Amid rumors of an unusual number of Class of 2020 students at risk of academic probation and dismissal, university officials were unable to fulfill requests for comprehensive data on student performance during their first semesters at Trinity by press time.
According to the universityâ€™s website for the latest Quality Enhancement Plan (QEP), nearly one third of first-years receive deficient grades: â€œ40 percent of those deficient grades are a [sic] â€˜F.â€™ â€
The document, written on Dec. 20 and 21 of 2016, notes that more than six percent of Trinity first years earned a GPA under 2.0 after their first semester. It cites data from the National Survey of Student Engagement: â€œTrinity scores below our peer and peer-aspirant institutions in first-year advising in virtually all survey items.â€
â€œThere has been an increase in struggling first-year students this year,â€ said John Hermann, associate professor of political science and chairman of the QEP, titled Starting Strong: Intentional Strategies for Improving First-Year Student Success at Trinity University. â€œI have the exact data, but….â€
He trailed off, having previously explained that he wasnâ€™t at liberty to share specific information.
â€œOur goal with the [First-Year Experience] was to really make sure that every first-year student, right away [once] they got on campus, had an intensive writing, reading, and analytical thinking experience,â€ says Tim Oâ€™Sullivan, interim associate vice president for academic affairs. â€œWe want to make sure weâ€™re giving students the support to be successful in those classes, and Iâ€™m confident that we have been.â€
When asked whether the office of institutional research could comment on how many students are in good academic standing as opposed to being on academic probation or facing academic dismissal, Diane Saphire, vice president for information resources and administrative affairs and director of institutional research, directed the Trinitonian to the registrar.
â€œWe donâ€™t have that data, we donâ€™t produce that data,â€ Saphire said. â€œWe have retention rates, we have graduation rates, we have test scores in the [university data] factbook. … We update that annually.â€ The registrar did not respond before press time.
As the Trinitonian reported last week, the QEP is in its development stage. Subcommittees meet regularly to form strategies to accomplish the QEPâ€™s goal of enhancing first yearsâ€™ performance and acclimation to the workload of higher education.
â€œWhen you come to a rigorous academic university like Trinity and youâ€™ve been a very highly successful high school student, … the expectations here â€” if youâ€™re not prepared and donâ€™t have the strategies â€” can really be a shock to your system,â€ said Stacy Davidson, director of academic support and chair of the QEPâ€™s academic support subcommittee. â€œItâ€™s not that it has anything to do with ability. It has to do with, â€˜What skills do I have to navigate the increased level of difficulty that Iâ€™m experiencing? Am I a good manager of my time? Am I a good reader and do I take good notes? Do I know study strategies to help me understand the material?â€™ Thatâ€™s where I see students struggle the most.â€
Davidson was eager to suggest ways for Trinity students to improve their work, whether theyâ€™re struggling or want to turn a good job into a great job.
â€œAdvisers are a resource, faculty are resources, the counseling center is a resource â€” all those things matter,â€ Davidson said. â€œI donâ€™t want it to appear that Iâ€™m the only person on campus that can help students. Thereâ€™s a lot of support for students on campus.â€
Hermann believes that common teaching methods are in need of readjustment.
â€œStudent success will only go so far because it assumes that the student is the only one â€” and this is very controversial â€” that needs to be rehabilitated. But maybe students are learning a little differently,â€ Hermann said. â€œSo maybe we need to investigate pedagogical tools that will address these learning changes. I certainly hope the changes made will make an enduring change for Trinity on how we approach students. Especially I would love it to be a student-centered approach.â€
Oâ€™Sullivan explains that the QEP will move into its five-year implementation stage once if it is accepted by an accrediting team in February 2018.
â€œItâ€™s about things like strengthening the workshop that advisers go through, figuring out how we can better fit their needs,â€ Oâ€™Sullivan said. â€œWeâ€™re also looking at the academic support resources part of the QEP, things like â€˜How do we strengthen the tutoring programs?â€™ Thereâ€™s been discussion of how to make sure that students and faculty are more aware of the many resources that are available on campus, and how we measure that.â€
Students looking for advice, academic coaching, tutoring and other forms of aid are encouraged to engage with the Student Success Center, which encompasses counseling services, health services, wellness services, the writing center and other campus services.