOP students utilizing individual and/or group tutoring during the 2017 – 2018 academic year


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SECTION TWO, PART ONE: 2017-2018 Assessment Plan

Unit Goal

College Mission Alignment:

To increase the student/counselor contacts in EOP for the purpose of career counseling by 5% over total of contacts made in 2016-2017.

To be a Great College at which to Learn

Outcomes and Criteria: Data Sources and Methods: Assessment Data:

It was determined by a review of the data collected from counselor’s weekly reports on the contacts for each student assigned, to include the different purposes of each contact. The number of contacts for the purpose of career for 2016-17 was 3046 compared 2255 for 2017-18 indicating a decrease of 791 career contacts.

EOP Counselors submit conference records weekly for each meeting with each 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 unit goal.

Efforts to increase the number of student/counselor contacts was not achieved. A decrease of 791 career contacts from 2016-2017 to 2017-2018 was

determined.

CLOSING THE LOOP

Resources Used:

EOP counseling and administrative staff.

Key Findings:

The number of counseling contacts for the purpose of careers did not exceed the 2016-2017 year data. Reasons for

not achieving the goal was impacted by a full time counselor vacancy and other departmental adjustments. Although

not achieved, counselors will continue to make career contacts a priority for the upcoming academic year. This was

the first in the last three years this goal was not achieved.

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 were not achieved as a result of staff

vacancies/leaves. A decrease of 791 career contacts from 2016-2017 to 2017-2018 was reported. This was the first

in the last three years this goal was not achieved.

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Unit Goal


To increase the recruitment and admission of underrepresented males in the 2017 entering freshman cohort for EOP

To be a College Engaged with its Community


There was a decrease of 4 males in the 2017 cohort compared to that of the 2016 cohort, which indicated a 1% decrease in the recruitment of underrepresented male students.

Compared actual numbers of those underrepresented males admitted in 2016 cohort to those admitted in 2017 cohort

There were 29 males enrolled in the fall of 2016 cohort and 27 admitted in 2017 cohort, which

produced a decrease of 2 students.

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 school systems, local communities and

groups in the Rochester, Buffalo areas we could generate an increase in the applications of the target groups. This

along with engaging these groups by representatives of the College, EOP, and Admissions staff also has proven to

yield more students. 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 in efforts to boost college as a reality. Although there was a decrease, EOP and

Admissions will work together to identify strategies to increase the success of recruitment with this particular

population.


Information is shared with various entities of the college to include faculty groups, Enrollment Management and

Student Affairs and the Office of Opportunity Programs.


The recruitment of underrepresented males decreased in the 2017 entering freshman cohort by 2 students in

comparison to the 2016 entering freshman cohort. We believe with greater/stronger partnerships between the EOP

staff and the admission staff we can move forward at achieving this goal in the future.

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Unit Goal


To increase the number of students recruited and enrolled in EOP from the Rochester and Buffalo areas by 10% compared to the number of students enrolled in the 2016-2017 academic year.

To be a College Engaged with its Community


The purpose of this goal is to increase the number of students enrolled from the Rochester and Buffalo areas into EOP. The number of students recruited increased from 5 to 25 from the 2016 cohort to that of the 2017 entering freshmen cohort.

Compared actual number of enrolled students from the Rochester and Buffalo area enrolled in the 2016 cohort to that of 2017 EOP entering freshman cohort.

The number of students enrolled in EOP from the Rochester and Buffalo areas went from 5 students in 2016-2017 increasing to 25 enrolled students in 2017-2018 academic year.

CLOSING THE LOOP

Resources Used:

EOP and Admissions staff. Utilized Admissions weekly reports and web banner data to measure and compare the

2016 entering freshmen recruits to 2017 recruitment from the targeted areas.

Key Findings:

The increase in the amount of contact with high schools in these designated areas was due to prioritizing the focus

of educating counselors about EOP and the admissions process and to better equip high school counselors to assist

eligible students to apply for EOP.


This information will be shared with those members of the admissions staff as well as appropriate academic offices

who work directly with student applicants.


EOP has had success in increasing the recruitment of students from the Rochester and Buffalo areas, EOP in

coordination with Admissions staff will continue its efforts to recruit and increase the admissions of students on

EOP from these areas.

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Unit Goal


To increase the percentage of returns of the Academic Performance Progress Reports (APPR) faculty submit on the academic performance of EOP students during each semester by 10% over the number of returns from each semester in the 2017-2018 year.



To attend at least one

academic departmental

meeting with each

collaborating department

in efforts to provide

information about what

APPR forms are and how

to submit forms as an

effort to increase the

number of forms

received.

APPR form will be distributed

to each faculty member with

student’s names 3 weeks after

the semester has started. The

number of submissions will be

monitored through weekly

reports and compared to the

reports from the 2016-2017

academic year for a measure of

progress for each semester.

In Spring 2017, 69.16% of the APPR forms sent were returned; in 2018 75% of the APPR forms were returned. Although the goal of a 10% increase in the return was not achieved, there was an increase of 5.84%.

CLOSING THE LOOP

Resources Used:

EOP staff reports on the return of APPR forms for the 2016 – 2017 academic year and were used as a comparative

measure of APPR faculty submissions for the 2017-2018 academic year.

Key Findings:

In spring 2017, 69.16% of APPR forms were received and in 2018 75% of APPR forms were received. Although

this was not a 10% increase, an increase of 5.84% was achieved.


This information will be shared with the appropriate administrative offices; Enrollment Management and Student

Affairs, Deans, and faculty and department chairs.


EOP has had success in increasing the number of APPR submissions by faculty and will continue efforts to increase

the number of submissions in the 2018-2019 academic year.

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Unit Goal


To enhance the number of EOP students utilizing individual and/or group tutoring during the 2017 – 2018 academic year by 10% over that of the total number in the 2016-2017 academic year.



EOP counselors in coordination with Academic Coordinator will review, identify and assign students to tutors in the needed course content area. The goals is to improve grade achievement in the course(s) for each identified student.

.

EOP Counselor will initiate the process of requesting a tutor and the Academic Coordinator will assign the appropriate tutor for the class(s) requested. The Academic Coordinator will monitor the number of students receiving tutoring and total number of classes tutoring was assigned.

The number of student receiving tutoring for 2016-17 and 2017-18 will be compared and measured.

The total number of students receiving tutoring in 2017-2018 academic year was compared to that of 2016-2017 academic year. The total number of students receiving tutoring for 2016-17 academic year was 227 and in 2017-2018 academic year was 191. This is 36 students less than the previous year.

CLOSING THE LOOP

Resources Used:

EOP Counselor will initiate the process of requesting a tutor and the Academic Coordinator will assign the

appropriate tutor for the class requested.

Key Findings:

The total number of students receiving tutoring for 2016-17 academic year was 227 and in 2017-2018 academic year

was 191. This is 36 students less in the 2017-2018 academic year then in 2016-2017.


This information will be shared with EOP staff and Enrollment Management Student Affairs administration as

needed.


The total number of students receiving tutoring for 2016-17 academic year was 227 and in 2017-2018 academic year

was 191. This is 36 students less than the previous year. The decrease is attributed to not having a full time

academic coordinator in place during mid fall 2017 to mid-spring 2018 academic year.

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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. Although we saw a partial increase of 2% verses our initial 5% target increase for the 2017-2018 academic year, counselors will continue to make careers a focus when working with students in the upcoming academic year.

During the 2017-18 academic year we a saw a decrease in the number of underrepresented males enrolled, than the 2016-17 academic year. 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 evident that graduation is one of the primary measures of the success of the EOP program. We have continued to maintain a 4 year comparable graduation rate and look forward to increasing this number.

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Analysis

We recognize that there are specific areas that impact retention and graduation rate that EOP must be assisted by the institution such as enrollment in certain academic programs (i.e. Nursing, creating a high level of transfers). We will continue to work with the college community in improving the graduation rate through improved recruitment strategies and strong partnership with academic programs we can improve the graduation rate.

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SECTION FOUR: 2017-2018 POINTS OF PRIDE AND ACCOMPLISHMENTS

Point of Pride/Accomplishment College Mission and Priorities Alignment

Jasmine Owosuaah graduated Summa Cum Laude and was offered a full tuition scholarship, with stipend and housing, from the Binghamton University; SUNY. She will be pursuing a dual MSW/MPA degree.

Goal 1: To be a Great College at which to Learn

Brockport Women of Distinction (EOP women’s empowerment group) had a private meeting with Rochester Mayor Lovely Warren in her personal chambers. The Mayor offered the young women candid advice as to how she overcame adversity in her life and career.

Goal 2: To be a College Engaged with its Community

Arthur O. Eve Educational Opportunity Program celebrated its’ 50th Anniversary


2018 Chi Alpha Epsilon (XAE) Honor Society, Epsilon Rho Chapter, a national organization dedication to opportunity program students.

EOP inducted 23 students!


As of this summer, 1680 EOP students will have graduated from the College at Brockport


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SECTION FIVE: 2018-2019 UNIT STRATEGIC GOALS

Strategic Goals

Divisional Goal

Mapping

Strategic Plan

Operational Objective(s) Action Plan Timeline

To increase the percentage of the returns of the Academic Performance Progress Reports (APPR) faculty submit on the progress of each EOP students in each course student is enrolled.

2, 3 1.1, 2.6 The number of

submissions will

be monitored

through weekly

reports and

compared to the

reports from the

2017-2018

academic year for

a measure of

progress for each

semester.

Completion by June 1, 2019.

To increase the recruitment of the number of students enrolled in EOP from the Rochester and Buffalo areas compared to that of 2017 – 2018.

1, 2 1.1, 1.7, 1.8, 2.1

Compare actual number of those students enrolled in the 2018 cohort to that of 2017 EOP entering freshman cohort.

Completion by July 1, 2019.


1, 2, 3, 6 1.1, 2.6, 1.8, 2.6

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


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To increase the number of EOP students enrolled in the Leadership Development Program (LDP) by 5% over the total of student enrolled in the 2017-2018 academic year.

1, 2, 6 1.1, 1.8, 1.5, 2.1, 2.6

EOP counselors will review the benefits and components of the LDP and encourage students to enroll in the program as an EOP expectation and in relationship to career readiness.


To enhance the number of EOP students utilizing individual and/or group tutoring during the 2018 – 2019 academic year by 10% over that of the total number in each semester from the 2017-2018 academic year.

1, 2, 3 1.1, 1.8, 1.5, 2.6

EOP Counselor will initiate the process of requesting a tutor and the Academic Coordinator will assign the appropriate tutor for the class requested. The Academic Coordinator will monitor the number of students receiving tutoring and total number of classes tutoring was assigned.

Timeline will be the end of the fall 2018 semester and finally at the end of the academic year 2019

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SECTION SIX: 2018-2019 Assessment Plan

Unit Annual Goal:


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

Our plan is for the EOP staff to be engaged with students during counseling meetings encouraging students to attend and utilize Career Services events and department services in efforts to provide students with the necessary tools to be successful during their academic and professional career.

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 unit goal.

All EOP staff will be responsible for this effort

Action Plan:

Our plan is for the EOP staff to engage with students during counseling meetings concerning career choice and

other topics involving careers. Staff will also encourage students to attend Career Services events and utilize

department services in efforts to provide students with the necessary tools to be successful during their academic

and professional career. Areas such as internships, resume services, interviewing skills, and career exploration will be

highlighted in student counselor meeting.

Goal Rationale:

The rationale for this continued goal is to increase the number of student/counselor contacts with a focus on career

services in efforts to reduce the number of undeclared majors and increase career readiness skills.

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Unit Annual Goal:

To increase the recruitment of the number of students enrolled in EOP from the Rochester and Buffalo areas compared to that of 2016 – 2017


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 2018

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

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 on EOP at the college at Brockport.

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.

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Unit Annual Goal:

To increase the recruitment and admissions of underrepresented males in the 2019 cohort


To increase the number of males from underrepresented groups enrolled and to increase the diversity both in EOP and the College.

A review of the total number of students accepted, deposited and enrolled for fall 2019. 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 the admissions process. The EOP staff will be responsible for the comparison of reports from fall 2018 and fall 2019 for gathering assessment data.

Action Plan:

Our plan is for the EOP staff to be engaged in the recruitment process for admissions for the fall 2019 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

higher education. The national data 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.

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Unit Annual Goal:

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


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 2017 – 2018 academic year and will be used to measure the status of the goal at the end of the 2018 – 2019 academic year.

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

Action Plan:

Our plan will include the determination and distribution of an APPR form to each faculty member for each EOP

student in each course they are registered for during each semester. A member of 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 2018 – 2019 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 each student is registered for each semester. When the APPR forms are available and

the information is provided the information can assist the student in achieving a better grade. This can improve

grade point averages, improve retention and lead to the completion of the degree.

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Unit Annual Goal:

To increase the number of EOP students utilizing individual and/or group tutoring during the 2018 – 2019 academic year


To increase the number of students who actively request and utilize individual and/or group tutoring during the 2018 – 2019 over that of the 2017-2018 academic year.

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 regularly compared to that of 2017 – 2018.

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 Academic Coordinator 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 needed and/or

mandated.

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.

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Unit Annual Goal:

To increase the number of EOP students enrolled in the Leadership Development Program (LDP) by 5% over the total of student enrolled in the 2017-2018 academic year.


To increase the overall number of students who are enrolled in the Leadership Development Program during the 2018 – 2019.

Data will be provided by the LDP administration and provided to EOP Assistant director for a comparison of students during the 2017-2018 academic year to that of 2018 – 2019.

Reports provided by the LDP administration will be forwarded to the EOP Assistant director for at the end of each semester during the 2018-2019 academic year.

Action Plan:

Action plan will focus on all EOP counselors’ strongly encouraging assigned students to enroll in the Leadership

Development Program for the purpose of increasing leadership skills and engaging in college wide leadership

positions.

Goal Rationale:

Information indicates that when students are engaged in leadership positions then tend to do fair better in their

academics. In addition, students seems to be more engaged with the campus and are more likely to be retained

through graduation.

unit end of year report unit: the arthur o. eve opportunity for … · 2019. 4. 30. · unit: the...

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