Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course.
Helping Students on Academic Probation to Persist and Succeedskurland
The document discusses initiatives at Rutgers University-Newark to help students on academic probation persist and succeed. It outlines previous practices which involved letters and workshops with low attendance. Recent practices implemented mandatory advising, workshops, and online courses. Current data shows a 13% reduction in students on probation and 21% reduction in dismissals. Next steps include making the online course mandatory for all probation students and using increased retention revenue to expand support programs.
The Student Success Plan is a Open Source software system and supported processes for student success, designed to increase the persistence, success, and graduation rates of targeted students. This presentation by Russ Little offers an overview of the system and how it works for faculty, advisors, and students.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document summarizes a presentation on designing early alert programs to foster student success and persistence. The presentation was scheduled for March 17, 2021 from 1:30-6:00pm and included two presenters from the University of South Carolina. The learning outcomes focused on understanding early alert programming, exploring research on national trends, identifying key components, designing systematic programs, developing faculty/staff support networks, preparing faculty/staff, and evaluating programs. The presentation covered defining early alert, the history and rationale of programs, implications, causes of student issues, research on programs, prevalence in different institutions, students targeted, reach of programs, communication/intervention timing, staff roles, the role of technology, data collection, intrusive advising
Leveraging Learning Center Resources to Connect Students to SuccessMike Dial
The document discusses strategies used at the University of South Carolina to connect students to academic success resources. It outlines the Success Connect model which assigns each first-year student a success consultant who conducts outreach via email and meetings using motivational interviewing. The model identifies at-risk groups to target and leverages existing resources like tutoring and supplemental instruction. The intrusive advising approach shows promise in increasing retention rates.
Leveraging Early-alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student success and retention. It begins by defining early alert programs and providing a brief history. It then examines the prevalence and types of early alert programs used at colleges. Common signals that trigger alerts are academic performance, class attendance, and conduct issues. Most programs monitor all first-year students. The roles of technology, staff from different departments, and the nature of communication with students are also explored. The goal of early alert programs is to foster cross-campus collaboration and provide intrusive advising to help students in need.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Helping Students on Academic Probation to Persist and Succeedskurland
The document discusses initiatives at Rutgers University-Newark to help students on academic probation persist and succeed. It outlines previous practices which involved letters and workshops with low attendance. Recent practices implemented mandatory advising, workshops, and online courses. Current data shows a 13% reduction in students on probation and 21% reduction in dismissals. Next steps include making the online course mandatory for all probation students and using increased retention revenue to expand support programs.
The Student Success Plan is a Open Source software system and supported processes for student success, designed to increase the persistence, success, and graduation rates of targeted students. This presentation by Russ Little offers an overview of the system and how it works for faculty, advisors, and students.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document summarizes a presentation on designing early alert programs to foster student success and persistence. The presentation was scheduled for March 17, 2021 from 1:30-6:00pm and included two presenters from the University of South Carolina. The learning outcomes focused on understanding early alert programming, exploring research on national trends, identifying key components, designing systematic programs, developing faculty/staff support networks, preparing faculty/staff, and evaluating programs. The presentation covered defining early alert, the history and rationale of programs, implications, causes of student issues, research on programs, prevalence in different institutions, students targeted, reach of programs, communication/intervention timing, staff roles, the role of technology, data collection, intrusive advising
Leveraging Learning Center Resources to Connect Students to SuccessMike Dial
The document discusses strategies used at the University of South Carolina to connect students to academic success resources. It outlines the Success Connect model which assigns each first-year student a success consultant who conducts outreach via email and meetings using motivational interviewing. The model identifies at-risk groups to target and leverages existing resources like tutoring and supplemental instruction. The intrusive advising approach shows promise in increasing retention rates.
Leveraging Early-alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student success and retention. It begins by defining early alert programs and providing a brief history. It then examines the prevalence and types of early alert programs used at colleges. Common signals that trigger alerts are academic performance, class attendance, and conduct issues. Most programs monitor all first-year students. The roles of technology, staff from different departments, and the nature of communication with students are also explored. The goal of early alert programs is to foster cross-campus collaboration and provide intrusive advising to help students in need.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Academic Recovery: Designing a Seminar to Support Students on ProbationMike Dial
The document summarizes an academic recovery seminar designed for students on academic probation at the University of South Carolina. The seminar is a 3-credit graded course offered each spring semester. It utilizes appreciative advising and the transtheoretical model of behavior change to help students develop strategies for academic success, build community, and improve their GPA to return to satisfactory academic standing. Evaluation data found students who completed the seminar had higher GPAs, higher retention rates, and were more likely to return to good academic standing compared to similar students who did not take the course.
Assisting Students on Probation: The Seminar as InterventionMike Dial
This document summarizes a seminar program at the University of South Carolina aimed at assisting students on academic probation. The program involves a specialized University 101 seminar course offered each spring semester. The course uses appreciative advising and motivational interviewing techniques to help students improve their academic performance and transition back to good standing. Assessment findings show the course helps increase students' term and cumulative GPAs as well as their rates of academic recovery and retention.
25 Years of Peer Leadership in University 101Mike Dial
The University of South Carolina's University 101 program has utilized peer leaders for 25 years. Over 200 peer leaders are selected each year through a rigorous application and interview process to serve as teaching partners in over 75% of UNIV101 sections. Peer leaders receive training and course credit for their role helping first-year students transition to college. Program assessment shows peer leaders make important contributions and receive high ratings from students and instructors. The program seeks to increase diversity and enhance training as it continues to grow.
Extended Orientation to Peer Educator DevelopmentMike Dial
The document summarizes the University 101 peer leader development model at the University of South Carolina. It describes the multi-stage process of selecting, training, and supporting peer leaders to co-facilitate first-year seminar courses. Peer leaders participate in spring orientation, a planning workshop, and a fall training course. They also enroll in a 3-credit leadership course. Assessment data shows peer leaders help improve students' transition and the program's effectiveness, and that the training model strengthens peer leaders' facilitation, communication, and leadership skills.
This document summarizes a presentation about non-cognitive skills and their implications for instructional practice. It defines non-cognitive skills as traits and abilities that help navigate life challenges, such as self-control and problem solving. It discusses how these skills are crucial for success beyond academic achievement. The presentation unpacks skills like creativity, collaboration, and self-direction. It also provides examples of giving feedback to students on non-cognitive skills using a "grit" rubric and emphasizing self-reflection over judgments. The goal is to help educators reliably assess these skills and communicate expectations to support student development.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
This document discusses feedback in higher education from the student perspective. It defines feedback as information about performance relative to a goal, including a description of what was done, an evaluation, and guidance for improvement. While feedback is important for learning, students often find it unclear, inconsistent, or too critical. Recommendations include making feedback timely, specific, focused on performance rather than the person, and involving students in the feedback process. For feedback to be effective, students must understand the learning goal and standards, see the gap in their current performance, and take action to improve.
Evalution criterion & procedures in semester systemDammarSinghSaud
The document provides information about an induction program on evaluation criteria and procedures for a semester system. It discusses key features of a semester system including dividing the academic year into two six-month semesters, ongoing evaluation throughout each semester, developing regular study habits among students, and reducing examination burden. The document also outlines subjects offered in the first semester, evaluation methods like assignments, presentations, term papers and attendance tracking. Suggestions are provided for students and teachers to be engaged throughout each semester and actively participate in learning.
What supports students to stay at university?Sarah_Lawther
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
Dara Schwartz presents best practices and perspectives in tutoring services based on her educational background and professional experience in tutoring and higher education. She outlines various tutoring programs and services including supplemental instruction, peer tutoring, programs for first generation and veteran students, academic coaching, and online resources. She discusses training for tutors and learners, partnerships with other campus services, qualitative and quantitative assessment of tutoring programs, and considerations for database administration and program decision making.
This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines:
1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites.
2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities.
3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements.
4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.
Systematic School-wide Screening: Identifying Students At-Risk for Social-Em...Nanci Johnson
The document discusses the rationale for using universal screening instruments to identify students at risk for social-emotional and behavioral concerns. It recommends a comprehensive system that includes academic assessment information, teacher nominations, data-based decision rules, and universal screening. Two screening instruments are described: the Systematic Screening for Behavior Disorders (SSBD) and the Strengths and Difficulties Questionnaire (SDQ). An example implementation from the Heart of Missouri region is provided. Minimum features for an effective universal screening system are outlined.
The report discusses dimensions of quality in undergraduate education. It aims to influence senior managers and staff on raising quality and provide evidence on effective practices. The report uses Gibbs' 3P model of quality - presage (context), process (student learning), and product (outcomes). Key factors discussed that influence quality include funding, student-staff ratios, class size, contact hours, total study hours, quality of teaching staff, and student selection. While some factors like funding and contact hours alone don't determine quality, the total effort students put in and nature of classroom interactions are important predictors of student performance and satisfaction.
This document provides an overview of a presentation on delivering effective feedback. It discusses the importance of feedback in contributing to student learning. It outlines different types of feedback, such as formative versus summative and feedback versus feedforward. The presentation covers best practices for giving feedback, including timing, amount, mode, and content. Examples of effective feedback are presented. Strategies for engaging students with feedback from the Higher Education Academy are also discussed.
This orientation covers information for new online and on-campus students at New Mexico State University-Alamogordo. It reviews topics like course loads, scheduling options, degree and certificate programs, core class requirements, developmental courses, GPA calculation, and academic status. It stresses the importance of activating your my.nmsu account and checking your student email daily, as this is the official means of communication from the university.
The document discusses academic probation and disqualification from college. It states that California law requires a minimum 2.0 GPA to graduate and academic probation serves as a warning for students with too low of a GPA. Students on probation are subject to administrators' regulations until improving their GPA. Disqualification means removal from the university for an extremely low GPA or not meeting probation terms.
Academic Recovery: Designing a Seminar to Support Students on ProbationMike Dial
The document summarizes an academic recovery seminar designed for students on academic probation at the University of South Carolina. The seminar is a 3-credit graded course offered each spring semester. It utilizes appreciative advising and the transtheoretical model of behavior change to help students develop strategies for academic success, build community, and improve their GPA to return to satisfactory academic standing. Evaluation data found students who completed the seminar had higher GPAs, higher retention rates, and were more likely to return to good academic standing compared to similar students who did not take the course.
Assisting Students on Probation: The Seminar as InterventionMike Dial
This document summarizes a seminar program at the University of South Carolina aimed at assisting students on academic probation. The program involves a specialized University 101 seminar course offered each spring semester. The course uses appreciative advising and motivational interviewing techniques to help students improve their academic performance and transition back to good standing. Assessment findings show the course helps increase students' term and cumulative GPAs as well as their rates of academic recovery and retention.
25 Years of Peer Leadership in University 101Mike Dial
The University of South Carolina's University 101 program has utilized peer leaders for 25 years. Over 200 peer leaders are selected each year through a rigorous application and interview process to serve as teaching partners in over 75% of UNIV101 sections. Peer leaders receive training and course credit for their role helping first-year students transition to college. Program assessment shows peer leaders make important contributions and receive high ratings from students and instructors. The program seeks to increase diversity and enhance training as it continues to grow.
Extended Orientation to Peer Educator DevelopmentMike Dial
The document summarizes the University 101 peer leader development model at the University of South Carolina. It describes the multi-stage process of selecting, training, and supporting peer leaders to co-facilitate first-year seminar courses. Peer leaders participate in spring orientation, a planning workshop, and a fall training course. They also enroll in a 3-credit leadership course. Assessment data shows peer leaders help improve students' transition and the program's effectiveness, and that the training model strengthens peer leaders' facilitation, communication, and leadership skills.
This document summarizes a presentation about non-cognitive skills and their implications for instructional practice. It defines non-cognitive skills as traits and abilities that help navigate life challenges, such as self-control and problem solving. It discusses how these skills are crucial for success beyond academic achievement. The presentation unpacks skills like creativity, collaboration, and self-direction. It also provides examples of giving feedback to students on non-cognitive skills using a "grit" rubric and emphasizing self-reflection over judgments. The goal is to help educators reliably assess these skills and communicate expectations to support student development.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
This document discusses feedback in higher education from the student perspective. It defines feedback as information about performance relative to a goal, including a description of what was done, an evaluation, and guidance for improvement. While feedback is important for learning, students often find it unclear, inconsistent, or too critical. Recommendations include making feedback timely, specific, focused on performance rather than the person, and involving students in the feedback process. For feedback to be effective, students must understand the learning goal and standards, see the gap in their current performance, and take action to improve.
Evalution criterion & procedures in semester systemDammarSinghSaud
The document provides information about an induction program on evaluation criteria and procedures for a semester system. It discusses key features of a semester system including dividing the academic year into two six-month semesters, ongoing evaluation throughout each semester, developing regular study habits among students, and reducing examination burden. The document also outlines subjects offered in the first semester, evaluation methods like assignments, presentations, term papers and attendance tracking. Suggestions are provided for students and teachers to be engaged throughout each semester and actively participate in learning.
What supports students to stay at university?Sarah_Lawther
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
Dara Schwartz presents best practices and perspectives in tutoring services based on her educational background and professional experience in tutoring and higher education. She outlines various tutoring programs and services including supplemental instruction, peer tutoring, programs for first generation and veteran students, academic coaching, and online resources. She discusses training for tutors and learners, partnerships with other campus services, qualitative and quantitative assessment of tutoring programs, and considerations for database administration and program decision making.
This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines:
1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites.
2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities.
3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements.
4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.
Systematic School-wide Screening: Identifying Students At-Risk for Social-Em...Nanci Johnson
The document discusses the rationale for using universal screening instruments to identify students at risk for social-emotional and behavioral concerns. It recommends a comprehensive system that includes academic assessment information, teacher nominations, data-based decision rules, and universal screening. Two screening instruments are described: the Systematic Screening for Behavior Disorders (SSBD) and the Strengths and Difficulties Questionnaire (SDQ). An example implementation from the Heart of Missouri region is provided. Minimum features for an effective universal screening system are outlined.
The report discusses dimensions of quality in undergraduate education. It aims to influence senior managers and staff on raising quality and provide evidence on effective practices. The report uses Gibbs' 3P model of quality - presage (context), process (student learning), and product (outcomes). Key factors discussed that influence quality include funding, student-staff ratios, class size, contact hours, total study hours, quality of teaching staff, and student selection. While some factors like funding and contact hours alone don't determine quality, the total effort students put in and nature of classroom interactions are important predictors of student performance and satisfaction.
This document provides an overview of a presentation on delivering effective feedback. It discusses the importance of feedback in contributing to student learning. It outlines different types of feedback, such as formative versus summative and feedback versus feedforward. The presentation covers best practices for giving feedback, including timing, amount, mode, and content. Examples of effective feedback are presented. Strategies for engaging students with feedback from the Higher Education Academy are also discussed.
This orientation covers information for new online and on-campus students at New Mexico State University-Alamogordo. It reviews topics like course loads, scheduling options, degree and certificate programs, core class requirements, developmental courses, GPA calculation, and academic status. It stresses the importance of activating your my.nmsu account and checking your student email daily, as this is the official means of communication from the university.
The document discusses academic probation and disqualification from college. It states that California law requires a minimum 2.0 GPA to graduate and academic probation serves as a warning for students with too low of a GPA. Students on probation are subject to administrators' regulations until improving their GPA. Disqualification means removal from the university for an extremely low GPA or not meeting probation terms.
Applying Goodman's 4S Transition Theory in Academic Probation Practices with...Inna Link
Professional Development Training for Academic Advisors in higher education Overview of Goodman's 4 S factors: Self, Situation, Support, & Strategy. A student case study review to reinforce theory application into practice.
This document discusses academic standing policies for the Bachelor of Multidisciplinary Studies program. It defines the different categories of academic standing as good standing, probation, and suspension based on a student's cumulative GPA. Students must maintain a minimum 2.0 GPA to graduate and to remain in good standing. Those who fall below 2.0 will be placed on probation and have restrictions on course enrollment. Failing to meet probation conditions can result in academic suspension. The document also describes an Option 2 program that resets a student's GPA after time away from school.
On the first day of USTD 1101: Strategies of Learning, an 8 week college course designed to help students on academic probation obtain successful learning habits, I asked these 19 students to write for about 5 minutes on their thoughts, feelings, and attitudes about being on probation and having to take this course.
I then asked them to draw a picture that reflected in some way what they had written.
This is the presentation that I give each semester to Academic Probation students on the night before classes start to help inspire them for the semester ahead. It discusses what it means to be on probation, steps they can take to improve academically and resources available to help them.
#UNTAdv14 P.A.S.S.Promoting Academic Student SuccessUCAN at UNT
P.A.S.S.-Promoting Academic Student Success
#UNTAdv14 UNT Advising Conference session by Kiara Smith
May 22, 2014
Collin College - Preston Ridge Campus
1. Probation assessment is a formal review process that typically occurs 9-12 months into a PhD program for full-time students or 16-22 months for part-time students. It involves submitting a probation report, presenting one's research orally, and participating in a mini-viva.
2. The goals of probation assessment are to review student progress outside of supervision, provide documentation of progress, allow students to communicate their research to others in their field, and provide additional evaluation to support student progress.
3. Key components of a successful probation include developing a clear research question, conducting a critical literature review to identify gaps and situate one's work, proposing a feasible and rigorous research methodology, and
The course aims to introduce basic concepts of caring and enhance employability skills in the social care sector. It focuses on inclusion of ethnic minorities and women interested in health and social care careers. Student evaluations have been consistently high and conducted using Kirkpatrick's four levels of learning evaluation after reaction, learning, and behavior phases of the program. The tutor strives to create a comfortable learning environment that encourages critical thinking and active learning. Unsolicited student comments praise the tutor's positive nature, enthusiasm, passion for teaching, and helpfulness in putting students in a good mood for learning.
This document outlines the key players involved in assessment and the roles of assessment in social sciences instruction. It discusses how assessment can be used for placement, diagnosis, formative, and summative purposes. Formative assessment in particular should utilize learning progressions, clearly defined goals and criteria, descriptive feedback, self-assessment, peer-assessment, and collaboration between teachers and students.
This document discusses formative and summative assessment. Formative assessment occurs during instruction to provide feedback and inform teaching, while summative assessment evaluates learning at the end. Key differences are that formative assessment is not graded, focuses on process, and provides descriptive feedback, while summative assessment is graded, focuses on products, and provides evaluative feedback. The document also outlines best practices for assessment, including communicating goals to students and involving students in self-assessment.
Assessing the Impact of Mentoring: Lessons Learned from a Research Study in W...ICF
Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF
Understand the impact mentoring has on students' behavioral engagement, academic achievement, and non-cognitive skill outcomes and learn best practices for designing and implementing a randomized controlled trial (RCT) in a school setting.
Learn more: https://www.icf.com/
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
Continuous Assessment System (CAS In Nepal)Ravi Maharjan
This document discusses continuous assessment, which involves regularly assessing student learning and providing feedback to improve instruction and student outcomes. It defines continuous assessment and describes its purposes, techniques, advantages, and challenges in implementation. Continuous assessment has been piloted and introduced in Nepal up to grade 7/8, though challenges remain in fully realizing its benefits, such as using the data formatively rather than just for promotion. The document outlines basic principles for continuous assessment in Nepal's education system.
Purposes of Classroom Assessment.Week 3.pptxshaziazamir1
Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes learning through interaction between teachers and students.
2. It emphasizes data collection to diagnose problems, monitor progress, and provide feedback to improve student performance.
3. It involves multiple assessment strategies to obtain a variety of student information.
Purposes of Classroom Assessment.Week 3.pptxshaziazamir1
Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes greater learning through interaction between teachers and students to collect student performance data, diagnose issues, monitor progress, and provide feedback.
2. It informs and guides teaching and learning by indicating to teachers what students know and still need to learn to plan effective instruction.
3. It provides feedback and incentives to students about their understanding and how to improve.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
This document is a curriculum vitae for Prashanthy Sudarshan that outlines her education, professional development, experience, skills and referees. It summarizes that she has a Bachelor of Arts from the University of Jaffna in Sri Lanka with a focus on English teaching. She has several English language certificates and has worked as a teacher assistant and English language teacher. The CV demonstrates her understanding of student learning initiatives and classroom teaching skills through responses to key selection criteria.
1. The document discusses criterial assessment, which focuses on assessing students based on descriptors of competencies rather than marks. It emphasizes assessing the learning process and using evaluation to support students.
2. Criterial assessment has two main concepts - assessment for learning, which uses formative assessment to guide instruction, and assessment of learning which evaluates students at the end of a period.
3. The goals of criterial assessment are to identify student strengths and needs, monitor progress, guide instruction, and demonstrate teaching effectiveness in order to continually improve instruction.
Assessment for higher education (for biology faculty seminar)eduardo ardales
The document presents a quote by Albert Einstein stating that not everything that can be counted necessarily counts, and everything that counts cannot necessarily be counted, emphasizing the limitations of only considering quantifiable measures. The quote cautions against overreliance on numerical data and highlights the importance of also considering qualitative factors that are more difficult to quantify but still have significance.
This document outlines a program at Youngstown State University that provides mandatory academic intervention services to at-risk first-year students. It describes the university and student demographics, retention data, and the conditional admission policy. It then details the intervention services, which include individual meetings using motivational interviewing techniques to develop study skills and address challenges. Examples of session topics and case studies are provided to illustrate how the program provides tailored support to help students persist academically.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
The document discusses formative assessment and its role in the learning process. It defines formative assessment as a systematic process used by teachers to gather evidence of student learning and adapt instruction. The key aspects are that it takes place during instruction, involves students, and is used to improve learning rather than evaluate it summatively. An effective formative assessment process includes gathering pre-assessment data, assessing student understanding during instruction, and post-instruction evaluation to identify areas for focus. The goal is to provide feedback to close the gap between students' current and desired performance levels.
This document provides an overview of assessment in education. It defines various types of assessment including formative assessment, summative assessment, internal assessment, and external assessment. Formative assessment involves evaluating student progress and providing feedback, while summative assessment occurs at the end of a course to determine mastery of learning outcomes. Internal assessment is conducted by teachers, while external assessment involves an outside body evaluating students. The document discusses principles, purposes, and examples of different assessment types.
Similar to Helping Students on Academic Probation to Persist and Succeed - NACADA Conference 3-2014 (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Helping Students on Academic Probation to Persist and Succeed - NACADA Conference 3-2014
1. Helping Students on Academic
Probation to Persist and Succeed
Robert M. Kurland, Ph.D., Associate Dean
Office of Academic Services, Rutgers University – Newark
4. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Overview
• The Office of Academic Services
• At-risk students
• Previous practices
• Recent practices
• Current initiatives
– course development
• Future Directions
4
5. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Office of Academic Services
• Staff size and structure (teams)
• Responsibilities include:
5
Academic Advisement Academic Integrity
Academic Probation & Dismissal Convocation
First Year Services Graduation Certification
Peer Advisor Program Pre-Professional Programs
Reenrollment Reinstatement
School-to-School Transfers Placement Testing
Transcript Evaluations Transfer Services
6. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Background
• As the practices in higher education are falling under more
scrutiny, colleges and universities are finding themselves
focusing more of their efforts on measurable variables
including retention and graduation rates.
• Students who end up on probation are less likely to be
retained and graduate as compared to students who remain in
good academic standing (Mathies, Gardner, & Bauer, 2006).
• “Low-hanging fruit”
6
7. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Probation students within NCAS and UC-N
Prior to 2010:
• Retention rate of 67% (overall student retention rate was 82.7%)
• 360 students on probation, we potentially lost 120 students
• @ $12,775 per student (per year, in-state tuition), RU-N lost over
$1.5 million dollars
• What could we do with $1.5 million?
7
8. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Mission
• The Office of Academic Services (OAS) strives to provide support
and guidance to students who are on academic probation.
• Our purpose is to make probation students feel like individuals,
address their academic, personal, and social concerns, and equip
them with the resources and information that will help them use and
interpret university regulations and policies.
• OAS provide programmatic intervention that will allow students to
develop a sense of academic re-empowerment by enhancing their
abilities to foster communication skills, solve problems, think
critically, build relationships, and manage daily life tasks.
9. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Goals (PIE)
1. Prevent students from being on academic probation - Prevention
2. Reduce the number of students on probation - Intervention
3. Prevent students from returning to probation - Education
10. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Objectives
• Provide students with the proper resources to assist them with
their academic progress.
• Articulate an in-depth understanding of their academic
position as it pertains to their probationary status.
• Effectively articulate a probationary plan.
• Identify an outlined course of action to address their
probationary status.
• Hold students accountable for their academic progression.
• Identify possible roadblocks that contribute to their
probationary status.
11. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Survey results: Why are students on probation
1. Overcommitted (work, family obligations)
2. Poorly prepared (e.g. study skills, prep work)
3. Poor organization skills (possible poor time management)
4. Poor motivation
5. Wrong area of study
6. Can’t do the work
12. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Past Practices
• Students on probation have long been an overlooked
population
• Few efforts and resources were used
• Sent letters
• Students were “required” to attend a “Probation Workshop”
• Not enough flexibility for non-traditional
12
13. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
What are the current criteria for academic probation
1. A cumulative grade-point average (G.P.A.) of less than 2.000
or
2. Two consecutive terms of a grade-point average (G.P.A.) of less than 2.000
14. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Additions to academic probation criteria
3. failure to complete 60% of attempted credits
4. failure to enroll in a composition or mathematics course, as
prescribed by the placement standards at the college and prior
course history, and continue to enroll each and every term until the
requirement is satisfied
5. failure to complete successfully any course after three attempts,
including those for which W grades are received.
15. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Development of Academic Success course
• Why?
• Theoretical Influences
– Developmental
– Intrusive
– Prescriptive
– Learning-Centered
– Appreciative Inquiry
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16. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Development of Academic Success (online)
course
• Why online?
– Scheduling
– Technology
– Groups
• How did we develop an academically sound
pedagogically appropriate online course?
16
17. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
CONSIDERATIONS:
1.Student
2.Interaction
3.Content
17
Retrieve from Flickr by ted_major
18. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Unique
Advising Tool
18
Retrieved from Flickr by Larry Miller
19. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed 19
Design
Retrieved from Flickr by Will Scullin
25. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Quantitative Results (so far…)
• GPA change
• Dismissal
25
26. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Average increase in term GPA
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1.87
0.08
0.54
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Pass course No Pass course Non-enrolled
*
p<.000
27. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
% eligible for dismissal
27
11%
32%
20%
0%
5%
10%
15%
20%
25%
30%
35%
Pass course No Pass course Non-enrolled
28. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Current probation data
• 13% reduction for students on probation
• 21% reduction in dismissed students (approximately 30
students)
– 30 students x $12,755 (yearly in state tuition) = $382,650
28
29. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Qualitative Results (so far…)
• Better interaction with students
• More in-depth information
• Advisor meetings are more productive
29
30. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Student Assignment: Advisor Meeting
Summary & Plan 1
“I met with my advisor…I explained to her that the reason why I am on
probation is because last semester I was under a lot of stress. I was working
full time along with volunteering at the local hospital and then also trying to do
good in school…After having this meeting with her all of my questions are
now answered and I'm glad she made everything very clear to me and
now i can go on and fix my mistakes i have made last semester….The
reason I was not able to excel was because my work hours were not going well
with my college course hours…I would either not make it to class and if i did
then i wasnt able to concentrate because i would be so tired. Also i do live 45
minutes away from the university so the commuting was difficult as well…i am
working less…now i made my work schedule and college schedule much
easier. I gave myself time to get enough sleep and be able to wake up in the
mornings and make it to my early 8:30 class. Also I only work part time
now…Hopefully things will be different this semester and with this change i can
do much better and get off probation.”
- K.K.
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31. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Student Assignment: Advisor Meeting
Summary & Plan 2
“Today I met with my assigned adviser for my second meeting…I was
well prepared before walking into the office. My three main
concerns were that how I can raise my GPA, questions about the
academic success class online, and about changing my major…She
help me calculate my minimum GPA that I would need for the semester
to raise my GPA and to get off probation. Then she told me about how I
need to do the academic success class… After she finished explaining
to me about the course, she asked me what I thought about the course.
I told her that I really liked the course and that I felt it was
motivating me to do better…Overall my experience with her was
great. I loved talking to her and I loved that she really helped me
out…She motivated me and made me gather faith in myself that I
can do better in the subjects I want.”
- S.K.
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32. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Student Assignment: Advisor Meeting
Summary & Plan 2
“…I just met with Ms. Allen...She didn't seem too thrilled because of the e-mail that Dean
Sanders sent to me a few days ago. The e-mail basically said that I have failed to meet
all requirements of the Probation class up until now…I have nobody else to blame but
myself because I never read the syllabus for the course. I didn't know that there were
journal entries and other assignments that were due for this class, simply because I did
not read the instructions. There are no excuses for my actions…I have really
disciplined myself, and I don't feel lazy or weak minded like I did last semester. I
feel like a whole new individual and it feels good. The action plan is so far still the
same. Keep going to class, manage my time properly, study well and overall just stay on
top of everything. I feel like I am maturing already because I already passed a "hard
week" in the semester. A week that I would have normally just given up on all my
schoolwork, but instead this time I buckled down and hit the books. I realized that I
haven't dug myself into a hole, I just hit a speed bump last semester on the long and
winding road of my life. So there's no reason for me to feel depressed or upset about
where I currently stand. I CAN turn things around and it won't be easy but if I just
surround myself with people who provide me with the support to instill that
motivation within myself, I can keep climbing higher…”
- A.K.
32
33. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Student Assignment: RU Ready to Succeed?
Workshop Reflective Journal
“The things I learned…are things that I was missing when it
came to my school work. I learned that I need to believe in
myself in order to be successful. My reason for being in school
and wanting a degree should be something that I want, not what
my parents want for me…The one thing that I took from the
workshop is that I have to know what I want regarding my
education. My reasons for being in school have to be my own
personal reasons. I have to be motivated in succeeding so I
don't fail. But if I do fail, then I am motivated to keep
pushing towards to my goal. The overall thing that I learned
is that I have to believe in myself in order to see myself
succeed.”
- D.J.
33
34. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Next Steps
• If continued success, the course could become a
mandated requirement for all students on probation.
• Revenue from the increase in student retention could then be used to
increase staff, resources, programs, etc.
• This course (content, design, resources, and modality) can be used by other
colleges and universities.
• Use this model for other purposes (freshman seminar, transfers, senior
seminar)
• Examine other at-risk populations (“high hanging fruit”)
34
35. NACADA 3-2014
Helping Students on Academic Probation to Persist and Succeed
Academic Success Course Results Matrix
If a student earns a:
and at the end of the semester they are:
In good academic
standing
Still on probation Dismissable
then they will be:
↓ ↓ ↓
Pass
Congratulated Placed on contract Suspended
No credit
Placed on contract Suspended Dismissed
35
Note: All students returning from dismissal or suspension will be placed on contract
37. Thank you
Kenneth Sanders, Ed.D., Dean
Office of Academic Services
Dijha R. Allen, Ed.M., Academic Advisor/Probation Coordinator
Office of Academic Services, Rutgers University – Newark
Shelley C. Kurland, M.A.T., Instructional Designer
Center for Teaching Excellence, County College of Morris
37