Academic Recovery: The First-Year Seminar for Students on Probation

Academic Recovery: The First-Year Seminar for Students on Probation

Michael Dial Assistant Director of First-Year Advising, University Advising Center

University of South Carolina

Dating back to the early 1970s, University 101 (UNIV 101), the University of South Carolina’s (UofSC) first-year seminar, has supported almost 100,000 first-year students’ transition to and through the university. Many consider UofSC the birthplace of the modern first-year experience movement. Each fall, about 80% (n = 4,500) of the firstyear cohort enrolls in UNIV 101. For most of this group, the course helps them adjust to the rigor and freedom of the collegiate experience. About 2% (n = 70), though, do not successfully complete UNIV 101. UofSC offers a grade forgiveness policy allowing students to retake up to two classes in which they earned a D or worse. After successfully completing the second attempt, students can apply to have the original grade stricken from their transcript.

Those students who fail to complete UNIV 101 also tend to not do well in their other courses and often find themselves on academic probation. For example, in Fall 2017, 35.94% of students who failed UNIV 101 also failed English 101 (ENGL 101). As a comparison, less than 1% of students who successfully completed UNIV 101 failed ENGL 101. At UofSC, first-year students on academic probation and those who fail UNIV 101 are invited to enroll in an Academic Recovery section of UNIV 101 the following spring.

Theoretical Frameworks

The Academic Recovery section maintains the learning outcomes of general UNIV 101 sections, while adding an enhanced focus on noncognitive factors including grit (Duckworth, 2016) and the cultivation of growth mindsets (Dweck, 2008). For Spring 2018, course design and individual meetings with students were guided by the Transtheoretical Model (TTM) of Human Behavior Change (Prochaska & DiClemente, 1983), which recognizes that behavior change occurs in stages, with unique milestones along the way. Further, motivational interviewing (Miller & Rollnick, 2012) and the Appreciative Education Theory-to-Practice Framework (Bloom, Hutson, & He, 2008) shaped instructor interactions with students. The motivational interviews allowed students to observe ways in which their current behavior was inconsistent with their ideal future states. On the other hand, the appreciative education framework is an intentional, collaborative model aimed at helping students optimize their educational endeavors and set and achieve goals.

Course Design

First-year students often are surprised when they are put on academic probation, report being unclear on the academic expectations their institution had for them, and express feelings of shame and embarrassment (Barouch-Gilbert, 2015). The Appreciative Advising Inventory (AAI; Bloom et al., 2008), a 44-question survey instrument, was used as an intake and exit survey for students in the Academic Recovery section. During Fall 2017, enrolled students’ lowest reported assets fell within the Positive Identity (M = 3.83/5.00) and Constructive Use of Time (M = 3.03/5.00; see Figure 1) domains. Further, many students noted on the intake survey that they expected better of themselves and were disappointed in their academic performance the previous semester.

Figure 1. Appreciative Advising Inventory intake and exit mean scores for Fall 2017 and Spring 2018 presented on a 5-point scale (where 1 = strongly disagree and 5 = strongly agree).

Given the potentially fragile emotional state of first-year students on probation, UNIV 101 staff worked to normalize their circumstances early on. The first class was dedicated to exploring expectations, including what instructors expected of the students, what students expected from the instructors, and what students expected of one another. The class ended with a yarn-ball activity in which one student started with a ball of yarn, holding the end, and shared how college had not gone as they expected. They then threw the ball, holding the end of the yarn, to another student who did the same, forming a web of students who had experienced challenges in their first semester. Over the next two classes, students introduced themselves to their classmates through graded, four-minute “My Story” presentations. Anecdotally, on class assignments, students often expressed relief to know they were not alone in facing such challenges.

Significant time and effort, both in and beyond the classroom, were used to enhance and practice effective, self-regulated learning skills. Lessons and assignments specifically targeted a variety of academic strategies including prioritization and time management, effective group work, note taking, study strategies, and preparation for final exams. One assignment, Passport to Success, allows students to submit evidence of completing a variety of positive academic behaviors via the class GroupMe (a messaging app) in an effort to positively norm successful approaches. The assignment aims to help foster habits and behaviors that lead to personal and academic success. Later in the semester, student groups presented analyses of scholarly journal articles on a collegiate academic skill.

Finally, to recognize the connection between sense of belonging and student persistence, a portion of the semester was spent introducing students to the campus and surrounding community. During a full class session, students explored the university’s rich history. Various other activities in classroom and beyond encouraged students to appreciate and use campus resources including the Student Success Center, the counseling center, advisors, and faculty. Other topics included values and identity development, strengths exploration, GPA calculation, holistic wellness, and financial literacy.

Results

In Spring 2018, 21 students enrolled in the Academic Recovery section of UNIV 101. Two completed hardship withdrawals from the university, and one did not attend after the second day of classes, obviously earning a failing grade. Of the remaining 18 students, 15 (83%) began the semester on academic probation. By the end of the semester, 17 showed GPA improvement, and average term GPA (Fall 2017 to Spring 2018) increased from 1.32 to 2.37/4.00. Ten students (55.56%) recovered academically and were no longer on probation, and another four earned semester GPAs that allowed them to persist for another semester. In all, 14 (77.78%) returned to the university in Fall 2018. All of the students who had previously taken UNIV 101 completed the second attempt with a better grade and were eligible for the university’s grade forgiveness policy.

In addition to improved grades and retention to sophomore year, results from the AAI exit survey provide evidence of course effectiveness. While the survey was not designed as a pre- or post-inventory, students showed improvement in all eight identified factors. The greatest gains were in the Constructive Use of Time (M = 3.03 to 3.56/5.00; see Figure 1) and Positive Identity (M = 3.83 to 4.20/5.00) domains.

Finally, on end-of-course evaluations, students indicated the course was a valuable experience (M = 4.89/5.00), helped them adjust to college life (M = 4.94/5.00), and that content and topics were relevant to their needs (M = 4.72/5.00).

Implications

According to Tovar and Simon (2006), probationary students may exhibit low motivation, poor time management, and ineffective study skills and can also lack direction in academic, personal, and professional goals. Xiao (1999), though, found that secondsemester academic success is a significant predictor of student persistence, both to the sophomore year and to graduation. With the Academic Recovery course, UofSC aims to connect with and support first-year students on probation, a potential crisis point, in an effort to help them adapt the necessary skills and mindsets needed for college success. By reinforcing the developmental (e.g., time management, academic skills) and emotional needs of this group, institutions can deliver on the promises of challenge and support made to students and their families in the admissions process.

References

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. Champaign, IL: Stipes.

Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.

Dweck, C. S. (2008). Mindset: The new psychology of success. New York, NY: Random House Digital.

Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press.

Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390.

Tovar, E., & Simon, M. A. (2006). Academic probation as a dangerous opportunity: Factors influencing diverse college students’ success. Community College Journal of Research and Practice, 30(7), 547-564.

Xiao, B. (1999, May). The impact of freshman year academic success on student persistence and bachelor’s degree completion. Paper presented at the Institutional Research Annual Forum, Seattle, WA.

Contact

Mike Dial mdial@mailbox.sc.edu