Annual Report

Mission Statement

Through partnership with the Purdue community, the Academic Success Center (ASC)provides undergraduate students with both credit and noncredit opportunities to develop students’ transferable academic skills, enhance learning, increase retention, and improve overall student success at multiple stages of their academic journey.

Vision Statement

The ASC aspires to provide all undergraduate students with services and opportunities to define and develop strategies to reach their full potential. Driven by a focus on students, the ASC partners with the campus community to facilitate a culture of academic confidence, tenacity, and, ultimately, success.

Program Elements

The Academic Success Center provides free services that support students’ learning with a focus on the process strategies and skills that support the content expertise provided in the classroom.

  • Academic Consultations are individual meetings that provide students with tailored support on study strategies, time management, test-taking strategies, and other academic success topics. These 1-on-1 meetings are with a staff member and require an appointment. Participating students may voluntarily seek support or may be required by an academic program or campus office to meet with an academic consultant.
  • Peer Success Coaching program(PSC) offers students additional support, campus resources and connections, and accountability as they work toward academic, social, and/or personal goals. Trained peer leaders work 1-on-1 with students to develop strategies, skills, and solutions as they aim for their definition of success.
  • Supplemental Instruction program(SI) provides students with interactive, peer-led study sessions for traditionally challenging courses. The trained SI leader facilitates group activities that engage students in critically thinking about the course material, applying the concepts, and learning transferable study skills. In fall and spring semesters, SI is offered in 30+ courses with 45+ SI leaders. In summer semesters, SI is offered online for a limited number of courses.
  • Study Skills Course-GS 29001 is a one-credit hour, first 8 weeks course that focuses on discussing and applying effective academic strategies including goal setting, time management, and study skills.
  • Workshops provide an interactive environment for small to large groups of students to identify and practice strategies for effective studying and learning, including time management, overcoming procrastination, and effective studying. In addition to our open series of workshops, student organizations or classes can request a workshop for their group.
  • Test Drive is a large-scale workshop that offers students in select high-enrollment, first-year chemistry, math, and biology courses the opportunity to take a mock exam in the Elliott Hall of Music environment. The program was started in 2017 to help address a common concern brought up by first-year students –they felt unprepared for their first round of exams due to how intimidating Elliott Hall of Music is asan exam setting.
  • Online Resources are available for students and the campus community through the ASC website, and include success strategy handouts, a GPA calculator, and a searchable database of course-specific help rooms and tutoring programs offered across campus.

Learning Outcomes

As a result of participating in programs and services offered by the Academic Success Center, students will:

  • Engage with peers to problem-solve and increase learning
  • Identify and utilize relevant ASC services and campus resources to achieve their goals
  • Identify, explain, and implement strategies for effective studying and learning
  • Evaluate and adapt study plans and strategies to address changes and challenges in meeting learning goals and needs
  • Assess strengths and areas in need of improvement in academic skills and course content
  • Gain transferable strategies for future semesters with increasingly rigorous material and career after graduation
  • Demonstrate stronger learning comprehension as measurable by course grade(s)
  • Develop critical thinking skills beyond memorization
  • Achieve better course outcome (grade) than comparable peers who did not participate
  • Maintain or return to good academic standing status (term and cumulative GPA at or above 2.0)
  • Increase self-efficacy and confidence in academic setting and performance

As a result of student leader employment with the Academic Success Center, student leaders will develop skills and knowledge related to the five Student Leader Core Competencies.

2. Reflective Problem Solving

  • Engage in ongoing self-reflection to identify problems, challenges, and/or areas of growth
  • Develop awareness of how values and ethics influence decision-making
  • Employ critical, practical, and creative thinking skills to generate possible solutions or strategies for improvement
  • Use feedback to strengthen problem-solving skills

2. Effective Communication

  • Learn to successfully utilize the four facets of communication (verbal, non-verbal, listening, written)
  • Establish rapport with students, peers, and supervisors to provide a welcoming, collaborative, and positive environment
  • Assess the situation, process the information, and respond appropriately
  • Adapt messaging to ensure clarity for the intended audience and context

3. Professionalism

  • Represent the Academic Success Center and its values with integrity and authenticity
  • Engage in respectful interactions with peers, students, staff, and faculty members
  • Enthusiastically seek, embrace, and implement constructive feedback from peers, mentors, and supervisors
  • Strive for continued personal and professional growth

4. Initiative

  • Take ownership of all responsibilities and timelines
  • Pursue new projects and proactively find areas to contribute to the department
  • Use feedback and previous experience to anticipate needs and performance adjustments
  • Exhibit resourcefulness, independent action, and professional judgment that are position appropriate

5. Inclusion

  • Understand how diverse perspectives, backgrounds, beliefs, cultures, and experiences can influence individuals and enhance a group’s effectiveness
  • Recognize biases and reflect on how these biases impact behavior

Notable Changes

In March 2020, Purdue made the decision to shift all instruction and assessment to be online in response to the COVID-19 pandemic. This caused us to change our work in the following ways:

  • Academic consultations, PSC coaching meetings, and student leader events (trainings, celebrations, supervision meetings, etc.) shifted to a virtual format utilizing WebEx, Zoom, GoBoard.com, and remote connection options.
  • The online SI pilot planned for summer 2020 was modified to begin online SI implementation across all SI courses and sessions. A course was created in the Learning Management System (LMS) that automatically enrolled all students in an SI-linked course to aid with communication about session and office hour logistics, including links to WebEx Training.
  • The last remaining workshop scheduled for the semester was cancelled, and a new webinar series around studying and learning remotely was offered to students. In addition to the live webinars, recordings of the webinars were made available on the ASC website after the session.
  • The ASC created a new page on the website to help students navigate the on-going shifts to campus academic support offerings. The “Available Academic Support Resources” page was also connected to other university webpages including Learning Remotely and COVID-19 FAQs.

Summer SI: SI sessions were offered in seven courses for summer 2020. This is the first summer semester with a formal and planned offering of SI. Due to the need to begin online sessions in the spring, the summer SI sessions were able to implement some lessons learned from the spring rather than being a pilot. Additionally, summer online SI sessions allowed for the program to shift to the new LMS before the fall semester.

Staffing: One of the assistant director roles became vacant in October 2019 and remains open due to a hiring freeze implemented during the final stages of the hiring process.

Student Leader Development: The goal of creating more cohesion and community among ASC student leaders continued to be a priority during the 2019-2020 academic year.

  • Competencies: The ASC professional staff began the process of defining the ASC’s core values, professional staff competencies, and student leader competencies in spring 2019 and finalized thestudent leader competencies (listed under Learning Outcomes) in early fall 2019. The competencies were integrated into all student leader hiring starting in spring 2020. Plans to incorporate the competencies into a common student leader evaluation process were paused in spring 2020 due to the shift to remote learning.
  • ASC Student Leader Summit: The ASC hosted the Inaugural ASC Student Leader Summit in January 2020. The Summit was a two day, conference-style training for all ASC student leaders with sessions that focused around the student leader competencies. Sessions were presented by campus partners and 18 student leaders. The summit feedback showed it met the goals of increasing interaction among student leaders in different positions, allowing returning leaders new opportunities for professional development beyond typical training topics, and increasing understanding of the ASC core values and student leader competencies.

Our Data

For all data, statistics, and charts, please download the PDF version of our Annual Report:

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