This document describes a first-year seminar course at the University of South Carolina designed to support first-year students on academic probation. The course leverages the first-year seminar format to emphasize academic strategies, campus resources, personal development, and social responsibility. It utilizes appreciative advising and motivational interviewing approaches. Results from past years show most students improved their GPA and were able to return to the university in good academic standing.

1. Academic Recovery:
Leveraging the First-Year Seminar as
an Intervention for First-Year
Students on Probation
Mike Dial
University University Advising Center
University of South Carolina
mdial@sc.edu
Twitter: @mtdial
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2. Overall Philosophy of the Course

3. UofSC Overview
Public research institution
First-Year Class (as of Fall 2019)
Enrolled: 6,250
GPA (high school average): 3.78-4.50
SAT average: 1276
ACT average: 27.8
Enrollment
Undergraduate: 26,733
Out-of-State: 44%
Minority: 20%
Total: 34,795

4. University 101
Program
3 credit hour course
Graded
Full semester
Team-taught
Capped at 19 students

5. 3 Broad Goals
I. Foster academic success
◦ Academic Strategies
◦ Time Management
◦ Policies, Procedures, and Resources
II. Discover and connect with the University of South Carolina
◦ Campus Resources
◦ Positive Relationships.
◦ History, Purpose and Traditions of UofSC
III. Promote personal development, wellbeing, and social responsibility
◦ Values and Identity development
◦ Tenants of the Carolina Creed
◦ Wellbeing
◦ Employability

6. UNIV101 Overview
Fall 2018
Enrollment: 4,650
◦ (79% of first-year students)
Sections offered: 245
Section types: 24
Faculty and staff instructors: 206
98% of sections co-taught

7. UNIV 101 Academic Recovery Section
Offered each spring
Same Learning Outcomes as U101
Added emphasis:
◦ Non-cognitive factors including resilience, shame
and vulnerability (Brown, 2015) and the
cultivation of growth mindsets (Dweck, 2008),
Theoretical Models
◦ Appreciative Advising
◦ Transtheoretical Model (TTM) of Human
Behavior Change
◦ Motivational Interviewing

8. Define the Population
What do you know about students
on probation?

9. What is known about
students on probation?
◦ 15% of institutional departures are due to dismissal (Tinto,
1987)
◦ First-year grades = incredible predictor (Adelman, 1999)
◦ No nationally accepted definition
◦ Often GPA < 2.00/4.00
◦ May feel "discouraged, emotionally damaged, fearful, and
upset” (Barouch-Gilbert, 2015)
◦ "Transition between unsatisfactory performance to either
acceptable academic standing or to dismissal” (Arcand and
Leblanc, 2011)

10. Invited Students:
Failed UNIV 101 in the Fall
◦ 70 students each fall
◦ Eligible for Grade Forgiveness
FYS on probation & did not enroll in
UNIV101
◦ Aprx 200 students
◦ Often using to improve skills and
boost GPA

11. Seidman's (2012) Retention Formula
RET = E ID + (E + IN + C) IV

12. Transtheoretical Model (TTM) of
Intentional Human Behavior Change
Behavior change occurs through a progression
of stages
Includes specific and varied tasks
Pre-
contemplation
Contemplation
Preparation
Action
Maintenance
Relapse
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.

13. Types of Precontemplators
Reluctant
◦ Lack of knowledge/do not want to consider
change
Rebellious
◦ Aware of the problem
◦ Often invested in the problem/problem behavior
◦ Invested in making their own decisions – “don’t
tell me what to do”
Resigned
◦ Lack of energy or investment
◦ Given up on the possibility of change
◦ Overwhelmed by the problem
Rationalizing
◦ Appears to have all the answers
◦ Not considering change because of personal risk
◦ May believe their problems are someone else’s
fault

14. Appreciative Education
Bloom, J. L., Hutson, B. L., & He, D. Y. (2008). The appreciative advising revolution. Stipes Publishing.

15. Welcome Email

16. Appreciative
Advising
Inventory
44 Question Inventory
Measures:
◦ Commitment to Learning
◦ Positive Values
◦ Social Competencies
◦ Positive Identity
◦ Support/Connectedness
◦ Empowerment
◦ Boundaries & Expectations
◦ Constructive Use of Time
Bloom, J. L., Hutson, B. L., & He, D. Y. (2008). The appreciative advising revolution. Stipes Publishing.

17. AAI Intake Results Past Two Years
4.25
4.42
3.97
3.83
4.33 4.325
4.14
3.03
4.22
4.37
4.12
3.61
4.21 4.12
3.75
2.99
2.5
3
3.5
4
4.5
5
Spring 2018 Spring 2019

18. Positive Identity
◦ I feel that I have control over things that happen to me
◦ I feel good about being a college student
◦ I feel positive about my future
◦ Right now I see myself as being pretty successful
◦ At this time, I am meeting the goals I have set for myself
◦ If I should find myself in a difficult situation, I could think of many
ways to get out of it.
◦ I can think of many ways to reach my current goals

19. Constructive Use of Time
◦ I am working hard to be successful
◦ I have good time management skills
◦ I turn in all my assignments on time
◦ I successfully balance my academic pursuits with my personal life.

20. Days 1 & 2
Name Tents
◦ Preferred Name
◦ Favorite Movie
◦ Favorite Food
◦ Dream Job
◦ Describe Yourself in 3 Words
I Have a Link
Best Class/Worst Class
Mutual Expectations
Go Over Syllabus
Yarn Ball Activity

21. Topical Areas Throughout Semester
Syllabus Mapping & Semester at a Glance
Time Management
Goal Setting
Study Skills
Digital Identity
Wellness
Conflict Resolution/Difficult Conversations
Money Management
Alcohol and Drug Use Risk Prevention
UofSC History
Values Clarification
Diversity and Self Identity Exploration
Finals Preparation
Personality Inventories
◦ Parker Team Player Styles
◦ Thomas-Kilmann Conflict Modes
◦ True Colors

22. Assignments
“My Story” Presentations
Reflection Journals
Passport to Success
Midterm Reflection Essays
Article Synthesis Group Presentations
Final Project – Personal User Manual

23. Other Course
Components
Attendance!!!
Class GroupMe
Student 1:1s
Small Assignments
Dinner at Instructors Home

24. Results (Spring
2018)
39 Students Enrolled
2 completed hardship withdrawals
2 did not attend after the first day of class
Of the remaining (n=35):
◦ 30 began the semester on academic probation
◦ 10 recovered academically (good standing)
◦ 4 others earned semester GPAs that allowed them to return on
probation
◦ 34 improved their GPA (2018: 1.32 to 2.37/4.00; 2019 1.23 to
1.92)
◦ 29 returned during the following fall
◦ 100% of students who previously failed U101 completed it
successfully and were eligible for Grade Forgiveness

25. UNIV101 End-Of-Course Evals.
MEAN
(5.00 SCALE)
In this class, we learned a lot almost every day. 4.72
Class time was well spent. 4.78
Taking University 101 has been a valuable experience. 4.89
I recommend that future USC students take University 101. 4.94
Taking University 101 helped me adjust to college life. 4.94
This course helped me develop meaningful friendships. 4.33
The content and topics covered in this course were relevant
to my needs. 4.72
This course encouraged me to participate in learning
experiences outside of the classroom (such as attending
cultural events, joining a club or organization, performing
community service, etc.). 4.78

26. AAI Intake and Exit Spring 2018
4.25
4.42
3.97
3.83
4.33 4.325
4.14
3.03
4.35
4.7
4.23 4.2
4.55
4.39 4.31
3.56
2.5
3
3.5
4
4.5
5
Intake Exit

27. Results
"I got myself on a schedule, fixed my sleeping habits, kept track of
my work and made sure I completed every assignment. I’m also
officially a public relations major now and am taking 2 classes about
my major next semester. I have about a 2.9 overall GPA and with a
couple summer classes I’m on track to graduate on time! I can’t
thank you enough for everything you did for me, and most
importantly, for believing in me. I had nobody at this school to
support me, and your kind words and companionship catapulted me
to where I’m at now."
- Academic Recovery Student (Spring 2018)

28. References
Arcand, I., & Leblanc, R. (2011). Academic probation and companioning: Three perspectives on experience and
support. Mevlana Intenational Journal of Education (MIJE).
Adelman, C. (1999). Answers in the tool box. Academic intensity, attendance patterns, and bachelor's degree
attainment. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. Retrieved
September 1, 2018 from https://www2.ed.gov/pubs/Toolbox/toolbox.html
Barouch-Gilbert, A. (2015). Academic Deficiency: Student Experiences of Institutional Labeling. Journal of the First-Year
Experience & Students in Transition, 27(2), 101-111.
Bloom, J. L., Hutson, B. L., & He, D. Y. (2008). The appreciative advising revolution. Stipes Publishing.
Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc..
Duckworth, A., & Duckworth, A. (2016). Grit: The power of passion and perseverance (Vol. 124). New York, NY: Scribner.
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.
Seidman, A. (2012). College student retention formula for student success. Lanham: Rowman & Littlefield.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.) University of Chicago
Press, Chicago, IL 60637.

29. Thank You
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Twitter: @mtdial