Intervening with Students on Academic Probation PDF Download
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Author: Elizabeth Shea
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 162
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Book Description
Author: Elizabeth Shea
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 162
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Book Description
Author: Michael Preuss
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Retaining and aiding students on academic probation is a concern for all institutions of higher education. Students placed on academic probation by Rockingham Community College (RCC) have been encouraged to participate in an intervention program since the summer of 2006. When treated as an aggregate, the data regarding the program indicates that it was associated with positive impact on student outcomes. Active participation in the program was associated with significant increases in the likelihood that students on probation would avoid suspension, would improve their GPA, and would remain enrolled in their classes at the college. There were no discernible differences in outcomes for the various age, sex and race groups indicating a lack of bias in the programming. These results indicate that academic assistance advising is a potentially effective intervention with probationary students in college. (Contains 2 tables.).
Author: Shelley Marie McGrath
Publisher:
ISBN:
Category :
Languages : en
Pages : 326
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Book Description
With increasing external and internal pressure to increase retention and graduation rates in select colleges along with increasing numbers of college-going populations over time, student affairs professionals have responded with a variety of programs to support students' transition to college. This study sought to examine freshman students in science majors went on academic probation at the end of their first semester. If these students did not raise their GPAs quickly, they faced academic dismissal from the institution. Consequently, the institution would not be able to retain them, and ultimately, they would not graduate. Managerial professionals at the institution created, implemented, and evaluated an intervention in the form of a success course for these students to help get them back on track, retain them, and ultimately graduate from the institution. The literatures drawn upon for this study included retention theory, probationary student behaviors and attitudes, interventions, success courses, fear appeal theories, academic capitalism, and institutional isomorphism. The study employed tests including chi-square, logistic regressions, and differences-in-differences fixed effects regressions to identify the differences and effects on performance, persistence, and graduation rates of the treatment and comparison groups. The findings of this study showed significant differences between the persistence and graduation rates of the treatment and control groups, and regression effects showed a short-term causal effect on performance as well as significant likelihoods of persisting and graduating within four or five years. Recommendations for further improvements to interventions are discussed in the final chapter.
Author: Cherie Dickey
Publisher:
ISBN: 9781321276763
Category : College attendance
Languages : en
Pages : 144
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Book Description
Abstract: Students who find themselves on academic probation first entered the door to community college with the hope of attaining a degree or skills for a better life. The purpose of this study was to examine the effectiveness of intrusive academic advising services to assist in the retention of community college students on academic probation (n = 1,336) at one community college. An embedded quasi-experimental design was used to test an intrusive academic advising intervention that predicted that participation would increase student retention. Qualitative data, collected through open-ended, pre/post survey questions allowed students to share their perceptions and attitudes of the intrusive academic probation advising intervention. The findings revealed that academic probation students struggled with procrastination, time management, and study skills, and they did not have sufficient knowledge about campus resources to access them. The findings also indicated that the students who participated in the workshop (n = 125) were 8.6 times more likely to be retained than those who did not participate (n = 1,211). Based on the results, recommendations are made for college policy changes, practices, and further studies of this population.
Author: Marcos Daniel Rivera
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 209
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Book Description
The purpose of this hermeneutic phenomenology study was to understand what it is like to be placed on academic probation and faced with the decision to participate in an academic intervention program. Retention is a continued issue in higher education with only 60% of four-year college students attaining a degree within six years (McFarland et al., 2018). Students leave institutions for multiple considerations including academic and social challenges. Students are often placed on academic probation before departing because of academic difficulties, the most ubiquitous form of academic intervention in higher education (Fletcher & Tokmouline, 2010; Moss & Yeaton, 2015). Paired interventions to help students academically recover from probation are most often voluntary. Academic difficulty and probation are potentially confusing, emotional, and complex situations in which students may find themselves deciding to participate in a paired intervention. However, the research on the lived experiences of students on academic probation is limited and even less is known about the experiences of students deciding to participate in intervention programs while on probation. Through a critical-interpretivist perspective and with consideration to expectancy-value theory (Eccles et al., 1983), this study sought to fill a gap in the current research by answering the research questions of (1) What is it like experiencing academic difficulty and being placed on academic probation?; (2) What is it like deciding to participate in an academic intervention program while on academic probation? Hermeneutic phenomenology (Moules et al., 2015; Vagle, 2018; van Manen, 1990, 2014) served as the primary methodology used in this study. Data consisted of 20 semi-structured interviews and were analyzed with suggested hermeneutic phenomenology methods (Moules, McCaffrey, Field, & Laing 2015; van Manen, 1990, 2014) Descriptive narratives and stacked quotes (Van Manen, 2003) provided examples and contextual factors that illuminate and frame what it is like to be placed on academic probation and faced with the decision to participate in an academic intervention program. Findings of this study include three main organizing concepts: (1) academic preparation and expectations; (2) isolation; and (3) regulatory compliance after being placed on probation. During academic difficulty and the time students were deciding to participate, their expectations of multiple aspects of college, overall challenges, and varied sentiments of difficulty further contributed to the complex context of their experiences. Research and practical implications, limitations of the study and recommendations for future research are also presented.
Author: Richard J. Light
Publisher: Harvard University Press
ISBN: 067401359X
Category : Education
Languages : en
Pages : 253
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Book Description
Why do some students make the most of college, while others struggle and look back on years of missed deadlines and missed opportunities? What choices can students make, and what can teachers and university leaders do, to improve more students’ experiences and help them achieve the most from their time and money? Most important, how is the increasing diversity on campus—cultural, racial, and religious—affecting education? What can students and faculty do to benefit from differences, and even learn from the inevitable moments of misunderstanding and awkwardness? From his ten years of interviews with Harvard seniors, Richard Light distills encouraging—and surprisingly practical—answers to fundamental questions. How can you choose classes wisely? What’s the best way to study? Why do some professors inspire and others leave you cold? How can you connect what you discover in class to all you’re learning in the rest of life? Light suggests, for instance: studying in pairs or groups can be more productive than studying alone; the first and most important skill to learn is time management; supervised independent research projects and working internships offer the most learning and the greatest challenges; and encounters with students of different religions can be simultaneously the most taxing and most illuminating of all the experiences with a diverse student body. Filled with practical advice, illuminated with stories of real students’ self-doubts, failures, discoveries, and hopes, Making the Most of College is a handbook for academic and personal success.
Author: Michael T. Dial
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072600
Category : Education
Languages : en
Pages : 237
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Book Description
Research suggests that as many as a quarter of all undergraduate students may find themselves on academic probation during their collegiate years. If students on probation choose to return to their institutions the semester following notification, they find themselves in a unique transitional period between poor academic performance and either dismissal or recovery. Effectively supporting students through this transition may help to decrease equity gaps in higher education. As recent literature implies, the same demographic factors that affect students’ retention and persistence rates (e.g., gender, race and ethnicity, age) also affect the rate at which students find themselves on academic probation. This book serves as a resource for practitioners and institutional leaders. The volume presents a variety of interventions and institutional strategies for supporting the developmental and emotional needs of students on probation in the first year and beyond. The chapters in this book are the result of years of dedication and passion for supporting students on probation by the individual chapter authors. While the chapters reflect a culmination of combined decades of personal experiences and education, collectively they amount to the beginning of a conversation long past due. Scholarship on the impact of academic recovery models on student success and persistence is limited. Historically, attention and resources have been directed toward establishing and strengthening the first-year experience, sophomore programs, and student-success efforts to prevent students from ending up on academic probation. However, a focus on preventative measures without a consideration of academic recovery program design considering the successes of these programs is futile. This volume should be of interest to academics and practitioners focused on creating or refining institutional policies and interventions for students on academic probation. The aim is to provide readers with the language, tools, and theoretical points of view to advocate for and to design, reform, and/or execute high-quality, integrated academic recovery programs on campus. Historically, students on probation have been an understudied and underserved population, and this volume serves as a call to action.
Author: Matthew J. Mayhew
Publisher: John Wiley & Sons
ISBN: 1119101972
Category : Education
Languages : en
Pages : 784
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Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author: Jenna Lynn Buetow
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 118
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Book Description
The focus of this research was on retaining students on contract/probation status. Contract/probation status students have been suspended, appealed, and approved to come back on probation the following term. This research aimed to examine the retention rates of the academic probation/contract student population for the Academic Support Center (ASC) at Minnesota State University Moorhead (MSUM). Over three years (2011-2013), MSUM altered the interventions used to retain students. In 2011, the intervention consisted of a probationary student meeting three times a semester with the Coordinator of Academic Intervention. In 2012, students were required to meet weekly with Academic counselor and strongly encouraged to enroll in a study skills course. In 2013, students could either enroll in the study skills course or meet weekly with Student Relations Coordinator (or Academic Counselor). Counselors also tracked students' progress with MAP-Works software. Each year's efforts were examined based on percentages of students retained. The results indicated a highest percentage of retention occurred of the 2012 cohort at 58%, followed by 2013 cohort at 54.9%, and trailed by 2011 cohort at 50.4%.
Author: Richard Driscoll
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
The study evaluates the test-gain benefits of an accelerated desensitization and adaptive attitudes intervention for test-anxious students. College students were screened for high test anxiety. Twenty anxious students, half of them on academic probation, were assigned to an Intervention or to a minimal treatment Control group. The Intervention was a desensitization protocol which included stretch-tense, deep breath, release-relax, and positive suggestion sequences to expedite anxiety reduction and also positive adaptive attitudes associated to each of eight learning, review, and testing scenes. The intervention was presented via a 31 minute recording, which students reviewed an average of two times. Test gains were calculated from final tests and final grades after the intervention, minus the midterm scores from before the intervention. The Intervention group attained significant test gains over the Controls, with considerably stronger gains among academic probation students as compared to students in good standing. Test gains correlated positively to anxiety-reduction benefits. Methodological limitations warrant some caution in interpreting the findings, although the strength of the attained benefits do suggest that the accelerated desensitization does improve test scores for struggling students with high test anxiety. The use of the recorded intervention is seen to vastly reduce the amount of training and the number of professional hours required for an anxiety-reduction program. It seems reasonable to recommended that college retention programs for probation students screen for test anxiety and intervene with highly test-anxious students. (Contains 1 figure and 2 tables.) [A summary of this research was presented at the Annual Meetings of the American School Counselor Association (Orlando, Florida, June 27, 2005) and the American Psychological Association (Washington, DC, August 20, 2005).].
