In an effort to create more equitable student academic outcomes, the Standards of Academic Progress (SOAP) intervention for students was redesigned, ultimately earning the Innovation of the Year Award.

The team responsible for this revamp included Sharon Brennan, counselor; Dr. Scott Friedman, dean of Student Engagement; Daniel Gaichas, senior research analyst; Maysa Jibawi, academic advisor; Nancy Koran, (now retired) senior applications developer; Mary Paraskis, academic advisor; and Aminah Salah, counselor.

The Academic Success Workshop (ASW) is the first intervention for students who are no longer in good academic standing or on “academic caution.” It is a 90-minute session during which the Counseling and Career Development Center (CCDC) explains all the resources and tools it provides at the college to help students succeed. Prior to the COVID-19 pandemic, all ASWs were in person and run at the end of each semester, but the initiative needed a refresh.

“Through continuous assessment work in 2016-2019, the CCDC determined the workshop appeared to have hit maximum effectiveness. Not only did the post-workshop data show a plateau over several years, but feedback from students also was critical about the limited options for attending the in-person only workshop. The in-person workshops were highly labor intensive, including scheduling that occurred via phone, two counselors presenting, two academic advisors providing support and multiple paper forms for students to complete,” Friedman explained in the award nomination.

Students on academic caution are required to complete the ASW before enrolling in additional classes. However, some of them encountered barriers to transportation or were unable to attend on certain dates due to limited classroom space, ultimately creating a delay in registration. Workshops were held in a group setting, resulting in limited privacy for students who may have felt uncomfortable with their academic situation, Brennan explained.

Data and reporting from Koran and Gaichas helped the ASW project team create a new module, accessible online via Canvas with custom videos, tips and straightforward content. To emphasize content from quiz questions that proved difficult for students, the committee created a video with student testimonials, complete with audio and captioning for students with disabilities. The video allowed students to access and complete the module in their own time throughout the week. It also cut down the number of hours (from 18 to three) counselors and advisors had to spend scheduling, presenting, writing notes and assessing student progress.

“This is really a good intervention, especially for students who fall below a 2.0 GPA, and they wonder if they have the ability to go to college,” Salah said. “This focuses not just on their academic ability but also other components to reflect on how to be successful.”

Following the upgraded ASW, new data indicated several improvements. Students who finished the new intervention completed, on average, more than one additional credit hour in the post-intervention term. Racially diverse students gained 17.1% in average credit hours completed and attained a 10.4% increase in SOAP term GPA. PELL-eligible students demonstrated a higher GPA and increased credit completion outcomes compared to students not eligible for PELL funding.

“By helping students better understand the resources designed to support them, the data indicates the new ASW results in students successfully completing more courses following the intervention. Increased course success saves students time and money,” Friedman said.

This project won the National Association of Students Personnel Administrators (NASPA) Gold Award for the Assessment, Persistence, Data Analytics and Related category as well as the overall Grand Silver Excellence Award in 2024. Brennan presented on it at NASPA’s annual conference as well.

“Our heart went into this. It’s truly out of care for our students. We want to see them do well,” Brennan said. “I’m proud of our team. It was a lot of work with a meticulous focus on questions.”

As for being part of an award-winning team, it was all just part of the job.

“I was behind the scenes just doing the job. No matter how small a part, it was really important to inform the workshop, and it was my purpose to provide the data,” Gaichas said. “I’m honored to have this award.”

“I’m grateful for the recognition, and now I’m part of history, too,” Paraskis added.

“In the end, we’re making a difference with students,” Jibawi said. “That’s what it’s all about – closing the equity gaps.”