numbers to names: how to get a grip on mass probation · 2016. 3. 18. · • 6 full-time advisors...
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Numbers to Names:
Getting a Grip on Mass Probation
Bevin A. Goodniss and Joseph M. Tinnel
Academic Services Center
College of Liberal Arts and Sciences
University of Connecticut
Presented at the 2016 NACADA Region 1 Conference
March 9, 2016
Portland, Maine
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University of Connecticut
• Ranked among the Top 20 Public Universities in the Nation – U.S. World & News Report (2015)
• Connecticut’s Public Flagship University
• Land Grant & Sea Grant College, Space Grant Consortium Institution
• Undergraduate Population: 22,973
• Main Campus (Storrs): 18,395
• Regional Campuses (Avery Point, Hartford, Stamford, Torrington, Waterbury): 4,578
Source: University of Connecticut Office of Institutional Research and Effectiveness
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Source: University of Connecticut Office of Institutional Research and Effectiveness
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Source: University of Connecticut Office of Institutional Research and Effectiveness
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Advising in CLASDepartmental Advising – Assigned Advisor
• Staff
• Faculty
CLAS Academic Services Center – Supplemental Advisors
• Act as a resource for CLAS faculty and staff advisors, through training and
outreach
• Act on behalf of the Dean of the College of Liberal Arts and Sciences to
resolve undergraduate education issues
• Encourage student learning and development through advising and
orientation programs
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CLAS Advising Structure
Academic Services Center 5 Advisors
Biological Sciences 4 Advisors
Chemistry 1 Advisor
Communication 2 Advisors
Economics 1 Advisor
English 1 Advisor
Environmental Science/Studies 1 Advisor
History 1 Advisor
Human Development & Family Studies 1 Advisor
Political Science 1 Advisor
Psychology 2 Advisors
20 Full-Time Staff Advisors
388 Faculty Advisors
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UConn’s Probation DefinitionGood Standing:
• Earning both a semester and cumulative grade point average (GPA) of 2.0 or above
Probation:
• Students who have earned 0-23 credits and who have earned less than a 1.8 semester grade point average
• Students who have earned 24 credits or more (considered to be third semester or higher) and who have earned less than a 2.0 semester grade point average or cumulative grade point average
Subject to Dismissal:
• Students who have two consecutive semesters on scholastic probation
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Fall 2010 OutreachUConn CLAS ASC Office Structure
• 1 Director
• 4 Full-Time Advisors
University Scholastic Probation Outreach
• Registrar’s Office e-mailed all students on Scholastic Probation, notifying them
of their status
UConn CLAS ASC Scholastic Probation Outreach
• N/A
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Fall 2011 OutreachUConn CLAS ASC Office Structure
• 1 Director
• 1 Assistant Director
• 3 Full-Time Advisors
UConn CLAS ASC Scholastic Probation Outreach
• Restricted students on scholastic probation to 14 or fewer credits
• E-Mailed students to inform them of credit restriction, outlined probation
policies, and encouraged students to meet with their departmental advisor, or
with an advisor in the CLAS ASC
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Fall 2012 OutreachUConn CLAS ASC Office Structure
• 1 Director
• 1 Assistant Director
• 4 Full-Time Advisors
UConn CLAS ASC Scholastic Probation Outreach
• Restricted students on scholastic probation to 14 or fewer credits
• E-Mailed students to inform them of credit restriction, outlined probation policies,
and encouraged students to meet with their departmental advisor, or with an
advisor in the CLAS ASC
• E-Mailed students a list of personal and academic support services and included
CLAS ASC created academic worksheets
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Intrusive Advising
“Intrusive advising is a direct response to an identified academic crisis…It is a
process of identifying students at crisis points and giving them the message,
you have this problem; here is a help-service. An intrusive/proactive approach
includes questioning and probing students regarding their life outside the
classroom.” (Earl, 1987)
Intrusive advising “incorporates intervention strategies that allow the adviser to
become an active part of the student's life, which, in turn, helps the student to
stay motivated.” (Glennen, 1995; Heisserer & Parette, 2002)
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Fall 2013 OutreachUConn CLAS ASC Office Structure
• 1 Director
• 1 Assistant Director
• 6 Full-Time Advisors (3 worked with probation students)
UConn CLAS ASC Scholastic Probation Outreach
• Restricted students on scholastic probation to 14 or fewer credits
• Placed ASC enrollment hold on student’s accounts after 10th day of classes
• Required mandatory 30-minute individual probation meeting with CLAS ASC advisor
• Created probation worksheet
• Created online skills for success modules
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Fall 2014 OutreachUConn CLAS ASC Office Structure
• 1 Director
• 1 Assistant Director
• 6 Full-Time Advisors (4worked with probation students)
UConn CLAS ASC Scholastic Probation Outreach
• Restricted students on scholastic probation to 14 or fewer credits
• Placed ASC enrollment hold on student’s accounts after 10th day of classes
• Required mandatory individual probation meeting with CLAS ASC advisor
• Identify seniors as different group
• Most ASC advisors moved from 30-minute appointment to 1 hour
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Fall 2015 OutreachUConn CLAS ASC Office Structure
• 1 Director
• 1 Assistant Director
• 5 Full-Time Advisors – (All work with Probation students)
UConn CLAS ASC Scholastic Probation Outreach
• Restrict students on scholastic probation to 14 or fewer credits
• Place ASC enrollment hold on student’s accounts after 10th day of classes
• Require mandatory probation meeting with CLAS ASC advisor
• Identify seniors as different group
• Began offering group probation meetings
• Expanded Skills for Success
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% Students Subject to Dismissal
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Numbers to Names
“Intrusive advising is described as having a
more personal than professional approach.”
(Molina and Abelman, 2000)
“This personal relationship encourages
students to be more responsible for their
academic performance.”
(Earl, 1988; Molina & Abelman, 2000)
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Communication: Before the Semester Begins
• May: Automated e-mail from Registrar’s Office, informing student they’re on
probation for fall 2015 term
• July: CLAS ASC e-mails students who were placed on probation after the
Spring term, informing them of 14-credit limit restriction
• August: All advisors receive list of their students who are on probation
• August: One week prior to beginning of fall semester, CLAS ASC e-mails
students on scholastic probation, reminding them of credit restriction, and
informing them that they’ll need to meet with an ASC advisor to discuss
their standing in either an individual meeting or group setting
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Communication: During the Semester
• 1st week of semester, CLAS ASC e-mails students on scholastic probation reminding
them of credit restriction, and probation meeting
• 9th day of class: Inform students who have not yet met credit restriction that they need
to drop, or we drop a class for them
• 10th day of class: Drop student from class if over 14 credit restriction
• 10th day of class: Place hold on students who have not yet met with ASC advisor
• 5th week of semester: After enrollment appointments have come out, send final
reminder to students that they need to meet with an ASC advisor before their
registration hold will be removed
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Individual Probation Meeting
• Students must call the office to set up a meeting
• Students fill out front of form while in office waiting area
• Student meets with ASC advisor to:
o Review probation policies and procedures
o Review dismissal procedures
o Review probation worksheet, to discuss areas student identified as areas of difficulty
o Go over their transcript and advisement report
o Develop SMART goals that address areas of concern
• Advisor scans and files a signed copy of probation worksheet into the student note system
• Students leave with a signed copy of their probation worksheet
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Group Probation Meeting
• Students may choose to attend a group meeting
• Students use electronic form to sign up
• Meetings capped at 20 students
• Students receive packet of information, including the group meeting worksheet,
their transcript, a list academic and student support resources, and a copy of the
academic calendar
• Advisor reviews probation policies and procedures, and discuss academic and
student support resources available
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Group Probation Meeting• Students complete front side of probation worksheet
• Students identify three areas that they feel they may need support with, by:
o Identifying any trends on their transcript
o Recognizing academic and/or personal factors that impact their success through self-reflection
• Students identify GPA needed to be placed on good standing
• Students develop their own SMART goals for the previously identified areas they need support with
• Students turn in worksheets at the end of the session, which the advisor will evaluate later
• Student receives an electronic copy of worksheet after evaluation is complete
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Dismissal Process
• If student on probation for two consecutive semesters, they are subject to
dismissal from the university
• Students have the ability to appeal this decision
• As part of the appeal, students must state whether they attended a
probation meeting, or not
• If they did, they must then state how they followed up on their SMART goals
throughout the semester
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Dismissal Process
• The CLAS ASC tracks which students have attended probation meetings
• The probation worksheet becomes part of the student’s appeal, which is
viewable by all dismissal committee members
• If a student is retained, they will remain on scholastic probation for the
following semester
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Future Considerations
• Transfer students
• Campus change students
• Better tracking/evaluations
• Expanding Modules
• Positive feedback for students who come off of probation
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Thank you for Attending!
Bevin A. Goodniss: [email protected]
Joseph M. Tinnel: [email protected]
CLAS Academic Services Center: www.clasadvising.uconn.edu
University of Connecticut: www.uconn.edu
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References• Earl, W.R. (1987, September). Intrusive advising for freshmen. Academic Advising News,
Vol. 9(3).
• Earl, W. R. (1988). Intrusive advising of freshmen in academic difficulty. NACADA Journal, 8(2), 23–27.
• Glennen, R. E., & Vowell, F. N. (Eds.). (1995). Academic advising as a comprehensive campus process. National Academic Advising Association Monograph Series, 2.
• Heisserer, D. L., & Parette, P. (2002). Advising at-risk students in college and university settings. College Student Journal, 36, 69–83Molina, A., & Abelman, R. (2000). Style over substance in interventions for at-risk students: The impact of intrusiveness. NACADA Journal, 20(2), 5–15.
• Wortham, F.B. (2014, December). Intrusive advising: At-risk students on a commuter university campus. Academic Advising Today, 37(4).