A Mixed Methods Study of Community College Students on Academic Probation: the Limiting Effect of Academic Doublespeak PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Mixed Methods Study of Community College Students on Academic Probation: the Limiting Effect of Academic Doublespeak PDF full book. Access full book title A Mixed Methods Study of Community College Students on Academic Probation: the Limiting Effect of Academic Doublespeak by Kristine Duffy. Download full books in PDF and EPUB format.
Author: Kristine Duffy
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :
Get Book Here
Book Description
Author: Kristine Duffy
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :
Get Book Here
Book Description
Author: Jenny R. Fox
Publisher: The National Resource Center for The First-Year Experience
ISBN: 194207218X
Category : Education
Languages : en
Pages : 269
Get Book Here
Book Description
Published in partnership with NACADA: The Global Community for Academic Advising Academic advisors help students learn to make the most of their college years, not merely by completing requirements toward a degree but also by growing intellectually and developing all aspects of their identity. Yet, many professional and faculty advisors are new to academic advising and may feel ill-equipped to do more than help students register for classes. This new edited collection provides an overview of the theory and best practice undergirding advising today while exploring the transition challenges of a wide-range of first-year college students, including those attending two-year colleges, coming from underrepresented backgrounds, entering underprepared for college-level work, and/or experiencing academic failure.
Author:
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 114
Get Book Here
Book Description
Author: Lizzet Rojas (Graduate student)
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 279
Get Book Here
Book Description
Abstract: Academic probation is a mechanism to identify students that are at higher risk of institutional departure. In order to move the dial on postsecondary student retention, a mixed-methods study was conducted to predict first-time freshmen students’ placement on academic probation, their risk of institutional departure, and factors that support their academic recovery and persistence. In the quantitative analyses, factors predicting academic probation and subsequent institutional departure included student demographic characteristics, pre-entry and post-entry academic indicators, and academic major change. In the qualitative analysis, five main themes emerged: 1) the shock of the college transition; 2) fear and determination during academic probation; 3) the losses and gains of major change; 4) resources and support; and 5) achievement and belonging as a way toward persistence and graduation. The findings suggest opportunities for postsecondary institutions to support students through key transitions as way to facilitate their academic and social integration, sense of belonging, engagement, and persistence.
Author: Cherie Dickey
Publisher:
ISBN: 9781321276763
Category : College attendance
Languages : en
Pages : 144
Get Book Here
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: Yesenia Castellon
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
Get Book Here
Book Description
Community colleges serve as an accessible educational pathway for nontraditional students to achieve their educational goals. However, while California community colleges provide access to higher education, completion rates remain low. As a response, California passed several policy changes to address low completion rates and directed community colleges to create an infrastructure to increase retention and graduation rates. Yet, policy changes also limited access to financial aid for students on academic probation and further created barriers for these same students. Nonetheless, community colleges must increase retention and completion rates, including for students on academic probation, to fulfill future employment gaps. Review of the literature on student retention and persistence suggests the importance of student integration to the college, yet resources are limited for students on academic probation. Because most of the interaction with the college happens in the classroom, this study intended to explore from the student perspective, how faculty-student interactions influence student persistence for students on academic probation. This qualitative study captured five community college students on or previously on academic probation and their experiences with faculty. Participants were asked in a semi-structured interview, questions around (1) general and formal and informal faculty-student interactions, (2) student expectations, (3) faculty mattering, (4) other resources. Responses were analyzed and themed to identify patterns and draw conclusions. Some conclusions were drawn. 1) Recent policy changes removing financial assistance from students on academic probation may impact student persistence. The impact of these changes have not been documented and further research is needed. 2) Students perceive faculty as important to their academic success but do not use faculty to cope while on academic probation. Thus, faculty-student interaction is not a direct predictor of student persistence. 3) Faculty and student roles and educational norms are engrained; students did not expect faculty to reach out to them rather students felt they needed to reach out to the faculty member. 4) Students were engaged with the institution at some level; caring staff, learning community, student employment or used on-campus resources. 5) Students showed resiliency and took an active role in their academic probation status and persisted. 6) Educational leaders must act in transformational ways by analyzing policy and implementing practices that integrates students to the institution.
Author: Carolyn K. Ozaki
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 454
Get Book Here
Book Description
Author: Agnes Eisaghalian
Publisher:
ISBN:
Category :
Languages : en
Pages : 133
Get Book Here
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: Michael T. Dial
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072600
Category : Education
Languages : en
Pages : 237
Get Book Here
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: Victor S. Parker
Publisher:
ISBN:
Category :
Languages : en
Pages : 90
Get Book Here
Book Description
The role of community colleges is to provide educational opportunities to all segments of a population regardless of academic proficiency or economic ability. This open-access admissions policy is meant to allow equal admission to academic and careertechnical programs for all students. Due to open-access admissions, economically disadvantaged community college students find themselves being admissible to community colleges with uncertain financial ability to pay for community college even though it is at a lower cost than 4-year institutions. Community college students historically face more financial and social barriers than 4-year students in attaining higher education and thus have a greater need for federal financial aid assistance. Students attending community colleges participate in federal grant-in-aid and student loan programs at a higher rate than any other type of institution. With this greater need for financial aid assistance, community college students are still held to the same federal financial aid academic standards. Students receiving federal financial aid must meet the same grade-point average, completion rate, and eligibility limit requirements as their university counterparts. These standards impact students at the community college level at an even higher rate than those at the university. The purpose of this study was to determine if students who do not meet federal financial aid academic standards and are placed on financial aid probation can be retained at the community college level using an online intervention course. The knowledge obtained from the course could facilitate the selection of optimal and cost-effective intervention strategies. Determination is necessary in order to eliminate current online intervention, adapt the intervention methods, or continue supporting intervention through allocating resources to the program that may allow for expansion and outcome inference to future student populations. This study specifically explored the retention of students who do not meet corresponding Satisfactory Academic Progress (SAP) indicators through the inclusion of an online intervention course. Student data were obtained from online course outcomes over multiple semesters from a community college in the Southern Region of the United States, yielding quantitative data for analysis. Educational opportunities tend to be viewed in a dramaturgical or symbolic perspective and viewed as successful based on student outcomes. It was assumed that student outcomes are tangible, and the link between means and ends are clear, meaning student outcome attainment equals employment and life success. In this instance, a return on investment study is not intended, but rather program effectiveness in influencing student outcomes. This program can be considered effective as it provides causation for increased performance, subsequent retention, and positive impact on financial aid status. The addition of an online intervention course supports causation linkage. It also supports the correlation of predicting post-semester cumulative grade point average (GPA), and the performance within the course provides inference to the participant’s future status.
