Center for Student Success

Frequently Asked Questions

Academic Preparation and Performance

How can we handle students who are not correctly placed, or self-placed, in a course and are struggling but cannot drop (many reasons)?

The preference would be to have us help the student find an open section of an appropriate prerequisite and just switch them during the add-drop period. If there are no open sections available, and the student decides to stay in the class, refer them right away to CSS for tutoring. Use the ACE referral plan as a contract with the student to specify and emphasize the importance of using the many CSS resources.

If a student is having a problem, such as bombing the first test, can a student meet objectively with someone to help?

Yes. Refer them to CSS and our faculty will review the test and the results to help the student understand the material in relation to the test, approaches to taking tests, handling test anxiety, and the relationship of attendance and effective notes to successful testing.

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CSS - the New Area in Walker

Will Foundation Studies and CSS space be available for group and special study sessions (such as Humanities on Sunday nights)?

Yes! We have space in CSS (Walker 125) and in Walker 118. Make reservations by calling x8415.

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Disabilities

How can we creatively let students who have disabilities know that help is available?

Include the sentence or the paragraph provided by CSS in your syllabus. While reviewing your syllabus with the class, make the blanket statement about going to CSS or using the form on the webpage to identify any needs. Use specific examples, without singling out any one person, so the class has an idea of the range of disabilities, especially less visible conditions such as hearing impairments, Attention Deficit Disorder, Dyslexia, Bipolar, Anxiety disorders and learning disabilities. We are working on a faculty manual for addressing special needs in the classroom. CSS staff is available to visit your class. You might also consider working in diversity topics or projects that encompass people with special needs.

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Early Alert and Referrals

What are the best way(s) in which faculty can identify students with troubles and go about intervening? Are there any helpful strategies for identifying students EARLY before things become overwhelming? Are there any benchmarks for identifying early?

This question wins the prize! It's a conversation we need to continue, and an area to keep researching. It seems like a number of "signs" some into play.

  • Academic Preparation - ACT/Placement scores, successful completion of developmental and prerequisite courses. We'll be glad to look these up for you, or show you how.
  • Study Strategies - Is the student able to discern key points, take usable notes, pick up cues in class, and complete assignments on time? Does the student pay attention in class and appear to participate? Does the student seek help from others and from the instructor? Does the student ask for excessive amounts of clarification and appear frustrated at not getting it or not understanding what the instructor wants/expects?
  • Performance: How are the student's grades on the first quizzes, tests, and assignments? Are assignments completed on time? Do the assignments look like care and attention have been given? Does the student regularly attend class, arrive on time, and stay for the entire class?
  • Situations - Typically first generation students are considered at risk, as well as single-parents and those trying to work full time while going to school full time. Health, stress/crisis at home and at work, and obligations (such as being a caregiver), could be factors. People with certain disabilities also may be at higher risk.
  • Goals and Determination - Likely we've all seen two students with very similar situations, but one persists and the other flees. Perhaps this can be linked to goals, determination, ability to cope, and support structures at home.
  • Attitude and Motivation - A student's personal philosophy and perspective about education can play heavily into their ability to persist. If they don't see themselves as a college student and belonging here, the struggle can be harder. If they feel forced into attending, if they've never really liked school or reading, and if they don't see how the class is relevant to interests or goals, then perhaps not enough energy will be given to "going to" college.

For intervening early, consider crucial points in your class. As soon as a student falls behind in turning in assignments, misses or does poorly on quizzes and tests, expresses (or appears to be) confused and frustrated, or misses classes, consider doing one of these three things:

  • Call the student. Perhaps the first day of class you collect phone numbers. If you are unfamiliar with Colleague, the building secretaries or Foundation Studies can look up phone numbers for you, or print out a roster with the phone numbers for you. Frequently a phone call from the instructor is the best thing to reinforce the importance of attending.
  • Contact Foundation Studies. Use the Early Alert form (paper or soon-to-be-online), or e-mail charlotte_finnegan@jccmi.edu or marian_burlingham@jccmi.edu, or call us at 8415.
  • Prescription for Success. Complete a Prescription for Success Form directing your student to the Center for Student Success for a specific purpose.

Other things you can do:

  • Walk the student to CSS in Walker 125.
  • Walk groups of students, or your whole class, to CSS. We'll be thrilled to arrange a tour or study sessions for groups. Perhaps you'd like to have small groups work thru some PLATO units, such as metrics, or a reading unit.
  • Hold office hours in the CSS area. Feel free to work with your students in the CSS area. We have small group areas as well as the more spacious BW 118. Call 8415 to hold your space.
  • Invite us to your classroom. We'll be happy to do short, semi-short and slightly longer classroom invitations to use the resources or to demonstrate a specific strategy useful for your content area.

As we work with students you refer to us, we'll keep you informed of their participation and progress.

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Extension Centers

What services and support are available at the Extension Centers?

Ann Iseda is the Foundation Studies Center Coordinator for the Hillsdale and Lenawee Centers. Ann schedules tutors, provides accommodations for students with disabilities and assists special populations students and works closely with the staff of CSS on main campus. She can be reached at 517-265-5515 ext. 2206 or email her at IsedaAnnE@jccmi.edu

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Non-instructional Help

Are you doing any career planning with undecided students? If not, who is?

Ann Iseda is the Foundation Studies Center Coordinator for Hillsdale and Lenawee. we offer Career Discover Assessment and work closely with South Central Michigan Works.

Do you offer help with babysitting?

Currently, we aren't staffed to watch children while their parents are in class or working with tutors, although this may be a great service learning opportunity for students. We do provide some child care funds through the Special Populations grant to qualified applicants.

Is there a contact for non-academic crisis students?

Yes, students maybe referred to one or two contracted social workers who are on campus 2 days per week and on call at other times. Generally referrals are made through CSS. Social workers also make referrals to other community agencies.

On campus, students can come to CSS where they will be helped by connecting them to an appropriate community agency. We are also developing a web page of community links to help find resources. United Way has set up a 211 phone number as a single contact for referrals. This service provides information to callers about the entire range of services they need, and who to contact. They also follow up with students to be sure they got the service they needed.

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Project Success

Will Project Success continue?

Yes. Led by the Student Readiness and Success Committee, the faculty-organized twice-a-year Project Success Day will continue. Foundation Studies will support this effort by working with the faculty, and will help track the attendance.

Is there any evidence that it works.

Each year, students turn in evaluations of the event, which have been very positive. FS will be involved in tracking students who attend Project Success. This year, we may be asking faculty for additional information about students they send to Project Success.

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Promoting Services

Will you come speak to classrooms? Will you come to classes before 8 a.m. or after 5 p.m.?

We will come speak to any class at any time.

Is an explanation or description included in every student orientation, with possible tour of facility?

Yes. A brochure is included in Orientation materials, and staff are present at the High School Orientation sessions. When tours are conducted, we'll be on the route.

What are the channels for continued communication between faculty and Foundation studies to aid in further support for students in the program?

As we work with students you refer to us, we'll keep you informed of their participation and progress. We welcome participation on faculty committees, and invite you to join Foundation Studies to seek ways to help students succeed. The steering group is the Student Readiness and Success Committee. Our work team currently has representatives from LL&A, Science and Nursing.

Faculty aren't clear on what CSS includes. We need an easy "flow chart" to get students help.

Students can all be sent to CSS for academic support services, special needs accommodations and special populations funding. The umbrella department of Foundation Studies includes supporting faculty with Learning Communities, Freshman Year Seminars, workshops, Smart Start classes, study strategies embedded in the curriculum, and tracking of results. We'll work on that flow chart. Good idea.

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Tutoring

Do you have to be a full time student to be a tutor?

No. Current JCC policy allows students who have 6 credits or more to be hired as tutors.

Can we send students for technical support, such as Educator, library, writing (proofing), etc.?

  • Send Educator students to Distance Learning for assistance. Because Distance Learning is next door to CSS, we can take the student to them.
  • Our staff can help with Library research, and, because of our location, we can take the student over to the Reference Librarian.
  • With Writing, our staff will help students learn how to develop ideas, support arguments, and edit. We work with students, but we don't proof the papers for them.

DMS study groups are needed. How do we get them organized? Students have failed to show up in the past, and then complain. Study groups are needed for Physics, Medical, Vascular and Echocardiography.

We can offer options in addition to instructor-led sessions by providing Supplemental Instruction groups and perhaps online tutoring. The Study Group Leader would work with the instructor to conduct the study session. Contact Foundation Studies, 8415.

What do we do if our students need writing help?

Send them to the Writing Center at CSS, Walker 125. Our faculty and tutors will assist in development and organization. While we don't proofread papers for students, we help them with their own editing.

Do tutors have to already have completed JCC courses?

While we prefer that students have taken the course, they can also be recommended by instructors.

Are provisions being made for program-specific tutors, i.e., Nursing?

We would love to work with faculty to identify tutors and provide study group support.

What's the plan for hiring skilled tutors, especially for Math and Sciences?

We are working on hiring JCC graduates and adjunct faculty as professional tutors. Recruiting skilled tutors depends upon faculty recommendations. We welcome all faculty to spend some of their office hours at CSS to work with students, as well as with tutors to help train them.

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Center For Student Success
Jackson Community College

Updated: 08/26/08