Pedro Martinez - Academia.edu (original) (raw)

Papers by Pedro Martinez

Between the 2000-2005 academic terms, Winston-Salem State University (WSSU) experienced rapid enr... more Between the 2000-2005 academic terms, Winston-Salem State University (WSSU) experienced rapid enrollment growth. Student enrollment, at its peak, increased 400 percent. Three major events contributed to this increase: 1) leadership of a new chancellor, 2) branding initiatives of the university, coupled with a favorable ranking by US World News Report, and 3) additional support from general administration from the University of North Carolina System which provided focus growth funds that deployed additional student and academic services for students. At the same time, a significant number of new faculty members, over 150, were hired. During these events, the Provost and Provost Council believed this was an opportune time to conceive a student success model. The student success model was a prevalent theme that dominated weekly discussions among the group of middle management administrators, all of whom were members of the Provost Council. These administrators were from multiple units responsible for providing students with direct and indirect services, such as advisement, academic support, finacial aid assistance, and other co-curricular student activities. The main foci of strategies that supported this student success model were directly associated with engaging students, assisting students in the transition from completing a general education curriculum that culminated in the selection of a major, and completing the baccalaureate degree program in a timely manner. While creating a student success model, the Provost Council members reviewed literature that supported the notion that improving student engagement would result in higher retention and graduation rates 43 2 0 1 6 rigorous and integrative curriculum contributed to ―academic excellence (Daggett, 2005). Based on this framework, Provost Council members formulated a student success model that targeted three specific areas: improvement in the quality of student advisement, more engagement between faculty and students, and an integrated curriculum that would ensure students acquire skills that would allow them to be successful in the workforce and adapt in a new economic environment (Partnership for 21st Century Skills, 2008). Creation of University College and CETL Research literature posits the first year of college as the most critical factor in achieving better retention and graduation rates of students (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). Consequently, through the direction of a University College model, a new unit was conceived with the purpose of realigning 2 0 1 6 student support services, improving academic advising, and delivering ―intentional teaching and learning experiences. The chosen model resulted in the creation of WSSU's University College which was led by a dean and two associate deans whose main responsibilities focused on strong academic advisement components. These components would aim to guide students, especially freshmen and transfers, from the very moment they set foot on campus. Also, their responsibilities consisted of tracking and advising undeclared majors and providing recommendation to the Academic Affairs unit regarding policies and practices that could contribute to measurable student outcomes.

Between the 2000-2005 academic terms, Winston-Salem State University (WSSU) experienced rapid enr... more Between the 2000-2005 academic terms, Winston-Salem State University (WSSU) experienced rapid enrollment growth. Student enrollment, at its peak, increased 400 percent. Three major events contributed to this increase: 1) leadership of a new chancellor, 2) branding initiatives of the university, coupled with a favorable ranking by US World News Report, and 3) additional support from general administration from the University of North Carolina System which provided focus growth funds that deployed additional student and academic services for students. At the same time, a significant number of new faculty members, over 150, were hired. During these events, the Provost and Provost Council believed this was an opportune time to conceive a student success model. The student success model was a prevalent theme that dominated weekly discussions among the group of middle management administrators, all of whom were members of the Provost Council. These administrators were from multiple units responsible for providing students with direct and indirect services, such as advisement, academic support, finacial aid assistance, and other co-curricular student activities. The main foci of strategies that supported this student success model were directly associated with engaging students, assisting students in the transition from completing a general education curriculum that culminated in the selection of a major, and completing the baccalaureate degree program in a timely manner. While creating a student success model, the Provost Council members reviewed literature that supported the notion that improving student engagement would result in higher retention and graduation rates 43 2 0 1 6 rigorous and integrative curriculum contributed to ―academic excellence (Daggett, 2005). Based on this framework, Provost Council members formulated a student success model that targeted three specific areas: improvement in the quality of student advisement, more engagement between faculty and students, and an integrated curriculum that would ensure students acquire skills that would allow them to be successful in the workforce and adapt in a new economic environment (Partnership for 21st Century Skills, 2008). Creation of University College and CETL Research literature posits the first year of college as the most critical factor in achieving better retention and graduation rates of students (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). Consequently, through the direction of a University College model, a new unit was conceived with the purpose of realigning 2 0 1 6 student support services, improving academic advising, and delivering ―intentional teaching and learning experiences. The chosen model resulted in the creation of WSSU's University College which was led by a dean and two associate deans whose main responsibilities focused on strong academic advisement components. These components would aim to guide students, especially freshmen and transfers, from the very moment they set foot on campus. Also, their responsibilities consisted of tracking and advising undeclared majors and providing recommendation to the Academic Affairs unit regarding policies and practices that could contribute to measurable student outcomes.