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Powerful Partnerships: Academic Advisors and Learning Specialists increasing retention of students on academic probation. Photo by Scott Kirkessner. Origins of My Wildcat Track. History University Learning Center (now the Think Tank) reported to the then University College (now CLAS) - PowerPoint PPT Presentation
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Powerful Partnerships: Academic Advisors and Learning Specialists
increasing retention of students on academic probation
Photo by Scott Kirkessner
Origins of My Wildcat Track
History• University Learning Center (now the
Think Tank) reported to the then University College (now CLAS)
• ULC Learning Specialists, not UC advisors, were responsible for probation students
Summer, 2009: Administrative change • Probation students from all colleges
would be moved into CLAS rather than be disqualified
• Students must meet CLAS probation guidelines (provide requirements)
Origins of My Wildcat Track
CLAS Director met with Exec. Dir. Of Student Affairs, then head of the Think Tank– The Think Tank was offering
generic, campus-wide probation services
– We identified our needs, to supplement services:• Advisors aren’t Learning
Specialists• Learning Specialists aren’t
advisors
– Developed program for the spring semester, 2010
My Wildcat Track Requirements
One workshop with advisors in the Colleges of Letters, Arts, and Science
Follow-up individual meeting with an academic advisor from CLAS
Three one-hour meetings with a THINK TANK Learning Specialist
My Wildcat Track Program Goals• Reduce B-deficit• Reframe academic
expectations• Improve academic
study skills• Decrease
probation recidivism
• Promote student development
CLAS Probation Workshop
• Explained terms and policies– Academic Probation– Satisfactory Academic
Progress– Academic Disqualification
• Identified resources– Tutoring services; DRC; CAPS;
Advising; GRO opportunities; incomplete policy
• Instruction on B-deficit calculation
Learning Specialist Role
• Counselor – Listens to needs – Encourages personal
reflection– Challenges students to make
positive improvements
• Coach – Examines student’s
strengths and weaknesses – Provides tools, resources,
and motivation to aid in student’s journey
Learning Specialist Appointment
• Build rapport• Preliminary
questioning– Decision to attend
UA– Family and
interests– Identify roadblocks
to success
Roadblocks to Success
PersonalMotivatio
nalAcademic Social
Lack of maturation
Relationship issues
-conflict-distance-expectations
Family-pressure-illness/death-conflict
Health-illness-medication issues-LD diagnosis-mental health-inability to cope
ApathyUnclear purposeNo big picture
view of college purpose
Not understanding purpose of general education courses
Confusion about prerequisites
Underprepared-college-course work
OverconfidencePoor time
managementDealing with
independenceNot seeking
resourcesDifficulty
navigating resources
Not understanding true expectations
Conflict with professors
HomesicknessToo much
socializingNot enough
socializingBad fit/match at
the UniversityRoommate
problemsTransitional issues
with new environment
Not involved on campus
Learning Specialist Appointment
• Build rapport• Preliminary
questioning– Decision to attend
UA– Family and
interests– Identify roadblocks
to success
• Student Self-Awareness Inventory (SSAI)
Student Self-Awareness Inventory
Student Self-Awareness Inventory
78 questions (qualitative and quantitative)• Demographics• Well-being• Time management• Study environment• Lecture practices• Reading • Exam preparation/Test-
taking
Fall 2012 SSAI Insights
Strengths Weaknesses
67% had a system to record homework, exams, etc.
22% studied at least 2 hours per credit hour
76% took legible, complete, organized notes
37% felt prepared the night before exams
82% comprehended the material they read
50% attended all their classes
83% used office hours at least once
56% completed assigned readings before lectures
Source: 2012 Student Self-awareness Inventory (N=117)
Learning Specialist Appointment
• Build rapport• Preliminary questioning– Decision to attend UA– Family and interests– Identify roadblocks to
success• Student Self-Awareness
Inventory (SSAI)• Evaluate current habits• Write measurable goals
Student Learning Outcomes
Student Learning Outcome Examples
“Attend 95% of classes the rest
of the semester.”
“Utilize campus Counseling and
Psych Services.”
“Complete all assigned
readings before lectures.”
“Commit 24 hours a week to
academics outside of
class.”“Use 8 day study plan to prepare for
exams.”
Learning Specialist Appointment
• Build rapport• Preliminary questioning
– Decision to attend UA– Family and interests– Identify roadblocks to
success• Student Self-Awareness
Inventory (SSAI)• Evaluate current habits• Write measurable goals• Assess progress and
reevaluate goals
THINK TANK Resources
Final Academic Advising Meeting
• One-on-one scheduled meeting
• Review of academic status, probation
• Prediction of semester performance
• Discuss future options– Verify course selection– Discuss major pathways– Develop backup plans,
identify other options
Results
• How has the “My Wildcat Track” program affected retention rates?
• How have student GPAs changed?
• What percent of “My Wildcat Track” participants have moved to good standing?
Retention Rate by Cohort
Fall 2010 Cohort Spring 2011 Cohort Fall 2011 Cohort Spring 2012 Cohort0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
45% 46%
57%
61%
38%
26%
45%
50%
Percent Enrolled Fall 2012
MWTComparison
Students Moved to Good Standing
Cohorts My Wildcat Track Control Group
Spring 2011 35% (N=159)
22%(N=259)
Fall 2011 49%(N=83)
33%(N=86)
Spring 2012 34%(N=125)
22%(N=207)
Average Change in Term GPACohorts My Wildcat Track Control Group
Spring 2011 +0.45(N=159)
+0.31(N=259)
Fall 2011 +0.47(N=83)
+0.11(N=86)
Spring 2012 +0.79(N=125)
+0.18(N=207)
Consider the Impact…
• Personally“I learned what I was doing wrong and how to stay on track. Now I pay much more attention to my grades, assignments, tests, etc. These meetings have helped me in such a positive way. I believe they are crucial to every student’s career at UA.”
• RETENTION– Students who are part of
My Wildcat Track are more likely to be retained
• Imagine if this program was campus-wide…
Contact Information
Erika [email protected]
Cassandra Hirdes [email protected]
Russel [email protected]
Rowie [email protected]
