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1st Connect 2 Succeed

Student Engagement

Academic Initiative

Groups Served
Collegiate

Program Website
Visit the Program Website

Contact Information
Nolan, Gina
gnolan@gsu.edu
678-891-3143

Address
555 N Indian Creek Drive
Clarkston, GA 30021

Campus
Clarkston

Funding

US Department of Education (ED)

Overview

The Student Support Services (SSS) program provides support services to first generation, low-income and/or students with disabilities. The goal of SSS program is to increase the college retention and graduation rates of its participants and is based upon the belief that all students, regardless of age, family background, learning style, or presence of a disability, should have equal opportunity to reach their full personal, academic and career potential.

Benefits

TRIO SSS aims to increase the academic and career potential of its participants. Eligible students may receive (among other services) tutoring, cursory academic advisement & coaching, financial/economic literacy, college tours, career preparation, academic and success workshops. These services, which are provided at no cost to students, all promote the progression and academic success of students.

Supplemental Materials

TRIO Student Support Services

Discipline Focus
Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
Ability/Disability, First Generation, Socioeconomic Status

Race/Ethnic Group
Does not provide racial/ethnic minority group specialized programming

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
09/01/2010

Number Served
501-1000

Notable Alumni

Kimberley Allonce, GPC ASc Political Science. BSc UGA – Political Science, MPA- UGA- Public Policy Current Title – Visiting Professor FTJS, Haiti
Tajan Wisdom, BS in Radiologic Science with a concentration in Nuclear Medicine Technology
Tatiana Cadet, GPC ASc Journalism BSC. Syracuse – Communication Current title: MRY- Assistant Account Executive
Avery Ebron, GPC Asc Bus. Adm., BSc Syracuse – Finance Current title – Impact Lead, Clearinghouse CDFI
Zechariah Vincent, GPC Asc. Bus Adm, BSc. GSU Business/Managerial Ecnomics Current title – Operations Assistant, PVH

Research Components and Activities

Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

The project incorporates a Navigating College Summer Bridge Program, New Student Orientation, Study Smarter Not Harder, Test Anxiety, Time-Management, Etiquette and Career & Resume Workshops to increase student academic performance and career readiness. The program also offers a Financial Aid Series: Financial Aid 101, Maintaining Satisfactory Academic Performance, FAFSA Completion, Scholarship Search and Financial Literacy Workshop to increase students’ ability to navigate the Student Aid Process and to emphasize the importance of being financially responsible. The program also renders workshops such as Healthy Relationships & Healthy Choices to heighten students awareness of the pros and cons of their decision making and its impact on their goals. The program also provides a Student Leadership Conference that helps prepare students for Leadership and provide networking opportunities. Staff has the opportunity to Develop professionally by attending GASPP, SAEOPP,& COE Conferences

Self-efficacy Emphasis

Program provides academic coaching, Leadership Development, Team Building Opportunities and Workshops regarding decisions making. The program also provides daily positive affirmation as well receiving positive reinforcement during key times such as mid-terms and finals

Acknowledgement/Affirmation of Identity, Strengths, Needs

Students are required to complete LASSI, Jung Typology Indicator and a Career interest inventories. These results are used during one-on-one coaching sessions to help identify participant’s strengths and weaknesses across many of the non-cognitive skills that are known to affect student success. Academic Coaches communicate with instructors through an Early Alert system gathering notes on student performance, coaches use this data to work with students to develop an academic plan of success

Examples of Inclusionary Practices and Activities

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols),Personalized counseling services, Creation of a Safe space/ climate/environment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

The program provides workshops and conferences that encourage interaction with student participants. Students have the opportunity to share their experiences and ask questions. Students are also allowed to express their ideas, goals and concerns with the Student Development Specialist and Coaches in One-on-One individual coaching sessions. Participants also are able to evaluate and provide feedback on every workshop, activity and evaluate overall program

Evaluation Methods

annual performance report, program survey(s)

Anticipated Participant Outcomes

attendance, completion of a course(s),increasing academic skill area (s),persisting through current degree program, earning a degree, moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty)

Outcome Milestones

83% of Program Participants Persisted, 87% in Good Academic Standing, 41% of New Participants received Associates Degree within 4 years, 33% of New Participants graduated and transferred , Served 140 Clarkston Students

Key Performance Indicators

Persistence Rate, Good Academic Standing, Associates Degree or Certificate, Associates and transfer and Funded to Serve, # receiving academic tutoring, # receiving information on student aid and receiving assistance in applying for financial aid, # completed financial literacy, # received advise and assistance with course selection and transfer assistance

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
09/01/2010

Number Served
501-1000

Notable Alumni

Kimberley Allonce, GPC ASc Political Science. BSc UGA – Political Science, MPA- UGA- Public Policy Current Title – Visiting Professor FTJS, Haiti
Tajan Wisdom, BS in Radiologic Science with a concentration in Nuclear Medicine Technology
Tatiana Cadet, GPC ASc Journalism BSC. Syracuse – Communication Current title: MRY- Assistant Account Executive
Avery Ebron, GPC Asc Bus. Adm., BSc Syracuse – Finance Current title – Impact Lead, Clearinghouse CDFI
Zechariah Vincent, GPC Asc. Bus Adm, BSc. GSU Business/Managerial Ecnomics Current title – Operations Assistant, PVH

Research Components and Activities

Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

The project incorporates a Navigating College Summer Bridge Program, New Student Orientation, Study Smarter Not Harder, Test Anxiety, Time-Management, Etiquette and Career & Resume Workshops to increase student academic performance and career readiness. The program also offers a Financial Aid Series: Financial Aid 101, Maintaining Satisfactory Academic Performance, FAFSA Completion, Scholarship Search and Financial Literacy Workshop to increase students’ ability to navigate the Student Aid Process and to emphasize the importance of being financially responsible. The program also renders workshops such as Healthy Relationships & Healthy Choices to heighten students awareness of the pros and cons of their decision making and its impact on their goals. The program also provides a Student Leadership Conference that helps prepare students for Leadership and provide networking opportunities. Staff has the opportunity to Develop professionally by attending GASPP, SAEOPP,& COE Conferences

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

Program provides academic coaching, Leadership Development, Team Building Opportunities and Workshops regarding decisions making. The program also provides daily positive affirmation as well receiving positive reinforcement during key times such as mid-terms and finals

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

Students are required to complete LASSI, Jung Typology Indicator and a Career interest inventories. These results are used during one-on-one coaching sessions to help identify participant’s strengths and weaknesses across many of the non-cognitive skills that are known to affect student success. Academic Coaches communicate with instructors through an Early Alert system gathering notes on student performance, coaches use this data to work with students to develop an academic plan of success

Inclusionary practices/activities utilized in your program:

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols),Personalized counseling services, Creation of a Safe space/ climate/environment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

The program provides workshops and conferences that encourage interaction with student participants. Students have the opportunity to share their experiences and ask questions. Students are also allowed to express their ideas, goals and concerns with the Student Development Specialist and Coaches in One-on-One individual coaching sessions. Participants also are able to evaluate and provide feedback on every workshop, activity and evaluate overall program

Evaluation methods are used to substantiate the program’s outcomes:

annual performance report, program survey(s)

Anticipated participant outcomes for your program:

attendance, completion of a course(s),increasing academic skill area (s),persisting through current degree program, earning a degree, moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty)