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.

1. Helping Students on Academic
Probation to Persist and Succeed
Robert M. Kurland, Ph.D., Associate Dean
Office of Academic Services, Rutgers University – Newark
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

2. NACADA 3-2013
Overview
• The Office of Academic Services
• At-risk students
• Previous practices
• Recent practices
• Current initiatives
– course development
• Future Directions
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Helping Students on Academic Probation to Persist and Succeed

3. NACADA 3-2013
Office of Academic Services
• Staff size and structure (teams)
• Responsibilities include:
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
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Helping Students on Academic Probation to Persist and Succeed

4. NACADA 3-2013
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”
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Helping Students on Academic Probation to Persist and Succeed

5. NACADA 3-2013
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?
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Helping Students on Academic Probation to Persist and Succeed

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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
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Helping Students on Academic Probation to Persist and Succeed

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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
Helping Students on Academic Probation to Persist and Succeed

8. NACADA 3-2013
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.
Helping Students on Academic Probation to Persist and Succeed

9. NACADA 3-2013
Spring 2010
• Given the task of working on probation
• Assessed the challenges
– Identification - technology
– Accuracy of data – 88% accurate - time frame for data uploads,
repeat policies and procedures, temporary grades, and late
rosters
– Enforcement
– Student body – commuters, jobs
– Office priority
• Work more closely with IR to better identify these students
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Helping Students on Academic Probation to Persist and Succeed

10. NACADA 3-2013
Fall 2010
• Established a Probation Student taskforce
• “Probation Workshop” to “Academic Success Workshops”
• Changed the format so that each workshop consisted of academic and non-
academic components in collaboration with other departments (Learning
Center, Psychological Services, Career Development Center)
– Topics include Time Management, Note-taking skills, etc.
• Survey:
– evaluation of the workshop
– evaluate all and any areas that may be of particular need for the students
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Helping Students on Academic Probation to Persist and Succeed

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Spring 2011
• Piloted an intervention aimed at students on probation following their
first semester of enrollment (freshmen and transfer).
• 170 students second semester freshman and transfer on probation
• Selected a group of 54 (32%) were placed on an “academic success
agreement”.
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12. NACADA 3-2013
Academic Success Agreement
• Must meet with advisor 3 times
– Prior to the start of the semester
– The week after add/drop
– Prior to next semester’s registration (before last W date)
• Must meet with each professor during the semester
• Must complete questionnaire
• May not register for more than 13 credits
• Must attend a workshop
• Agreement must be turned in prior to the end of the semester (before finals)
• Failure to complete the agreement may result in further academic restraints (e.g.
academic contract, reduced credit load)
Helping Students on Academic Probation to Persist and Succeed

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Spring 2011 Intervention Results
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Helping Students on Academic Probation to Persist and Succeed

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Spring 2011 Intervention Results
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Helping Students on Academic Probation to Persist and Succeed

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Spring 2011 Intervention Results
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Helping Students on Academic Probation to Persist and Succeed

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Feedback
• Intervention is good!
• 3 meetings for 54 students was a lot… maybe scale back
– Less intervention for more students
• Mandatory meeting with faculty member did not go over well
• Need a point person for probation initiatives
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Helping Students on Academic Probation to Persist and Succeed

17. NACADA 3-2013
Fall 2011
Academic Probation
Requirements Developments
• 13 credit limitation • Launched online version
• 1 mandatory meeting with of academic probation
academic advisor workshop using Camtasia
o prior to Spring 2012 Studio Video Editing
registration Software
• 1 academic probation • Developed online quiz
workshop
o academic and non-
academic components
• Continued academic
agreements
Helping Students on Academic Probation to Persist and Succeed 17

18. NACADA 3-2013
Spring 2012
Academic Probation
Requirements Developments
• 13 credit limitation • New leadership
• Academic probation • Use of academic
workshop contracts for re-enrolled
o Academic and non-academic students and others (per
components advisor discretion)
• 2 mandatory visits with • Increased advisor
academic advisor meeting requirements
o mid semester and
prior to fall 2012 registration
Helping Students on Academic Probation to Persist and Succeed 18

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Helping Students on Academic Probation to Persist and Succeed

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Fall 2012
Academic Probation
Requirements Developments
• 14 credit limitation • Blackboard
• 2 academic probation • Increased credit limit from
workshops 13 to 14
• Academic and non-academic • Expanded workshop
• 3 mandatory visits with requirements
academic advisor o OAS Academic Success
• Academic contracts (academic)
o RU Ready to Succeed?
(reenrollments and as per
advisor discretion) (non-academic)
• Early registration
Helping Students on Academic Probation to Persist and Succeed 20

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Helping Students on Academic Probation to Persist and Succeed

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Spring 2013
Academic Probation
Requirements Developments
• Monitor Blackboard • Piloted Academic Success
• 2 Academic probation online course for I-L
workshops population only
• RU Ready to Succeed? – Extension of advising
• OAS Academic Success – Additional requirements for
this group of students
• 3 mandatory visits with
academic advisor
o Beginning of semester
o Mid semester
o Prior to fall 2013 registration
(early registration)
Helping Students on Academic Probation to Persist and Succeed 22

23. NACADA 3-2013
Development of Academic Success course
• Why?
• Theoretical Influences
– Developmental
– Intrusive
– Prescriptive
– Learning-Centered
– Appreciative Inquiry
Helping Students on Academic Probation to Persist and Succeed 23

24. NACADA 3-2013
Development of Academic Success (online)
course
•Why online?
– Scheduling
– Technology
– Groups
•How did we develop an academically sound pedagogically
appropriate online course?
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Helping Students on Academic Probation to Persist and Succeed

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CONSIDERATIONS:
1.Student
2.Interaction
3.Content
Retrieve from Flickr by ted_major
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Retrieved from Flickr by Larry Miller
Unique
Advising Tool
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Design
Retrieved from Flickr by Will Scullin
Helping Students on Academic Probation to Persist and Succeed 27

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Course Menu
Helping Students on Academic Probation to Persist and Succeed 28

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Results (so far…)
• Better interaction with students
• More in-depth information
• Advisor meetings are more productive
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Helping Students on Academic Probation to Persist and Succeed

34. NACADA 3-2013
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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Helping Students on Academic Probation to Persist and Succeed

35. NACADA 3-2013
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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Helping Students on Academic Probation to Persist and Succeed

36. NACADA 3-2013
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.
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Helping Students on Academic Probation to Persist and Succeed

37. NACADA 3-2013
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.
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Helping Students on Academic Probation to Persist and Succeed

38. NACADA 3-2013
Current probation data
• 98% of the students are compliant
• 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
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Helping Students on Academic Probation to Persist and Succeed

39. NACADA 3-2013
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”)
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Helping Students on Academic Probation to Persist and Succeed

40. Questions
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41. THANKS
Robert M. Kurland
rkurland@rutgers.edu (973)353-5099
Dijha R. Allen
Dijha@rutgers.edu (973)353-5132
Shelley C. Kurland
skurland@ccm.edu (973)328-5538
You can access this presentation at:
http://www.slideshare.net/skurland/nacada-conference-320132