The Experiences of First Year Community College Students on Academic Probation PDF Download
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Author: Angel C. Hernandez
Publisher:
ISBN:
Category :
Languages : en
Pages : 296
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Author: Angel C. Hernandez
Publisher:
ISBN:
Category :
Languages : en
Pages : 296
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Author: Michael Beck
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 185
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Book Description
The purpose of this phenomenological study was to describe the experiences of first-year online community college students on academic probation at a small, rural community college in central North Carolina. Four research questions guided the study: (RQ1) How do first-year, online community college students who are on academic probation describe their academic experiences? (RQ2) What do participants identify as reasons for receiving poor grades and being placed on academic probation? (RQ3) How do participants on academic probation describe what they could have done differently to avoid being placed on academic probation? (RQ4) What do participants who are on academic probation do to successfully return to satisfactory academic progress? The researcher used a phenomenological design to examine the gap in the existing research, specifically that there is insufficient understanding of the experiences of first-year community college students who take online courses and are placed on academic probation. This study focused on the experiences of students who attended a community college in central North Carolina. Data was collected through interviews, written documents, and a focus group and primarily analyzed through coding and establishing themes. Four themes emerged: Lack of Preparedness, Lack of Perseverance, Lack of Communication, and Optimism for the Future.
Author: Mary-Margaret Greer Robinson
Publisher:
ISBN:
Category :
Languages : en
Pages : 397
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Book Description
This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made. Keywords: first-year college student(s), Honors Colleges, honors students, Honors Programs, retention, students in trouble, high achievers, academic probation, high school transition.
Author: The Alumni Factor
Publisher: Greenleaf Book Group
ISBN: 0985976519
Category : Education
Languages : en
Pages : 512
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Book Description
This book began with a simple premise—that there is a better way to assess and rank colleges and universities in America than those currently being offered. The primary outcomes of most of today’s rankings are: 1. To provide readers a view of what life is like as an undergraduate, and 2. To give insight into who comes into the college. The Alumni Factor, on the other hand, is more interested in who comes out. The aim of this guide is to describe how well a college or university actually develops and shapes its students and what becomes of them after they graduate. The Alumni Factor is interested in the actual outcomes experienced by college graduates and the role their college played in creating those outcomes. The Alumni Factor believes this information regarding graduate outcomes is truly essential to understanding and assessing our colleges and universities today. In line with these goals, The Alumni Factor provides a detailed, in-depth profile of graduates from 225 of our nations top colleges. The profiles were constructed almost entirely with data and insights from the actual college alumni themselves. Readers will find The Alumni Factor to be a fascinating look at the incredibly diverse academic, social and cultural choices available to capable students today.
Author: Cherie Dickey
Publisher:
ISBN: 9781321276763
Category : College attendance
Languages : en
Pages : 144
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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: Agnes Eisaghalian
Publisher:
ISBN:
Category :
Languages : en
Pages : 133
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Book Description
Academic probation is virtually every institution's challenge, but it is the most under-researched policy practiced at most community colleges. The objective of this study is to evaluate the impact of academic probation transcript labeling on students' retention. Literature on college retention identifies the circumstances that improve retention, which mostly occurs during the first-year experience in college. Therefore, this study aims to study early characteristics of first-year Glendale Community College students on academic probation. Public community colleges have 25 percent of first-time freshmen placed on academic probation. Thus, the purpose of this study is to draw attention to academic probation policy and how that serves the students and the academic record without an intervention. The study examines academic probation students' retention by using logistic regression analysis to estimate the probability of a binary response (retained or not retained) based on students' characteristic predictors (or independent) variables. The data is collected from students' college applications-prior to Fall 2014 application submission of students' attendance which also identifies the freshmen background characteristics. The student data is categorized into those who did and did not persist during the second-year Spring 2016 semester. An analysis is conducted and reported to identify what are the common pre-enrollment background characteristics of those students. The results specify that academic probation is not a statistically significant finding, which indicates that being placed on probation neither helps nor hurts student retention. Another important finding related to retention is students' unit load during each semester. Part-time unit load is significant towards students' retention. Students are most likely to retain if their enrollment status is full-time. With GPA being an important factor in retention, the study indicates that for each single point that a GPA increases, the probability of retention (outcome) is increased by about 14.4 percent. Also, students are 2.6 percent less likely to retain (when holding GPA as a factor). Holding both GPA and probation status constant, older students are less likely to be retained (the probability decreasing by about 1.4 percent with each additional year of age). Armenian and Middle Eastern students are more likely to be retained than White students (the comparison category). The probabilities are about 0.23 and 0.20 for Armenian and Middle Eastern students, respectively. Other important results indicate that remedial course-work is unrelated to retention, and that only the lowest-level remedial course-taking is related (decreases) the probability of retention, and that ESL coursework is related to retention positively. This implies that student language skills are likely to be important in retention and that ESL courses likely formalize the skills required to be successful. If the policy of probation is to support students' academic achievement and ultimately retention and completion of community college, then based on this study's findings, probation does not impact retention in college. As a result, a large number of these students need a support system.
Author: Dana P. Thompson
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 240
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Book Description
This qualitative, phenomenological study explored the perceptions and lived experiences of four traditional-age African-American community college students who are currently academically successful after having been on academic probation. The following three research questions guided the study: (1) what perceptions and beliefs related to the participants’ ability to be academically successful did they hold prior to entering college and during their college experience? (2) from their perspective, what challenges did the participants face related to their academic performance in college? and (3) what factors led the participants to eventually achieve academic success? Data was collected through individual phone interviews and documentary analysis of the institution’s academic probation policy. Individual phone interviews (as opposed to a focus group) was chosen as the primary method of collecting data. The phone interviews consisted of semi-structured, open-ended questions, using a series of questions to guide the interview. When analyzing the data, the audio tapes of the interviews were first transcribed then the data was coded. Creswell (2015) put forth a process for coding data, which “is the process of analyzing qualitative text data by taking them apart to see what they yield before putting the data back together in a meaningful way” (p. 156). Grounded theory methodology was also used to further synthesize the text by first assigning codes to similar patterns that emerged from the text (open coding), then further synthesize the code that were assigned in the open coding phase into categories and subcategories. The key findings that participants stated as contributing to them being placed on academic probation were transition difficulties, peer distraction, and management of their academics and employment schedule. Other key factors the participants highlighted as assisting them in returning to good academic standing were motivation and support. The theme of motivation, both intrinsic and extrinsic, resonated with each of the four participants. Based on the participants’ reflections, self-motivation and support from family members and the institution were instrumental in their return to achieving academic success. Some recommendations were made based on the findings from the study and suggestions were put forth for future study.
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: Janeth Rodriguez
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Author: Rochelle Holland
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
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The purpose of this case survey was to examine the reasons that students provide regarding why they are on academic probation and the efficacy of discussing the family life cycle among this group. Initially, a pilot population of 93 students on academic probation, who are a part of a multi-cultural community college in New York City, were surveyed during the spring 2005 semester. The pilot survey found that most of the students reported to be on academic probation because of having social problems. The pilot survey satisfied reliability and validity. During the fall 2005 semester, a revised survey was administered to 16 students on academic probation. Six were African American, two were Asian, six were Hispanic, one was West Indian, and one was Hispanic and African-American. These students attended an academic success workshop that was geared to assist them with meeting retention standards. Category variables such as: parental status, caregiver status, personal illness, family illness, employment, poor academic preparation, and mental health status, were used to probe responses. The survey was administered before the workshop, so their responses would not be influenced by the workshop materials. During the workshop, the researcher discussed ways of getting off probation, presented concepts of the family life cycle, and explored how to manage multi-tasking responsibilities for family-life, school, work, and personal needs. After the workshop, students were given a Likert scale to evaluate the workshop. The results of the survey reported that students were on academic probation because of ambiguity with managing multi-tasking role responsibilities in the areas of family life and social life. Fifteen students reported mental health issues, such as depression, anxiety, stress, and attention deficit disorder as impeding factors. The students found the workshop and the discussion of the family life cycle to be very beneficial. College students on academic probation should be educated on the family life cycle, healthy relationships, and how to manage multi-tasked responsibilities. This will help them venture into the first phase of self-efficacy. General systems theory argues that the sum of parts equals a whole. Thus, family life, employment responsibilities, job satisfaction, healthy partner relationships, and educational attainment will be the sum of parts that equals the individual, and in the realm of academia understanding these variables are vital for servicing the contemporary college student. Further research is needed for discussing the family life cycle among college students on academic probation.
