Student Academic Success: Annual Review 2022-2023

ANNUAL REVIEW

2022-2023

From The Desk of The Vice Chancellor

On behalf of the Division for Student Academic Success (SAS) at Rutgers, the State University of New Jersey, Camden Campus (RU–C), I am excited to share a look into our work from the 2022-2023 academic year. As passionate pursuers of academic support and persistence for our students, we believe that Rutgers-Camden programs and services have never been more important — especially as students navigate their lives and educational experiences after the wake of deep impact by the COVID-19 pandemic.

Each year, our teams in SAS document the goals, challenges and accomplishments associated with their respective programs, reflective of our pursuit to understand the impact of our work. In this report, you can learn more about each unit and how they serve our three primary areas of focus — access, academic support and achievement, and retention.

I am so thankful you are taking the time to consider the summaries, data, and stories that our collective undertakings have borne. To be part of an SAS team willing to go to such lengths in the name of student success, I am so proud. Without this team, our campus and contributing partners, and you, the reader, learning from our reports, we would not be as nimble and student focused. I hope that our culture of continuous improvement will challenge us to move forward in new ways along with our students.

-Dr. Marsha Lowery, Vice Chancellor for Student Academic Success

Our Vision

The Division of Student Academic Success is committed to inspiring and supporting a dedication to personal success that leads to life-changing outcomes for Rutgers University – Camden students.

Our Mission

The Division of Student Academic Success takes a personalized approach to students and their development. Our team engages all areas of the university to advocate for and empower our students. Collectively, we help them to identify and achieve their academic, personal, and professional goals on their path towards graduation and beyond.

The Division of Student Academic Success includes:

• The Office of Scholar Development and Fellowship Advising (OSDFA)

• The Center for Learning and Student Success (CLASS)

• The Office of Disability Services (ODS)

• Camden Fellows

• Mountainview/NJ-STEP

• The Educational Opportunity Fund (EOF)

• TRiO Student Support Services (SSS)

• The Student Success Coach Office (SSCO)

• Raptor Connect (EAB/Navigate)

• Office of Retention

From The Desk Of The Vice Chancellor

Mission & Vision

Meet Our Staff

Our Commitment To Equity

Notable Division-Wide Highlights

Implementation of New Assessment Tool Helps Staff Identify and Respond to Student Needs

Early, Early Alerts Provide Proactive Intervention

Personalized Messages Prompt Students to Take Action

Video Series Encourages Positive Academic Behaviors

Division Highlights: Promoting Stakeholder Development

Degree Navigator Audit

Students Travel to Conference to Improve their Leadership Skills

Professional Development for Faculty Promotes Deeper Learning Strategies

Success Modules Acclimate New Employees to the SAS Mission & Vision

Student Success Awards Recognize SAS Stewards

Trauma Training Equips Staff with Critical Skills

Student Spotlight

Office Of Scholar Development and Fellowship Advising (OSDFA)

Center For Learning and Student Success (CLASS)

Office Of Disability Services (ODS)

Camden Fellows

Mountainview/NJ-STEP

Educational Opportunity Fund (EOF)

TRiO Student Support Services (SSS)

Student Success Coach Office (SSCO)

RaptorConnect (Navigate)

Our Commitment to Equity

At Rutgers-Camden, we have increased numbers of special populations such as those identifying as underrepresented minorities, first-generation, and low-income. As such, providing an equitable education for all remains a top priority for the Division of Student Academic Success. In response to the recent MSI designation, the Division continues to build upon the institution’s progress in access by supporting success in higher education and beyond for some of the most historically underrepresented students.

In adapting to our changing population and diverse student needs, SAS has implemented programs and resources aimed to target the success of black, brown, LatinX, first-generation, and low-income students such as leadership development, Alpha Alpha Alpha honor society, and affinity group programming. Additionally, a new project coordinator position was established to prioritize engagement initiatives for special populations. Although promoting equitable student success outcomes is everyone’s job, this position has been responsible for creating targeted programs and initiatives to better inform, engage, and uplift our first-generation students on campus as well as supporting the engagement of other identified underrepresented student populations.

Notable Division-Wide Highlights

The SAS team conducted several headline-grabbing initiatives in addition to its day-to-day work to promote student success. Equipped with new evidence from these pursuits, we are better able to adapt to future efforts and conduct the next iterations with more precision.

NEW! – Implementation of New Assessment Tool Helps Staff Identify and Respond to Student Needs

Student Academic Success, in conjunction with Enrollment Management, disbursed the College Student Inventory (CSI) — a survey instrument meant to identify high-need students in the incoming class using the leading non-cognitive indicators of college student success, such as academic motivations, areas of risk, and receptivity to specific student services. Coaches and counselors utilized these results to focus their sessions and provide meaningful and relevant interventions. Over 900 incoming first year and transfer students completed the survey. A summary of the results is listed below and displays the greatest student needs in areas of career development, academic habits, and social engagement. Briefings of these insights will continuously be presented to academic deans and campus partners via presentations and virtual dashboards to inform future work.

CSI Top 10 Areas Where Students Want Assistance

Get help in selecting an academic program

Discuss the qualifications for careers

Discuss job market for college graduates

Get help in meeting new friends

Discuss advantages/disadvantages of careers

Get help in selecting a career

Get information about clubs and social organizations

Get help with study habits

Get help with exam skills

Get advice from an experienced student

Note: Priority scores are determined by a formula weighing a student’s need for a particular service with their expressed interest in that service. The percentage score is based on the number of students whose request for assistance on each item was 6 or higher (in a range of 1-10).

Early, Early Alerts Provide Proactive Intervention

Between weeks 3 and 4 of the fall term, students marked as “at-risk,” based on little to no participation in one or more courses with an active Canvas page, were targeted for supportive outreach. Emails were sent to students with instructions for accessing course materials, questions to assess potential barriers, and reminders of available support resources.

Personalized Messages Prompt Students to Take Action

All students received automated email communications with opening/closing dates for progress reports, instructions for viewing feedback from instructors, and suggestions for effectively responding to reports. Students deemed at-risk received personalized follow-up from coaches and counselors offering support and those with positive feedback received congratulatory messages throughout the reporting period.

Video Series Encourages Positive Academic Behaviors

Students, faculty, and staff were featured in videos informing the student body about academic expectations, the importance of meeting with an advisor, taking advantage of support services, and details about course registration and withdrawal.

DIVISION HIGHLIGHTS

Promoting Stakeholder Development

In addition to direct student support, the Division has implemented additional initiatives meant to better educate and inform staff, faculty, and student groups about effective best practices and to recognize their efforts in advancing our students’ success.

Degree Navigator Audit

In collaboration with Enrollment Management and Student Affairs, the team hired a consultant to help map out student needs related to course offerings. With Degree Navigator as the enterprise-level degree audit system of record, the consultant is tasked with outlining the processes that Rutgers-Camden uses to approve and notify stakeholders of curricular changes, apply to student records, and track completion. Deliverables include pulling what data we can from the system and recommending modifications to the course approval process.

Students Travel to Conference to Improve their Leadership Skills

First Generation Student Leaders representing EOF, TRiO, and the Honors College had the unique opportunity to attend the Circle of Change Student Leadership Conference in Miami, Florida. Ten students were able to network with others from across the nation as well as learn

DIVISION HIGHLIGHTS

Promoting Stakeholder Development

(continued)

from leading professionals representing prestigious companies. Students were provided with key tools to enhance their leadership skills, improve their resume writing, increase their confidence in interviewing, and much more. TRiO Scholar, Jada Pulley, was among the four out of 300 students, who received a $500 scholarship for submitting a written essay on what it means to be a First Gen student. Conference attendees noted:

“I belong in spaces where people that look like me have never been.”

”Many times as first-gen, we forget that where we come from is what makes us unique and stand out from others.”

”I am proving to myself and the world that I can succeed despite hurdles and hardships.”

Professional Development for Faculty Promotes Deeper Learning Strategies

In conjunction with the Office of the Provost this past fall, SAS launched an opportunity for faculty professional development, offered by the Association of College and University Educators (ACUE). A total of 33 faculty members (including PTLs, TT, and NTT) representing all undergraduate schools were enrolled in a course for Effective Teaching Practices. This 8-month, 25-module course concentrates on teaching practices effective in face-to-face instruction. Comprehensive in scope and organized around five units of study, faculty members learned together as a cohort and implemented approaches to design effective courses, establish a productive learning environment, use active learning techniques, promote higher order thinking, and assess in ways that informed instruction and promoted deeper learning.

Success Modules Acclimate New Employees to the SAS Mission & Vision

In an effort to more seamlessly onboard and acclimate newly hired staff and faculty to our work, the Division launched a Canvas page complete with introductions to the various SAS units and guiding resources specific to student success.

Student Success Awards Recognize SAS Stewards

Partnering with the Chancellor’s Awards for Faculty and Staff, the Division implemented its inaugural award ceremony recognizing and promoting the impactful work done to build, foster, and advance a culture of student success across campus. Professional staff and faculty members were nominated and awarded for the following categories: 1) student success champion, 2) teaching, research, and academic excellence, and 3) student success impact.

Trauma Training Equips Staff with Critical Skills

Hopeworks, a community-based organization based in Camden, provided three training sessions attended by student-facing staff at Rutgers-Camden. Topics included trauma-informed care, toxic stress and trauma’s effect on behavior, and emotional self-regulation. Staff were given tools to better understand the effects of trauma on their students and provided with methods to promote resilience.

STUDENT SPOTLIGHT

The student success team was very helpful in adjusting me to campus life, especially my success coach. I was initially timid, but the atmosphere and level of comfort put me at ease. I could discuss struggles like time management and procrastination and actively find solutions with him. Soon I found myself making appointments seeing at how helpful and impacting it is. As a first-year student, I was able to adapt easily to campus. A few struggles here and there, but I am always a click away from my success coach.

Monserrat Atenco-Sanchez

SENIOR – Psychology, Childhood Studies

Hannyah Alford

SENIOR – English

I joined the Camden Fellows during my sophomore year of college. Joining this program was one of the best decisions I’ve made for myself as a first-generation college student. Being a part of the Camden Fellows allowed me access to the necessary resources and support during difficult circumstances. This included book stipends, emergency funds, and help with drafting resumes/cover letters. As well as participating in workshops catered to my academic and professional growth! I am very thankful to my program managers and advisors for their efforts to improve my college experience each semester. Becoming a Camden Fellow changed my college journey in ways that I will always be grateful for!

Being a part of the Mountainview Community has been a blessing for me. Getting re-acclimated to the community would not have been possible without this Mountainview family. The level of support given and received with the program has supported my personal and academic growth and will surely lead me to great success going forward. You get to choose your family in the world I come from, and I am glad I chose this one. Definitely one of the greatest choices I have ever made in life.

Donte Hatcher

Office of Scholar Development and Fellowship Advising (OSDFA)

Who We Are

Audience

Scope

All Rutgers-Camden students and alumni

Opportunities related to STEM research, public service and leadership, and global experiences

AY23 Awarded Scholarships and Fellowships

83% of awardees are underrepresented minorities

33% of awardees are first- and second- year students

66% of awardees are first generation to college

Awards include Ford Fellowship, Fulbright, Fulbright Summer, Gilman, Goldwater, Ronald Reagan Civic Leaders, Samvid Scholars, and Truman Scholarships

Program Goals

• Expose students and alumni to opportunities that match their interests and aspirations through presentations, workshops, and individual advising

• Support students and alumni through the duration of the application process, including references, writing, and other feedback as warranted

• Offer guidance about graduate and professional study, including applications, activities at the undergraduate level, timelines, exam preparation, and more

• Increase the total number and diversity of applicants to fellowship awards

• Develop a campus culture that normalizes award applications

• Provide advisement of the experiential and academic essentials necessary to support both a strong application and overall readiness for graduate and professional education

AY23 Programming & Highlights

I learned how to view myself in a better light and not let imposter syndrome get the best of me. The process forces you to think about yourself and your goals which is intimidating at first but very fulfilling in the end.

STUDENT TESTIMONIAL

Center for Learning and Student Success (CLASS)

Who We Are

Audience

Scope

Services Services

NEW! – Hit Submit Event

In AY23, OSDFA hosted Chancellor Tillis, Interim VC for Research Michael Palis, faculty/staff champions, our student applicants & their special guests for a celebration acknowledging our students’ accomplishments in completing the application cycle and “hitting submit.” This event shows our commitment to our students’ development, regardless of award outcome. Students networked with other applicants at different stages of their education, and families were grateful to celebrate their students. The event reiterated our investment in our students and solidified their interest in pursuing additional award opportunities as they continue at Rutgers-Camden.

Program Goals

All Rutgers-Camden undergraduate students

Learning assistance, academic skill development

• Course-specific peer and professional tutoring

• Writing support

• Dedicated Course Assistants for all algebra, pre-calculus, calculus, biology, chemistry and physics

• Academic support promoting academic achievement through metacognitive training, workshops, and asynchronous modality

• Increase the number of students receiving academic support through faculty partnerships and marketing

• Improve students’ academic outcomes through tutoring, metacognition, and learning strategies

• Provide targeted support to students on probation, continued probation, and deferred dismissal

Center for Learning and Student Success (CLASS)

AY23 Programming & Highlights

OUTPUTS IMPACT

Office of Disability Services (ODS)

Who We Are

Students with disabilities

Provide equal access for Rutgers-sponsored programs and events, spanning from academic, housing, dining, etc.

10 6 + 4 % points + 17 % points

Subjects with a Course Assistant

2,993

68 %

• Accommodation coordination in compliance with the Americans with Disabilities Act, Amendments Act, 2008

Support Streams Greater likelihood of earning an A, B, or C grade if students attended CA Sessions

HARP Participants who Met Term GPA Goal v. Non-Participants

Retained Tutoring Sessions*

Audience Scope Services Program Goals

*The majority of appointments were in the subject areas of mathematics, biology, statistics, physics, and chemistry

NEW! – The Majority of Appointments Were in the Subject Areas of Probation Support

During the spring 2023 semester, HARP was launched, an opt-in support method for students on probation, continued probation, and deferred dismissal. For those who participated in HARP, gains are seen when comparing against non-participants. From the data, we know there is still work to do around male outcomes, and plan on instituting a mentoring program for these students, focusing our efforts on motivation and will.

Tutoring & Supplemental Instruction

How does Tutoring & Course Assistant Session Attendance Impact Course Grades?

Students with 11+ tutoring or CA appointments have a significant advantage, with an ABC Grade rate of 73% vs. anywhere from 47% to 66% for those with fewer than 11 appointments.

[My tutor] is able to make complex information easily learnable. Her teaching style is engaging and interactive, making complex concepts easy to understand. She goes above and beyond to ensure that I have a thorough understanding of the material, and she is always available to answer any questions I may have. Thanks to her guidance, I feel confident and well-prepared for my upcoming exams!

STUDENT TESTIMONIAL

• Develop an effective and comprehensive plan for appropriate services and reasonable accommodations for each registered student

• Provide information and resources necessary to allow students to pursue their academic, personal, and professional goals while at Rutgers

• Aid in the development of our students in becoming responsible decisionmakers and self-advocates who are in charge of their own future through providing essential tools and support

AY23 Programming & Highlights

*Future work in AY24 includes examining the 201 “in progress” students via interviews to better understand how to reduce barriers to accommodation approval.

Delta Alpha Pi Honor Society

The DAPi (Eta Beta Chapter), established in 2020, is an international honor society that celebrates and supports academic achievement, leadership, and advocacy for post-secondary students with disabilities. At Rutgers-Camden, this group of students feels passionate about self-advocacy skills and educating the campus community on disability-related topics. A future initiative of the office includes an ambassador program, so DAPi students will be model students from the time they receive services from ODS.

Camden Fellows Office of Disability Services (ODS) (continued)

Breakdown of Registered Disabilities

Who We Are AY23 Programming & Highlights

Undergraduate students who have or had lived experiences in foster care, DCP&P involvement, and/or at-risk for homelessness

School of Social Work-Institute for Families

• Deliver supportive academic and personal coaching

• Provide a caring peer-to-peer learning environment

• Offer skill-building workshops on financial literacy, job readiness, emotional resiliency, and other valuable topics

• Connect students to services offered through the broader campus community such as tutoring, food assistance, disability and health services, and educational opportunities

Program Goals

Help students complete their undergraduate degrees, while preparing them for success in young adulthood

NEW! – Test Kitchen Workshop

Students attended an in-person cooking demonstration focused on low-cost meal preparation. The workshop taught students practical skills for shopping and cooking on a budget. Students were able to make dinner for the evening and subsequent meals for the next few days.

Without ODS and the help of my professors I would definitely have failed this semester and likely would have dropped out of school completely. The compassion and assistance I received helped me to not only carry on, but to find success when I did not think it was possible.

By my second semester I had a cumulative GPA of 0.679 [and] I received a letter of dismissal…Despite the feeling of defeat, I was given new hope when The Camden Fellows decided to take a chance on supporting me. I submitted an appeal and was readmitted back into university…The Fellows saw in me something I couldn’t see in myself. Through support and allowing me to leave a place I had endured much trauma in, the Fellows assisted me in moving on campus. I have found a place that feels stable and safe for the first time in my life. Where for the past two semesters I have been placed on Dean’s list with a 3.5 GPA per semester, and have increased my cumulative GPA to a 2.4! STUDENT

TESTIMONIAL STUDENT TESTIMONIAL

Who We Are

Audience

• The New Jersey Scholarship and Transformative Education in Prisons (NJ-STEP) initiative is an association of higher education institutions in New Jersey that works in partnership with the Department of Corrections and State Parole Board to provide access to higher education courses toward a college degree for students while they are incarcerated

• Rutgers-Mountainview Community supports students as they transition to college life

Scope Services

Every person in prison who qualifies for college will have access and support to earn credits and/or a college degree while incarcerated and will be supported in continuing their education during their re-entry to the community

Re-entry support services including but not limited to tutoring, academic advising and course selection support, drug and alcohol or personal counseling (service linkage), academic coaching/study skills, campus employment, choosing a major/career, interviewing and job search skills, and preparing personal statements and resumes

Program Goals

Every person in prison who qualifies for college will have access and support to earn credits and/or a college degree while incarcerated and will be supported in continuing their education during their re-entry to the community

AY23 Programming & Highlights

Educational Opportunity Fund (EOF)

Who We Are

Audience Scope Services

The Educational Opportunity Fund (EOF) serves undergraduate students from educationally and economically disadvantaged backgrounds and is funded by New Jersey’s Office of the Secretary of Higher Education

Assist students to improve their chances of success in college and career fields while preparing them for the changing world of work and to assume leadership in their communities and the state

• Financial assistance

• Educational initiatives

• Leadership development activities

• Support services (e.g., coaching, tutoring, and academic support)

Program Goals

• Students will develop an understanding of what their goals are for post-graduation and what steps they need to take to achieve those goals

• Students will develop an understanding of self and what success looks like for them in college

• Students will acquire knowledge, resources, and skills that enable them to confidently navigate their personal, academic, and career-related experiences

• Students will develop a personal community that will support their holistic personal development and post-graduation goals

AY23 Programming & Highlights

NEW! – Mountainview Seminar

This seminar course focused on the impact of postsecondary education among the incarcerated and formerly incarcerated. The course examined the factors affecting successful reentry as well as those related to the retention of non-traditional college students. The course explored current publications, research, guidelines, and best practices of colleges. Students were engaged in a problem-based paradigm for the purpose of creating an ideal program model for justice-impacted college students.

NEW! – My Sister’s Keeper (MSK)

My Sister’s Keeper is a skills group for women-identifying students in the EOF program. MSK offers additional education and support to a select number of students within EOF, which includes learning about therapeutic techniques for emotional regulation, healthy relationships, and more. Additionally, the group provides a space for members to engage in thoughtful self-reflection and targeted discussions surrounding relevant challenges in their daily lives, while one-on-one meetings with the group facilitator are conducted like that of a traditional therapeutic experience. This year, moderators utilized Dialectical Behavior Therapy Skills (DBT) as a self-paced tool for participating students.

I am currently a Mountainview student working on my Master’s degree in Criminal Justice. I want to say that the Mountainview community has been very supportive, helpful, and encouraging to me as I move forward in my studies. They have made me feel at home and I know that whatever I need as far as guidance, assistance and support I will receive from this community. I am so thankful for Mountainview and the opportunities it has provided for me.

STUDENT TESTIMONIAL

As a single mother of three, working full-time, and trying to complete my degree, there have been many trials and tribulations but the EOF Program and staff have been nothing but helpful in helping me accomplish my degree. EOF is not just a program to help with funding to those students in need, it is a family and support system for students.

STUDENT TESTIMONIAL

TRiO Student Support Services (SSS)

Who We Are

Audience Scope Services

Undergraduate federal aid recipients who demonstrate a need for academic support and identify as low-income, first-generation, or have a documented disability

Provide support for students to improve college retention and graduation rates and assist with transitioning from one level of higher education to the next

• One-on-one academic and personal coaching

• Financial literacy workshops

• Grant aid scholarships

• Graduate school and career preparation

Program Goals

• 82% of all participants will persist from one academic year to the beginning of the next academic year or will have earned a bachelor’s degree

• 82% of students will meet satisfactory academic progress

• 56% of new participants served each year will graduate with a bachelor’s degree or equivalent within six years

AY23 Programming & Highlights

Student Success Coach Office (SSCO)

Who We Are

Audience

Scope

Services

All FTIC students without a cohort program affiliation

Provides students with transitional support to promote academic success

• One-on-one academic and personal coaching

• Skill-building workshops

• Resource referral

Program Goals

• Enhance academic skills to promote student success

• Foster a sense of belonging and institutional connectedness

• Facilitate timely graduation plans

AY23 Programming & Highlights

OUTPUTS IMPACT

150 383

NEW! – TRiO Week

We held TRiO week in February which included two programs and a week-long social media campaign that allowed current students and alum to share why #TRiOWorks. The social media posts saw some of the most engagement up until that date on Instagram. We also intentionally used that week as a recruitment tool, leveraging email, social media, ENGAGE and the Rutgers App to get people to apply for TRiO. We were able to recruit 9 new scholars from the applicant pool that came from this outreach.

As a First Generation Minority student, I was terrified for what was ahead of me. It was the first time in my life away from home and I struggled adjusting to the college life and the real world. Dealing with many personal conflicts outside of school had me ready to leave RUC my first semester here because I was so overwhelmed and feeling that I didn’t belong… Once I got connected with the TRiO SSS program, not only was I able to receive support academically, I was able to also come to my counselors with personal conflicts and be free from judgement. I finally felt a sense of belonging that kept me here at RUC with the amount of dedication the TRiO Staff had to make sure I am successful and to be the first to graduate in my family.

87 % 15

Students with Coaching Appointments Coaching Sessions Retained Student Workshops

NEW! – Level Up to Success

142.63 Average Spring 23 Credit Courseload Average z 23 Term GPA

In AY23, SSCO hosted the Level Up to Success Program, a series of career development workshops that uncover hidden strengths, motivations, personal and professional goals. Students learn how to effectively communicate their personal brand in written and verbal form, learn proven techniques to build and cultivate a professional network, and gain practical knowledge of critical thinking skills sought in business and academic performance. Additionally, students who completed the program earned a $750 stipend.

Program Results

• 14% of students improved in career and job search knowledge

• Students developed personalized career vision and values and clarified strengthss

• Participants created LinkedIn page and learned how to optimize based on their target role(s) of interest

• Students expanded their network by conducting at least 3 informational interviews

• Over 30% of students landed an internship after starting the program

The student success team was very helpful in getting me adjusted on campus. I was timid at first but the atmosphere and level of comfort made me at ease. I was able to discuss struggles like time management and procrastination, and actively find solutions with my coach. Soon I found myself making appointments, after seeing how helpful and impactful [coaching] is. As a first-year student, I was able to adapt easily onto campus. A few struggles here and there, but always a click away to my success coach.

RaptorConnect (Navigate)

What the System Does

Audience

Scope Services

All Rutgers-Camden administrators, faculty, staff, and students

Student success management system that helps plan and record interventions, streamline efforts, and create a coordinated network of care

• Appointment schedulingg

• Academic progress monitoring and reporting

• Email and text message communications

• Success analytics and predictive modeling

Program Goals

• Connect students, advisors and services to promote academic planning and success

• Empower students to take charge of their own success

• Utilize integrated analytics to inform and improve student intervention strategies

AY23 Programming & Highlights

Office of Retention

Using the impact data for Progress Reports, we will be tweaking our messaging campaign in AY24 to further emphasize the importance of mid-term feedback in changing the trajectory of a student’s performance in a given course.

Audience

Scope Services

All undergraduate students

Development, implementation, and maintenance of divisional and campuswide programs and initiatives to increase the number of students persisting from semester to semester

Promote retention plans and provide support in their execution through monitoring and analysis of undergraduate student performance metrics and tracking of trends in student success and retention

Program Goals

Who We Are AY23 Programming & Highlights

• Ensure academic success and continuous progress toward a Rutgers degree

• Design and implement retention efforts tailored to students’ needs

• Improve processes throughout the student lifecycle to facilitate persistence

• Ensure students’ expectations and experiences are consistent with RutgersCamden mission

Monthly Newsletters Inform Campus Community of Success Efforts and Best Practices

Monthly informational newsletters were distributed to over 900 staff and faculty members with the purpose of informing colleagues across campus about various student success initiatives and providing them with practical ways by which they can help support student achievement and retention. The average open rate was less than 50%; However, we plan to move toward a more comprehensive e-magazine for the upcoming year, which will be disbursed on a quarterly basis.

Student Success Blogs Highlight Practical Skills for Success

Showcased on the SAS webpage are student success blogs that began last fall. Approximately twice a month, the Division releases various content developed with students, staff, and faculty in mind. Topics range from “first-gen coaching tips” to “executive function skills 101” with the purpose of providing the most impactful information to help students succeed and effectively navigate their student experience at Rutgers-Camden.

Division-wide Calendar Streamlines Student Communications

The Office of Retention has developed a web-based calendar of communications that details various year-round outreach efforts on behalf of the division that are conducted pertaining to academic success and retention. Efforts include e-mails, phone calls, text messages, and appointment and enrollment campaigns, related to new students, course registration, progress reports, and academic support, among other critical topics. The calendar has helped to codify and streamline divisional communication processes to promote more transparency, increase collaboration, and reduce the duplication of efforts where it may be unnecessary. Overall, SAS has conducted over 90 types of communications to students,

Office of Retention (continued)

faculty, and staff. Current results from the fall 2023 undergraduate enrollment campaign, for example — meant to increase the number of registered students — demonstrated an increased enrollment of 2,401 (60%) previously unregistered students, upon the distribution of weekly text and email blasts after registration opened.

NEW! – Launch of 15 to Finish Campaign Promotes Timely Graduation

To raise awareness about and promote timely graduation, the Division initiated a communication and marketing campaign urging students to complete 15 or more credit hours each semester. To help ensure that they were on track to receive a bachelor’s degree in 4 years or less, emails, social media postings, and professionally edited videos were distributed to the campus with resource information and encouraging facts related to the benefits of on-time graduation. Next year, we plan to measure the proportion of students making adequate progress and tailor our messaging efforts accordingly.

Personalized Messages Prompt Students to Take Action

Between weeks 3 and 4 of the fall term, students marked as “at-risk,” based on little to no participation in one or more courses with an active Canvas page, were targeted for supportive outreach. Emails were sent to students with instructions for accessing course materials, questions to assess potential barriers, and reminders of available support resources.

Recognition Awards Honor Unsuspecting Students

This past fall, the Division of SAS initiated a new annual tradition to acknowledge our returning students’ success in a special way. In an effort to encourage persistence among students who may not typically be recognized for their achievements, the Raptor Rising Star Awards ceremony was established to honor and celebrate those who have demonstrated great determination, perseverance, and resilience during their college journey. While these may not have been students who fit the traditional description of “academic excellence”, they nonetheless made significant strides and showed some form of academic improvement within the prior year. Based on a review of various academic progress measures by the awards committee (i.e., GPA improvement, SAP plan completion, utilization of academic resources) and numerous submissions from campus support staff, nearly 100 students attended or received awards for their hard work.

I began college (CCAS student) spring of 2020 and the semester went from in person to virtual due to Covid 19. This was not an easy transition for me because I am a visual and hands-on learner but this did not hold me back. It took some adjusting but I got through it. Throughout the pandemic I worked full time and went to school full time, this was not easy but there is always a light at the end of the tunnel and I wanted to reach my short-term goals that would help with my long term goal of becoming a Registered Nurse with a BSN… I am now in my first semester as a nursing student and I am beyond thankful for the journey. I am also thankful for being selected to be celebrated for my academic progress and achievements.