Download or read book A Mixed Methods Study of Community College Students on Academic Probation the Limiting Effect of Academic Doublespeak written by Kristine Duffy and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Advising and the First College Year written by Jenny R. Fox and published by The National Resource Center for The First-Year Experience. This book was released on 2017-09-14 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Journal of the First year Experience Students in Transition written by and published by . This book was released on 2015 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Retention Among College Students on Academic Probation written by Lizzet Rojas (Graduate student) and published by . This book was released on 2021 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Other Side of the Open Door written by Cherie Dickey and published by . This book was released on 2014 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Persisting on Academic Probation written by Yesenia Castellon and published by . This book was released on 2017 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Students Return to Community College written by Carolyn K. Ozaki and published by . This book was released on 2009 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Probation as an Obstruction written by Agnes Eisaghalian and published by . This book was released on 2019 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Academic Recovery written by Michael T. Dial and published by The National Resource Center for The First-Year Experience. This book was released on 2022-10-19 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Community College Student Retention written by Victor S. Parker and published by . This book was released on 2018 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Experiences of First year Online Community College Students on Academic Probation written by Michael Beck and published by . This book was released on 2017 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Redefinition of Self the Design Implementation and Impact of a Career Exploration Course for Students on Academic Probation written by Jordan C. Bullington-Miller and published by . This book was released on 2022 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students on academic probation are among the most vulnerable populations within higher education. Research indicates that following a semester of academic difficulty, students experience diminished self-efficacy and a decline in academic motivation. Evidence from a growing body of career development literature indicates that career exploration increases self-efficacy, improves decision-making, and enhances academic performance. Studies have explored the impacts of academic recovery programs and career development experiences as mutually exclusive interventions. No existing study previously explored the intersection of the two. This mixed methods case study assessed the impact of a career exploration course for students on academic probation. It examined the impact of the course on career self-efficacy and academic motivation, the value students assigned to such a course, and their experiences within it. The study explored the experiences of 15 students on or at risk of academic probation. Qualitative data suggested that career exploration contributed to increased confidence for students on probation. Quantitative data demonstrated statistically significant increases in the five competencies of career self-efficacy (occupational information, goal selection, planning, problem solving, and self-appraisal). Academic motivation declined in all three extrinsic motivation constructs and two intrinsic constructs (EM: external regulation, introjected, and identified; IM: toward accomplishment, and to know) with an increase in intrinsic motivation: to experience stimulation. However, the change in academic motivation was not statistically significant overall. Additional research is necessary to understand the predictive and mediating factors that contribute to the decline of academic motivation for students on academic probation.
Download or read book To Be Honest written by Karén Clos Bleeker and published by Amer. Assn. of Community Col. This book was released on 2007-04-30 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Defines academic dishonesty, summarizes research to date on its occurrence and prevalence in higher education, and offers recommendations to community colleges"--Provided by publisher.
Download or read book Overcoming Obstacles written by Dana P. Thompson and published by . This book was released on 2021 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Experiences of First Year Community College Students on Academic Probation written by Angel C. Hernandez and published by . This book was released on 2017 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Change in Attribution Perspective Shame and Academic Identity for Freshmen on Probation Enrolled in University Academic Recovery Courses written by Christine L. Robinson and published by . This book was released on 2019 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student retention is critical to the success of the student, the college or university, and society in general. Consequently, institutions of higher education continue to focus efforts on student retention strategies and one such strategy utilizes academic recovery courses to support probationary freshmen. Previous research studies of these courses largely focus on academic outcomes without examining the "why" or "how" behind such outcomes. Some studies also discuss constructs including attribution perspective, shame, and academic identity. However, the relationship between these constructs has not been researched, particularly with regard to any change that may occur for probationary freshmen engaged with an academic recovery course. This sequential, mixed-methods study, framed by Shame Resilience Theory (Brown, 2006), Attribution Theory (Weiner, 2008), and Academic Identity (Marcia, 1963; Was & Isaacson, 2008), researches change in these constructs for probationary freshmen enrolled in an academic recovery course at one mid-sized research university in the Midwest, and explores how students made meaning of their academic recovery process. A pre- and post-course survey was utilized in the quantitative phase of the study. Results indicated a statistically significant difference between mean shame scores for male and female probationary freshmen indicating that females experienced more shame while on probation than males. Concerning academic identity, over 50% of probationary freshmen resided in a moratorium academic identity status, while those with an achieved identity status represented 27.7% of the students. Relationships were found between the constructs wherein academic identity was statistically correlated with shame and attribution perspective. As moratorium identity decreased, achieved identity increased; as moratorium identity increased, shame increased; and as moratorium identity increased, attribution perspective decreased. Concerning construct change and racial groups, White students experienced a significant change in shame from pre- to post-course such that their post-course shame score was four points lower than the pre-course shame score. With regard to academic standing, higher attribution perspective scores significantly correlated with retention compared to academic dismissal. Post-course interviews, utilized in the qualitative phase of the study, revealed several major themes. Probationary freshmen experienced difficulty transitioning from high school to college with regard to insufficient life management skills, underdeveloped academic identity, self-awareness and shame resilience, and hardships that occurred during the semester. Factors contributing to positive growth for the freshmen included the importance of having a champion, improved life management skills, a positive attribution perspective, improved self-awareness and shame resilience, and improved academic identity. This study is the first to examine change in constructs for probationary freshmen engaged in an academic recovery course, and for which a mixed-methods approach gave voice to the students regarding their experiences. Results reveal how colleges and universities can better support probationary freshmen through the employment of academic recovery courses. The study opens up further research ideas to continue addressing the challenge of retention for this at-risk population.
Download or read book I Think of Probation and I Think of Prison written by Janeth Rodriguez and published by . This book was released on 2020 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
