Download or read book Exploring the Lived Experiences of Students who Have Overcome Academic Probation written by Cynthia E. McDonald and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students placed on academic probation are at a greater risk of not completing a four-year degree in higher education. This qualitative study applied Schlossberg’s Adult Transition Theory to understand the experience of students who have successfully overcome academic probation in higher education. This study sought to inform scholars and practitioners of the underlying issues that impact students on academic probation and described how these students have successfully utilized internal and external resources and strategies for overcoming academic probation.
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 Lived Experiences of First year First Semester Honors College Students Placed on Academic Probation written by Mary-Margaret Greer Robinson and published by . This book was released on 2015 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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:
Download or read book Scary But a Little Bit Motivating written by Marcos Daniel Rivera and published by . This book was released on 2019 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 The Lived Experiences of Penn Undergraduates on Or in Danger of Academic Probation written by Christine Marie Blaney and published by . This book was released on 2014 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 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 Refuse to Give Up written by Isabelle Arcand and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the conditions and experience of students who were placed on academic probation in view of key elements of Dewey's (1958, 1938/1997, 1934/2005) theory of experience. Core data emerged from 16 in-depth interviews with five students who received assistance from an academic support program while on probation. An additional interview was conducted with the academic companion and another with the program developer. A document analysis and a researcher journal supplemented the data. The interviews were analyzed according to a three-dimensional narrative inquiry space (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) to produce profiles and thematic connections (Seidman, 2006). Findings are presented in five texts. The first and second manuscripts depict the stories of two students using the profile genre. These texts disclose rich stories where the meaning of experience is lived. A third manuscript examines students' experience from the student and professional perspectives. Major themes uncovered, include (a) resistance to seek help; (b) deep personal costs; and (c) a desire to succeed and complete their undergraduate studies. A fourth manuscript explores companioning as experienced by students and supported by resource personnel. It reveals that (a) the companioning role was defined by a specific form of guidance and attendance to self-confidence and (b) the program helped students clarify their needs, promoted their adaptation to the university context, and offered support through a positive relationship. A fifth manuscript examined the characteristics of a fruitful helping relationship. Findings suggest that (a) a rapport characterized by presence and trust and (b) an approach promoting responsibility, awareness, and holism were key. These findings offer a weighty contribution to the literature on post-secondary education by revealing rich and unique experiences. By tapping in the complexity of the participants' experience, findings help shift away from the current focus on obstacles and deficiencies often attributed to probationary students. Résumé Cette étude a examiné l'expérience d'étudiants ayant été placés en probation académique à la lumière d'éléments-clés de la théorie de l'expérience de Dewey (1958, 1938/1997, 1934/2005). La principale source de données provenait de 16 entrevues en profondeur auprès de cinq étudiants ayant participé à un programme d'accompagnement universitaire alors qu'ils étaient en probation académique. Une entrevue a aussi été menée avec l'accompagnatrice et une autre avec la conceptrice du programme. Une analyse documentaire et un journal de bord de la chercheure complètent les données. Les entrevues ont été analysées selon une analyse narrative tridimensionnelle (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) de façon à produire des profils et des liens thématiques (Seidman, 2006). Les résultats sont présentés dans cinq textes. Les premier et deuxième textes dépeignent l'histoire de deux étudiants sous forme de profils. Ces textes découvrent de riches et profondes histoires véhiculant la probation comme expérience de vie et la signification attribuée à celle-ci. Le troisième texte présente l'examen collectif de l'expérience des cinq étudiants ayant participé au programme d'accompagnement. Cette analyse est enrichie des perspectives de l'accompagnatrice et de la conceptrice du programme. Trois thèmes se dégagent de l'expérience de ces étudiants en probation académique soit (a) une résistance à faire usage des services de soutien; (b) des coûts personnels considérables; et (c) un désir de réussir et de compléter leur programme d'études. Un quatrième texte explore l'expérience d'accompagnement tel que perçu par les étudiants et les professionnels. L'analyse révèle que (a) l'accompagnatrice agissait à titre de guide et était attentive à la dimension de la confiance en soi et (b) le programme a aidé les étudiants à identifier leurs besoins, a soutenu leur adaptation au contexte universitaire, et a offert un soutien personnalisé par l'entremise d'une relation d'aide positive. Le cinquième texte se concentre sur les particularités d'une relation d'aide efficace en contexte de probation académique. Les résultats relèvent que cette expérience est qualifiée par (a) un rapport de présence empathique et empreinte de confiance réciproque et (b) une approche globale favorisant la responsabilité et la conscientisation. En dévoilant la richesse et l'unicité de l'expérience, ces résultats offrent une contribution intéressante. Illustrant la complexité des expériences de probation ils contribuent à s'éloigner d'une vision centrée sur les obstacles et les déficits des étudiants en probation académique.
Download or read book Gaining Insight on the Experiences of Reinstated Undergraduate Students written by Jennifer Ames Osborne and published by . This book was released on 2013 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Students who have achieved academic success after reinstatement are largely overlooked in higher education. Studies on academic success and the experiences of reinstated students are fewer and less informative compared with the studies of students on academic probation and those at-risk. This study explored, through the use of a qualitative thematic approach, the experiences of reinstated students who persist to graduation and the barriers or contributing factors that they felt have influenced their success. The findings from the study identified whether the students perceived the experiences that affected their academics as institutional or as personal barriers. Using Schlossberg's transition theory as the theoretical framework, this study identified that during the time of academic difficulty students predominately perceived their struggles as personal issues and were lacking in one or more of Schlossberg's 4 Ss (Self, Situation, Support, Strategies). Upon gaining resources with the 4 Ss they gained academic success. The findings also identified sub-themes that emerged within the 4 Ss during a student's academic struggles and eventual success, such as, Self (lacking and gaining maturity); Situation (unexpected life transitions and medical issues); Support (not utilizing resources and benefiting from advisors, faculty, and significant others); Strategies (utilizing and understanding policies and taking time away from their academics). The themes expressed by participants suggest that universities use a more theory based approach in advising and readmission to focus on the whole student's self-identity and situation not just courses and curriculum. The results also suggest a possible expansion of the Schlossberg transition model. The 4 Ss provide a framework for the student to understand their resources within the transition, however; the concept of recognizing and sustaining their resources in future transitions could prove beneficial when working with students who are struggling academically due to a transition.
Download or read book Launching College Students on Academic Probation Into the First Phase of Self Efficacy written by Rochelle Holland and published by . This book was released on 2005 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Portrait of Academically At risk Male Undergraduate Studentsat The Pennsylvania State University written by Douglas Wilson and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to deepen our understanding of the lived experiences of male undergraduates whose personal experiences contributed to their placement on academic probation and therefore put them at-risk to depart the university prior to earning an undergraduate degree. Interview responses from 12 undergraduate men on academic probation were subjected to phenomenological thematic analysis (Giorgi, 2007; Kleiman, 2004) and revealed personal experiences that created obstacles to the men's academic success; these included disengagement from class, truncated interactions with other students, stunted motivation, inadequate discipline, lowered self-efficacy, negative emotions, and feelings of isolation. In particular, student interactions with the academic environment reinforced students' negative experiences and contributed to their lack of social and academic integration (Tinto, 1975) on campus. An investigation of the men's lived experiences was undertaken after data analysis of student records revealed that a gender disparity exists at The Pennsylvania State University main campus with men twice as likely to be on academic probation as women (Wilson, Choi, Wangler, Musser, 2013). Nationally, it is well documented that higher education completion rates for women outpace those of their male counterparts. Student success and retention rates of undergraduate men are linked to cultural norms for male identity formation and student's complex, multilayered interactions within their higher education institution. By examining the experiences of male undergraduates in higher education, this research adds to the dearth of literature on male student success and male identity. Constructed as a front-end analysis, a recognized tool used for the systematic design of instruction, the research focused on learner entry behaviors and learner characteristics with the goal to facilitate implementation of preventative programs.
Download or read book The Experience of Students Being on and Overcoming Academic Probation microform written by Felix Clarence Thomas and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 2003 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book I m Not Going Through this Alone written by Marianne Ruggles Niese and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore the experiences of community college students in recovery, including their experience with a Collegiate Recovery Program (CRP). Collegiate recovery programs have been on college campuses in the United States for decades, with the first CRP dating back to 1977 at Brown University (Pennelle, 2019). Of the 138 CRP members reported by the Association of Recovery in Higher Education in 2019, only 13 of them were community colleges (ARHE, 2019b, p. 7-9). Despite roughly 35% of undergraduates in the U.S. attending community colleges (NCES, 2018), very few community colleges have a verifiable CRP in operation (TYR, 2016; ARHE, 2019b). Transforming Youth Recovery (2016) suggests that it would be beneficial to further our understanding of the role that community colleges can play beyond academics, and specifically TYR believes that "community colleges appear to be ideally suited to help support the enrichment of students in recovery" (p. 7). Despite the need and clear benefits, recovery support is largely missing on community college campuses. This gap stems primarily from the infrastructure of student support, with many community colleges reporting a desire to strengthen their student services but insufficient funding to do so (TYR, 2016, p. 27). Institutions may benefit from examining their existing student support systems prior to implementing a CRP. Because most models for CRPs come from residential, four-year institutions, they may not work well in community college settings without adaptation. Not only are CRPs uncommon on many community college campuses, but also the literature on CRPs is primarily focused on residential colleges and universities. Brown, Ashford, Heller, Whitney, and Kimball (2018) completed a literature review on CRPs spanning from 1998-2017 and noted that existing research on CRPs is "limited in scope" (p. 9), and of the 25 studies included in their review, none of them focused on the community college population. This gap in the literature leaves out the voices of community college students in recovery, and it can create difficulties when community colleges want to implement a CRP, as most of the guidance available is focused on residential, four-year institutions. The sample for this study was selected purposively, using gatekeepers at two selected community colleges who acted as referrals (Smith, Flowers, & Larkin, 2012, p.48). This study included semi-structured interviews from participants focusing on their experiences and perspectives. Each participant was interviewed via Zoom with the opportunity for follow-up. All participants were from a community college with an active Collegiate Recovery Program.
Download or read book The Purposeful Graduate written by Tim Clydesdale and published by University of Chicago Press. This book was released on 2016-09-08 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: American higher education is more expensive than ever and the rewards seem to be diminishing daily. Sociologist Tim Clydesdale s new book, however, offers some rare good news: when colleges and universities meaningfully engage their organizational histories to launch sustained conversations with students about questions of purpose, the result is a rise in overall campus engagement and recalibration of post-college trajectories that set graduates on journeys of significance and impact. The book is based on a study of programs launched at 88 colleges and universities that invited students, faculty, staff, and administrators to incorporate questions of meaning and purpose into the undergraduate experience. The results were so positive that Clydesdale came away from the study arguing that every campus (religious or not) should engage students in a broad conversation about what it means to live an examined life. This conversation needs to be creative, intentional, systematic, and wide-ranging, he says, because for too long this core liberal educational task has been relegated to the margins, and its attendant religious or spiritual discourse banished from classrooms and quads, to the detriment of higher education s virtually universal mission: graduates marked by thoughtfulness, productivity, and engaged citizenship."
