Student Success Collaborative at UCF

UCF adopted the Student Success Collaborative (SSC) from the Education Advisory Board (EAB) in 2015 as one of several initiatives to help guide students on their learning pathways to improve retention and graduation rates. SSC is a technology platform that integrates historical data on students’ academic and co-curricular activities, the various UCF curriculums and performance records, major and career guidance resources, a risk assessment model, and UCF’s existing advising structure. It has the ability to isolate systemic barriers to degree completion and to instantaneously display a student’s likelihood of success in a given major based on historical and current performance.

UCF Timeline

  • Phase 1 of the SSC deployment was completed at the end of the Spring 2016 semester, with all professional advisors trained on the system. UCF “went live” with SSC using real-time data on April 4, 2016.
  • Phase 2 occurred during Summer 2016 with several program piloting the tool and onboarding UCF tutoring units.
  • Phase 3 began during Fall 2016 rolling out to other academic programs. SSC will be active for all programs, advisors and instructors by Fall 2017.

What does this mean for faculty?

One of the key inputs that allows academic advisors to intervene with struggling students in a timely manner is the mid-semester Progress Report filed by instructors.  These reports inform advisors about students who may be in jeopardy of missing a high-enough grade in an important success marker class or whose behaviors may show a pattern across multiple courses that could indicate a more serious problem.

Instructors teaching undergraduate courses will receive an email invitation to submit progress reports on their students by clicking on the link in the invitation email.  Submitted progress reports will be shared with each student’s advisor.

  1. You will receive an email prompting you to complete progress reports for your class section. Click on the secure link in the email.
  2. Provide student feedback for each student marked in column 1 below.
  3. “Submit unmarked students as not At-Risk” button allows you to provide details on the students you are concerned about and then the system will automatically label unmarked students as not at-risk.
 

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Melody Bowdon
College of Arts and Humanities Melody     Bowdon I have taught undergraduate writing classes for over fifteen years, and the most gratifying aspect of my experience has always been seeing students make ethical use of concepts and techniques learned from my classes in their lives as professionals and citizens. For me, teaching writing is teaching thinking, and th...

William Self
College of Medicine William   Self My goal when teaching any course is to highlight the core concepts in lecture so that the most critical aspects of the material are made clear to the students. Students must read and study the details of the concepts, generally from a course textbook and PowerPoint slides that I develop from the textbook, to e...

George Bagley
College of Sciences George Bagley If there is a paramount object to teaching, it should be community. Community leads to confidence among my students that the course will be dynamic, will add to their own intellectual growth, while simultaneously ensuring that each point of view will be respected, all assumptions lying at the heart of the complex ...