student leader success
TRANSCRIPT
1
2014 CAPSTONE
Student Leader Success ADD R ESSI NG T H E AC AD EM IC SU PPO RT
N EED S OF ST UD EN T L EAD ER S IN CL U BS
& OR G AN IZ AT IO N S AT C C SU.
Helping students achieve their co-curricular and academic goals.
What’s Inside:
Our purpose
Leadership Identity
Model
Case study- examples
Student Support Letter
Protocol for helping
students:
Goals & Expectations
Prevention Methods
Intervention Methods
How to Follow Up
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Content
Purpose Page 3 About Student Activities & Leadership Development Page 3 Population Page 4 “Shipwreck” Page 4 Case Studies Page 5 Grounded in Theory Page 6 Prevention Page 7 Intervention Page 8 Follow-Up Page 11 Appendix Page 13
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Our Purpose
In the fall of 2013, the Department of Student Activities & Leadership Development and The Learning Center at Central Connecticut State University observed the need for a standardized advisor manual that would be available online for advisors and practitioners to download and use when working with student leaders who need support boosting their grade point average. Over the course of a year, grad-uate students in the
Student Development in Higher Education Masters in Counseling program consulted with student affairs and academic affairs professionals, researched scholarly literature and online
Manuals, and developed a protocol for advisors. The result of
these efforts is this handbook. While written for student organizations, these resources may be adapted for residence hall populations as well as faculty advisors.
Tell me and I forget.
Teach me and I remember.
Involve me and I learn. One who advises another,
especially officially or
professionally: consultant, counselor,
mentor.
Advisor:
About SA/LD The Department of Student Activities & Leadership Development provides meaningful involvement op-portunities which foster students’ personal growth and strength of character through training, mentorship and engagement in co-curricular activities. Students will develop civic responsibility, community involve-ment, and respect for diversity in preparation to be thoughtful, responsible and successful citizens.
SA/LD Learning Outcomes
Goal #1: Students will feel a sense of belonging to the CCSU Community. Objectives: 1.1. Students will participate in intramurals, open recreation time, and fitness classes
1.2. Students will join clubs and organizations or obtain on-campus employment 1.3. Students will attend educational, recreational, and social events on and off campus
Goal #2: Students will lead others. Objectives: 2.1. Students will communicate effectively
2.2. Students will be able to resolve conflict 2.3. Students will demonstrate social responsibility
Goal #3: Students will value diversity. Objectives: 3.1. Students will be more open to other cultures
3.2. Students will have a broader world view
3.3. Students will be accepting of alternative lifestyles
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Avoiding Shipwreck Big Questions, Worthy Dreams by Sharon Daloz Parks raises the issue
of individuals who are in a crisis she called “shipwreck”. It stands to
reason that this notion of “shipwreck” is relevant to our student popula-
tion because their leadership identity may be threatened due to their poor
academic standing. “In shipwreck, what has dependably served as shel-
ter and protection and held and carried one where wanted to go comes
apart” (Parks, p.40, 2011). In a literal sense, club offices, the SA/LD
office, and the Student Center are spaces in which students find shelter
and protection. The Student Center prides itself on being the living room
of the campus and a safe space for students to engage in learning.
On another level, the people and the position in the organization afford a
level of comfort, stability, and protection. Social interactions and in-
volvement carry students where they want to go. Losing any level of this
interaction or involvement is enough to make a student “collapse of
meaning – sense of self, world, and God” (Parks, p.40, 2011). It is our
intent to create a safe environment and protocol that prevents or dimin-
ishes the effects of shipwreck by bringing them to “gladness and amaze-
ment” through counseling and advisement.
Who We Serve - Target Population At Central Connecticut State University, a club executive board traditionally consists of four members:
President,
Vice President
Treasurer
Secretary Some clubs and organizations may have additional executive board members, such as, historians, public relations people, or people in charge of programming. According to Collegiatelink there are currently 161 clubs recognized at CCSU. If each club has a minimum of four executive board members, that would mean there is a minimum of 594 student leaders that potentially require support balancing activities with academics. Student leaders’ involvement in multiple clubs and organizations and the amount of executive board members in each club, impacts how many student leaders that can be identified. This group of students encompasses almost all subpopulations that can be identified on a college campus, including, but not limited to first generation, under-represented, and LGBTQ students. For the purposes of this problem, student leaders are identified as any students that are members of club executive boards.
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Case Studies
“Stacy” is a transfer student. When she transferred to Central Connecticut State University she immedi-
ately became involved on campus and immersed herself into the campus community. As she got more and
more involved, she began to have difficulty balancing her academic coursework along with her extracur-
ricular activities. What made it challenging for her was that she enjoyed her extracurricular activities more
than her classes. She allowed her academics to take a backseat to her leadership role and a misunderstanding
that she had with her professor had a major impact on her GPA. She thought that the professor was going to
give her an incomplete to finish up her missing coursework, but this was not the case; she received an F in the
course. The F that she received in the course drastically changed her GPA. When this occurred, she lost the job
that she was holding on campus because the job required her to maintain a specific GPA. She was also in jeop-
ardy of losing her leadership positions on campus. Her supervisor required her to attend academic coaching to
assist her in getting back on track.
Through academic coaching, she was able to have someone hold her accountable for her academics and
she was also able to learn strategies for time management as well as goal setting which have helped her to be
successful academically.
Stacy’s leadership roles have given her many opportunities. She has been able to attend numerous local,
regional, and national conferences. These roles have become part of her identity and the way that she sees
herself. If she lost her leadership role, then she would be devastated. It would be like losing herself. Her
leadership role is what keeps her going and what motivates her to go to class and complete her academic
coursework. She is beginning to transition out of some of her leadership roles, and she is currently serving as a
mentor for those who will be taking on her leadership roles.
“Stacy”
“Eric” “Eric” has been at Central Connecticut State University since the Fall of 2008. He works on campus, is
the president of a campus organization, and has seen a decline in his semester GPA every semester since assum-
ing his leadership position. Eric had a semester GPA lower than a 2.0 for at least three semesters before
ending up on academic probation.
Eric in many ways views his leadership role as an obligation, and expressed that if he were to be removed
from his leadership role that he would feel relieved. Club participation went from being fun, to something that
demanded more time than he expected. Cognitively, Eric does not identify his leadership position as who he is,
but rather something he does. He is able to distinguish the difference between his position and everything else in
his life. According to Kegan (1994), Eric would be identified as an individual in the third order of consciousness.
He is able to differentiate the roles he assumes for work, school, and recreation and does not view such activities
in a dualistic mindset.
In the future, as a result of these protocols, students like Eric will be identified following the first semester
in which their GPA has significant decline. He now is able to delegate responsibilities and hold other mem-
bers of the organization accountable for their commitments to the organization. If someone else has said that
they will complete a task, then he holds them accountable for completing the task. He no longer takes on the
task as his own he makes sure that the other students in the organization follow through with what they say they
are going to do. Eric would be at the fifth stage of the Leadership Identity Development Model, generativity
(Komives, Longerbeam, Owen, Mainella & Osteen, 2006). As the president of the organization, he believes that
he is responsible for sustaining the organization.
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Grounded in Theory A Leadership Identity Development Model (LID): Applications from
a Grounded Theory (Komives et al., 2005) describes how the psychosocial
and cognitive student development theories of Chickering, Kegan, Baxter-
Magolda, and King & Kitchener all have elements that are in sync with the
developmental processes involved in establishing leadership. Students who
are exploring leadership are simultaneously experiencing aspects of other
developmental models’ stages, such as being engaged in self-authorship as
well as their interdependence with others. This model is important in
understanding our population of student leaders on executive
boards of clubs and organizations because support techniques
may vary based on their stage of development. As with other
models, LID involves a student progressing through stages and transitions
that are both linear and cyclical, allowing stages to be repeatedly
experiences, perhaps with more understanding each time. Each stage in this
model examines the student’s broadening view of leadership, the
development of self, group influences, and developmental influences. It also
differentiates when a student is dependent, independent, and interdependent
as well as varying degrees of emersion and immersion in stages three and
four.
1. Awareness: recognizing leadership around you and exposure to involvement.
2. Exploration/Engagement: experiencing groups, intentional involvement, taking on
responsibilities.
3. Leader Identified:
Emerging: trying on the new role, identifying skills, individual accomplishment is
important
Immersion: getting things done, managing others, practicing different approaches
4. Leadership Differentiated:
Emerging: joining with others in shared goals, learning group skills
Immersion: seeks good groups process, commitment to community
5. Generativity: active commitment to personal passion, takes responsibility for developing
others, promotes team learning, responsible for sustaining the organization
6. Integration/Synthesis: continued self-development and life-long learning (Komives et al.,
2006)
“Thus, a highly involved student is one who, for example, devotes considerable energy to studying, spends
much time on campus, participates actively in student organizations, and interacts frequently with faculty
members and other students” (Astin, p.1, 1999).
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Protocol
At a Glance
Meeting with Students
[Prevention] The SA/LD department secretary shall check and record both the
semester and cumulative GPA of all registered E-board members at the end of
the Fall and Spring academic semesters. Should their semester GPA or cumula-
tive GPA drop below a 2.0, the department secretary will alert the organiza-
tion’s Program Advisor.
[Prevention] At the beginning of the new academic year, the Program Advisor should reach out to the club to
introduce herself/himself and to initiate club business. This first contact is often a letter or e-mail such as the
one available in Appendix F. Whatever form it takes, it should include information about club registration and
the stipulation of Good Academic Standing (2.0 cumulative GPA).
[Prevention] In your first meeting with the student leader(s), you will begin building rapport and develop goals
and expectations. Having an understanding of what the students you are working with are most interested in,
and providing them with the opportunity to ask you questions, can further develop a level of trust between the
two of you. Building rapport early may be linked to other positive results, such as, increased engagement, and
a better understanding of the student leaders motivational basis (Starcher, 2011).
[Intervention] Establishing rapport with the student leaders you work with will help to ease the discomfort of
discussing academic concerns if they should arise. If the student’s semester GPA was less than a 2.0, the
Program Advisor, will counsel the student through the processes of setting goals and make referrals to
academic support services the student are suggested to utilize.
[Intervention] This will often encourage the student to meet with an Academic Coach in The Learning Center
and fill out an Academic Success Plan (Appendix D). If the student is continuously presenting as a student in
crisis, you may want to counsel them through the letter in Appendix C.
[Follow Up] Check to see if the student has met with a coach, filled out a Self-Directed Progress Report
(Appendix E), or taken other steps to promote academic success. Review the Academic Policy Letter
(Appendix C) and have them sign it as a formal agreement. At this point, these guidelines will be fairly but
strictly enforced.
[Follow Up] If the student’s semester grades are on target for Good Academic Standing, recognize this
achievement and encourage further success. Academic check-ins can happen less regularly.
[Follow Up] If the student’s cumulative GPA was less than a 2.0, the Program Advisor and the Academic
Coach will counsel the student through the processes of academic support services as well as develop a
leadership transition plan. This will involve reviewing the organization’s constitution or bylaws for resignation
processes and planning a resignation strategy.
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Clarifying Expectations Supporting the student leaders you are working with to maintain balance,
efficiency, and good academic standing are critical in the prevention stage. This
may be done by making appropriate referrals, and revisiting the goals set by
student leaders early on in the semester that pertained to both their leadership
skills, and the organization they represent. Any student entering into a leader-
ship position or planning to continue one has been made aware of the expec-
tations to maintain their leadership role. An Academic Standard Policy letter
that is sent out to all E-board members outlines the various expectations and re-
sponsibilities club leaders must uphold, in order to maintain their positions. A
goal of the student that can be discussed with you in your initial meeting should
be academic in nature.
Academic
Standard Policy
Letter
Warning Signs Having low scores is something that may never occur during the semester. Some
classes have very few grades, making it difficult for a student to gauge how they are
doing. However there are other indicators that indicate a student may be doing
poorly. Warning signs include, but are not limited to:
Acknowledgement that a student has been unable to make it to class, due to other commitments (i.e., Event
planning, other classes, work etc.)
If a student’s semester GPA was lower than their cumulative GPA that may be grounds to discuss any
difficulties from the prior semester, in order to prevent a further decrease.
Time audits produced by students that show limited time (ten hours or less) spent each week preparing for
courses.
If the organization has a designated office or center, and a student is there at a time that they should regularly
be in class.
If students are missing deadlines or meetings because they need to do school work, it may be important to
inquire how they are handling balancing all of their responsibilities.
“Significant changes in a student’s behavior, attitude or level of functioning,” (Williams, Scheier & Wilson,
p.25, 2011).
Frustration Depression Anxiety Restlessness
Build Relationships– Getting to Know You Creating a welcoming environment in which students feel comfortable coming to see you is critical. Prevention is
easiest with cooperation and strong communication amongst both parties. Building rapport with the students you
will be working with is important early on, you do not want to wait for a student to be struggling to have serious
conversation with them about their goals for the year. Building rapport early may be linked to other positive
results, such as, increased engagement, and a better understanding of the student leaders motivational basis.
(Starcher, 2011). Establishing rapport with the student leaders you work with will help to ease the discom-
fort of discussing academic concerns if they should arise. Attend E-Board meetings regularly to check in.
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Roles, Goals, & Expectations Once you recognize that a student leader is struggling academically (by hearing them talk
about low test scores/ quizzes, skipping classes, etc.) it is essential to intervene promptly. The
intervention begins by setting up a meeting with the student that you are concerned about to
speak with them about your concerns (Williams et al., 2011).
Knowledge: This includes noticing significant changes in the student
leader’s behavior, attitude, or level of functioning. Once you notice these
changes, it is incredibly important to know what questions to ask the student
in order to make appropriate referrals. For example: a considerable decrease
in a student’s GPA is an indication of a significant change.
Skills: Trust your intuition. If you recognize that something is wrong, have
the confidence and ability to intervene. Ask the student questions and make
an appropriate referral.
Attitude: Be proactive. Have the attitude that it is more effective and
important to intervene than to wait and see how things turn out (Williams et
al., 2011).
The goal is to address your concerns with the student leader and make an
appropriate referral for the student so that they can be successful
academically. After you have made a referral, stay in contact with the
student. Follow-up with them, check-in and see how things are going.
Referral Examples If: the student is unsure why they are struggling, getting low
grades, low exam scores, or is struggling keeping up with a course
Then: refer them to meet with professors during office
hours to determine how to improve their perfor-mance (Eddy, Ghan, & Koplowitz, 2012).
If: the student needs accommodations for a disability or
suspects they have a disability
Then: refer the student to Student Disability Services (Eddy et al., 2012)
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Referral Resources Bursar’s Office: for issues related to billing, fees, your eBill account, costs for school, the Card Office,
refunds and paying tuition, Location: 221 Davidson Hall, Telephone number 860-832-2010
Central Access and Student Development: assisting people in recovery with successful management of
a college career, Location: Barnard Hall, Room 219, Telephone Number: 860-832-0078
Center for Advising and Career Exploration (CACE): “academic advising services for all first-time,
full-time students during their first semester and a variety of career counseling services for all students
and alumni of the University” (Central Connecticut State University Center for Advising and Career Ex-
ploration, 2013), Location Willard 103, Telephone number: 860-832-1615
Center for International Education: for students wishing to study abroad
or participate in an exchange program, Location: 123 Barnard Hall, Tele-
phone Number: 860-832-2040
Counseling and Wellness Center: receive free and confidential counsel-
ing. Location: 205 Marcus White. Telephone: 860-832-1990
Course catalogue: this source has information on major requirements and
course descriptions
http://www.ccsu.edu/page.cfm?p=14778
E-tutoring: online tutoring for writing, math, accounting, statistics, chem-
istry, biology, or anatomy and physiology. www.etutoring.org
Faculty Academic Advisor: if you have declared your major, your advisor can assist you in the process
of selecting courses for your major to ensure that you are on track to graduate
Faculty office hours: check your syllabus for each class and take advantage of your professor’s availabil-
ity and office hours. By going to your professor’s office hours, you can get assistance with challenging
material, have questions answered, and it is a great way for your professor to get to know you on a per-
sonal level
Financial Aid: for assistance with FAFSA, Student Loans, and Scholarships Location: 221 Davidson
Hall, Telephone number: 860-832-2200
Health Services: for quality, accessible, comprehensive, and cost-effective health care Location: Marcus
White Annex, Telephone number 860-832-1925
The Learning Center: offers academic coaching, study skills workshops, drop-in tutoring for
math and statistics, psychology tutoring by appointment, and placement testing for math and
Spanish to assist students in staying on track for academic success by enhancing their college learning
skills, Location: Willard 101, Telephone number: 860-832-1900
The Writing Center: assists students on a walk-in and appointment basis at any stage of the writing pro-
cess from the brainstorming ideas, creating a thesis statement, and editing and revising a finished paper,
Location: Willard 115, Telephone number: 860-832-2765
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Resources Continued
.
LGBT Center: Location: Student Center rooms 304-305, Telephone Number: 860-832-2090
The Mosaic Center: Location: Student Center second floor, Telephone Number: 860-832-1892
RECentral: there are three fitness centers on campus (Beecher Fitness Center, Kaiser Fitness Center, and
Sam May Fitness Center), a pool, an indoor track, and drop-in fitness classes such as yoga, zumba, and indoor
cycling
Reference Librarians in the Elihu Burritt Library: librarians are a great resource for questions regarding
finding research materials, locating texts in the library, and utilizing online research portals
Registrar’s Office: for help registering for classes, changing majors, changing from part-time to full-time stu-
dent status or vice versa, or dropping/ withdrawing from a course, Location: 116 Davidson Hall, Telephone
number: 860-832-2236
Residence Life: for assistance for students living on campus, Location: 120 Barrows Hall, Telephone num-
ber: 860-832-1660
School of Business tutoring: if a student needs tutoring in accounting, finance or economics, Location: 438
Vance Academic Center, Telephone number: 860-832-3205
Student Affairs: “works to support a student-centered learning environment that encourages stu-
dent development and inspires student success” (Central Connecticut State University Student
Affairs, 2013), Location: Davidson 103, Telephone number: 860-832-1601
Student Conduct: “increase student awareness of their rights and responsibilities as members of the CCSU
community” (Central Connecticut State University Student Conduct, 2013), Location: Willard 107, Telephone
number: 860-832-1667
http://www.ccsu.edu/uploaded/departments/student_affairs/student_conduct/2011_student_conduct.pdf
Student Disability Services: if a student has a documented physical or psychological disability they are eligi-
ble to receive accommodations through the university, Location: Willard 101, Telephone number: 860-832-
1952
Student Handbook: has valuable information on campus policies and students rights and responsibilities
http://www.ccsu.edu/uploaded/departments/student_affairs/New_Website/2013_Student_Handbook.pdf
Student Services Center: drop-in tutoring available for students Biomolecular Science and Engineering ma-
jors, Location: Copernicus 241, Telephone number: 860-832-1863
Veteran’s Affairs: “assists veterans, guardsmen, and reservists in taking full advantage of the educational
benefits available to them through the Mongomery GI Bill. Supports students in making the transition from
active military duty to CCSU, and from CCSU to active military duty (Central Connecticut State University
Veteran’s Affairs, 2013) Location: Willard 102, Telephone number: 860-832-2838
Ruthe Boyea Women’s Center: Location: Student Center room 216, Telephone number: 860-832-1655
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Each student leader serving in an executive board member role will be expected to maintain a GPA that
reflects a commitment to academic success. Because of this standard, the Office of Student Activities and
Leadership Development cannot allow students who do not meet the GPA requirements at the time of
application to hold an executive board position.
If a current student leader's GPA falls below Academic Good Standing, the advisor overseeing that
organization takes on the responsibility of seeing the student leader through an academic probationary
period. Our expectation is not that the advisor immediately punish the student for a poor academic
standing, but rather take the necessary and immediate steps to find a solution. The following Steps to
Academic Success are suggested by the Department of Student Activities and Leadership Development and
The Learning Center:
The student executive board member is invited to a meeting with the program advisor. In this meeting, the
advisor informs the student of his or her violation of the academic standard policy for an executive board
position.
The student is presented with the academic standard policy via letter from the program
advisor.
The student is given an opportunity to share details about his or her academic performance
during the semester.
Although each student’s academic performance is a case by case scenario, we cannot allow poor academic
standing to be overlooked. Therefore, it is important that each student be treated the same to ensure
fairness for all leaders. Should the student wish to stay in his or her executive board member position, the
academic standard policy letter should be signed.
Staying on Track
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The student should be instructed to meet with his or her academic advisor to
discuss the available academic resources at CCSU. This meeting should occur
as soon as possible, but should be no later than within the first month of the
semester. The student and academic coach should create an Academic Suc-
cess Plan. A copy of this plan should be given to the program advisor.
The student should provide the academic and program advisor with a Self Di-
rected Progress Report and academic status update before midterm exams. By
signature of the academic standard policy letter, the student was indicating a
willingness to provide these updates. Should the Self Directed Progress Report
indicate poor academic performance, the student may be advised to relinquish
his or her leadership position to provide more opportunity to focus on academics.
It is highly encouraged that the student seek academic coaching from The Learning
Center. Contact information for The Learning Center can be found throughout this
manual. Should the student choose to participate in academic coaching, monthly
updates should be given to the academic and program advisor. Again, if the
student willingly seeks academic coaching, yet fails to show improvement or attend
the sessions, he or she may be asked to step down from a leadership role.
After the necessary steps of the academic standard policy have been followed, the student will be given a
one semester grace period to improve his or her GPA. If, after that semester of probation, the student has
not brought their GPA up to the level required by their position, he or she will be removed from leadership.
It will be important to set goals with your students to ensure they are putting in the effort necessary to get
back on track. We also encourage you to meet regularly with your student leader. Self-efficacy is the
belief in one’s ability to succeed. We believe advisors offer support and can help students regain
confidence in their academic abilities. If students believe they have a good chance to succeed, they are
likely to be more motivated and engaged in the classroom.
Academic
Success Plan
Self Directed
Progress
Report
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Appendix
A: Campus Resource Referral Guide Page 14 B: College & University Websites Page 16 C: Academic Policy Standard Letter Page 17 D: Academic Success Plan Worksheet Page 18 E: Self-Directed Progress Report Page 19 F: Welcome Letter Page 20 G: Registration Reminder Letter Page 21 H: Leadership Development Theory Figure Page 22
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Appendix A
Campus Resource Referral Guide The following guide is to provide suggestions for how a student can best access his/ her available resources:
If the student is unsure why they are struggling, getting low grades, low exam scores, or is struggling keeping up with a course
Then: refer them to meet with professors during office hours to determine how to improve
their performance (Eddy, Ghan, & Koplowitz, 2012).
If the student needs to obtain his/ her pin number, needs help determining which courses to take, needs help deciding the best major/ career path for them
Then: refer student to his/ her faculty advisor for their major or the Center for Advising and
Career Exploration (Eddy et al., 2012)
If the student needs to pay his/ her bill. This is especially important when a student has a hold on his/ her record
Then: refer the student to the Bursar’s Office
If the student needs help with FAFSA, loans or scholarships
Then refer the student to Financial Aid (Eddy et al., 2012)
If a student is having personal issues beyond the scope of the academic realm (ex: depression, anxie-ty, ect.)
Then refer the student to Counseling & Wellness (Eddy et al., 2012)
If a student is having personal issues beyond the scope of the academic realm such as an addiction to drugs and/or alcohol
Then refer them to Counseling and Wellness or Central Access and Student Development
(Central Connecticut State University Central Access and Student Development, 2008).
If the student needs to see a doctor due to an illness or medical issues Then refer them to Health Services
If a student is unable to register for courses because of a hold on his/ her record, it might be because they have a past due bill with the Bursar’s office. They need to pay the bill as soon as possible or risk the classes getting dropped (Eddy et al., 2012)
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Appendix A
Campus Resource Referral Guide cont. If the student needs to change his/ her major, change his/ her class status (full-time to part time or
part-time to full-time), or drop/ withdraw from a course Then refer the student to the Registrar’s Office (Eddy et al., 2012)
If the student is having medical problems or missed classes due to extenuating circumstances Then have the student make an appointment to see Ray Hernandez in Student Affairs and en-
courage them to gather any documentation on extenuating circumstances
If the student needs accommodations for a disability or suspects they have a disability
Then: refer the student to Student Disability Services (Eddy et al., 2012)
If the student needs tutoring in a specific subject (writing, math, accounting, statistics, chemistry, biology, or anatomy and physiology) and would prefer to receive tutoring online.
Then suggest the student try eTutoring
If the student needs tutoring for Engineering or Biomolecular Sciences
Then the Student Services Center offers free tutoring (Central Connecticut State University School of Engineering and Technology, 2013)
If the student needs tutoring in Accounting, Finance or Economics Then the School of Business offers free tutoring (Eddy et al., 2012)
References: Central Connecticut State University. (2013). School of engineering and technology. Retrieved March 28,
2014, from http://www.ccsu.edu/page.cfm?p=8218
Eddy, L., Ghan, A., & Koplowitz, S. (2012). Academic coaching manual the CCSU learning center.
The student may qualify for a withdrawal/ retroactive withdrawal (Eddy et al., 2012)
The student can sign up for eTutoring at www.etutoring.com
You may also refer students to a specific academic department (Eddy et al., 2012)
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Appendix B
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Appendix C
[Date]
Dear student leader:
Please accept this letter as a summary of our conversation from [date academics was discussed] regarding your leadership position with the [name of club or organization]. I value your contributions to Student Activities & Leadership Development and to the campus community. As you know, your leadership position is provisional as a result of your good academic standing. In an effort to help you maintain overall academic success, the department also tracks your fall/spring year semester GPA to assist you as you work to improve your academic performance here at CCSU.
Please note that Student Activities & Leadership Development realizes and supports the importance of academic achievement and urges students to strive for academic excellence in their studies. As stated on the Office of Registrar’s website, http://www.ccsu.edu/page.cfm?p=3740, “All students are expected to maintain a cumulative GPA of 2.00 or higher to be in Good Standing. At the end of their first semester with less than a GPA of 2.00, all students (first-year/first-time, continuing, or transfer) will receive a probation letter informing them of the dismissal/probation policy and of an academic intervention. At the end of the next semester, all students still having less than a 2.00 will receive notice of academic dismissal. Those students may petition for academic probation due to extenuating circumstances by contacting the office of their academic dean.”
In summary, for you to continue your leadership position within your organization, you must maintain a cumulative GPA of 2.00 and remain in Good Academic Standing. I am concerned that should your [fall/spring] year semester academic score fall below the 2.00 again, you will not remain in Good Academic Standing, which will result in having to resign from your leadership position.
To support you in your efforts, I am requiring you to complete the following:
1. To meet with your academic advisor to discuss resources available to you to assist you in being successful in your academics. This meeting must occur no later than the within the first month of the semester. 2. To provide for me a Self-Directed Progress Report before midterm exams. By signature of this letter you are indi-cating your willingness to voluntarily provide this. Please note should this report indicate poor academic performance, you may be advised to relinquish your position to provide you the opportunity to focus on your academics. 3. We encourage you to consider making an appointment with an academic coach by calling (860) 832-1900 or visiting the Learning Center in Willard 101. For more information, visit the Learning Center’s website: www.ccsu.edu/page.cfm?p=9894.
We appreciate the work that you do as a student leader and would like to assist you in reaching your academic goals. Additionally, we strongly advise you to take your academic performance seriously. We are confident that by re-evaluating your approach to your academic performance and using campus resources, you will be successful this semes-ter.
Sincerely, Administrative Faculty Member Student Signature Title Date
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Appendix D Academic Success Plan
Student: ______________________ Student ID #: ______________________
Cell Phone: ___________________ CCSU Email: ______________________
Suggested Academic Coaching Session:
Date of Academic Coaching Session: __________ Academic Coach: ______________________
STATEMENT OF UNDERSTANDING
I understand that completion of my Academic Success Plan is designed to support my academic success and will
do my best to follow the plan I set with my academic coach. I understand that participation in the plan may be
shared with my Student Activities Program Advisor, as it relates to my leadership position with a student club or
organization.
Student Signature: ______________________
This semester it is my goal to attain a:
Semester GPA of: __________ Cumulative GPA of: __________
I expect to successfully pass __________ credits
This semester, I plan to address the following NON-ACADEMIC factors:
This semester, I plan to take the following steps and use the following resources to improve OVERALL
Course Goal Grade # of Credits Retake? Y/N
20
Appendix E S
EL
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of y
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21
Appendix F
[Date]
Dear Student Organization President,
Greetings! I am writing to introduce myself as your Program Advisor in the department of Student
Activities & Leadership Development. My office is located on the Second Floor of the Student Center in the
SA/LD Office and I will be there Monday through Friday, generally 9am to 5pm. I am looking forward to
meeting you and discussing your plans for this year with your organization. Feel free to stop by to introduce
yourself to me as well as the other Program Advisors!
As a note, if you haven’t already done so, please make sure that your student organization is registered
and the contact information is up to date on the Link at ccsu.collegiatelink.net. It is very important that this is
taken care of so we can start the year off quickly and in the right direction. Once you are registered, you will
also be able to sign up to participate in this fall’s Club Drive. At this event, each club is given a table to display
club materials in order to recruit new members.
I would also like to remind you that in order to maintain your Executive Board position, you must
remain in Good Academic Standing. This is defined by the Registrar’s Office as a 2.0 cumulative grade point
average. If you have any questions, comments, or concerns regarding this academic stipulation, please feel free
to contact me, and we can arrange a time to meet.
Enjoy the rest of your summer; another great year at CCSU is just around the corner! I look working
together with you this year. My contact information is listed below if you need to get in touch with me.
Sincerely,
[Name]
SA/LD Program Advisor
Office Number: (860)832-1996
Email (preferred): [email protected]
22
Appendix G Registration Reminder
[Date]
Dear Club Officers,
It is time to update your club's registration for the 2014-2015 Academic year. We ask that all clubs register by
September 15, 2014. Please use the link below to navigate to Collegiate Link and log-in with your BlueNet ID
and password.
https://ccsu.collegiatelink.net/organizations
Once you are on your organization’s page, click on the "Register this Organization" button and follow the
prompts to update your club's contact information for the upcoming year. The office of Student Activities &
Leadership would also like to remind you to update your roster for the 2013-2014 academic year. This includes
removing any members who are graduating or leaving the institution.
All Executive Board members need to be full-time students, with a cumulative GPA of 2.0 or higher. Your
status as an elected E-board member is contingent on your cumulative GPA which will include spring semester
grades.
Student Activities & Leadership Development would also like to remind you that you must submit meeting
minutes on Collegiate Link. If you are not registered on Collegiate Link, and do not post minutes regarding fi-
nancial decisions, your club will not be able to access funds allocated by the Student Government Association.
If you have any questions call our department at (860) 832-1990.
Thank you.
Sincerely,
[Name]
SA/LD Program Advisor
Office Number: (860)832-1996
Email (preferred): [email protected]
23
Appendix H
24
Appendix H
25
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