Transcript Document
Advising At-Risk Students:
An Early Warning Effort
Phil Warsaba, Student Academic Success Centre (SASC)
CACUSS 2007 – Building Bridges
Student Academic Success Centre
Carleton University’s centralized academic
advising and learning support office.
Composed of 3 offices: Academic Advising
Centre, Learning Support Services, and PeerAssisted Study Sessions.
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Academic Advising Centre Staff
The unit is staffed by:
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Manager
8 F/T Academic Advisors
2 P/T Academic Advisors
Administrative Assistant
3-5 P/T students
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SASC’s Mandate
The SASC mission is to help students build a
foundation for academic success through the
provision of programs and services that foster
personal direction and academic competence.
The Student Academic Success Centre was
established to:
– Improve the university’s retention and graduation rates;
– Enhance the undergraduate university experience,
particularly in the first and second years;
– Ensure the academic success of students.
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The Role of Academic Advisors
Help students understand academic rules and
regulations.
Unravel the mysteries of the audit, CGPA
calculation, requirements for graduation, etc.
Assist students with the development of effective
study skills and strategies for academic success.
Guide students through academic difficulties they
may be facing.
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Approach to Students
Focus on students and on their (individual) on-going
needs over an extended period of time. One advising
session builds upon another.
Students are viewed as partners who are actively
engaged in intellectual and personal growth.
Help students think about and articulate what is
important to them in their academic and personal lives.
Set short-term as well as long-term goals, discuss
ways to achieve those goals, and help the student
monitor progress in fulfilling those goals.
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Academic Improvement Planning
A significant number of students that meet with
Advisors at SASC are on AW, SUS, DEB, or ITR.
Students with negative Academic Performance
Evaluations (APEs) meet with Advisors to develop
an Academic improvement Plan (AIP).
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Commitment to Student Success
SASC is committed to:
– Guiding students through the challenges that
are impeding their ability to succeed, AND;
– Identifying students who are at risk of academic
difficulty and addressing potential problems
before they arise.
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Academic Outreach
SASC currently provides the following services for atrisk or potential at-risk groups:
– Academic Improvement Planning (AIP) sessions for students on
Academic Warning;
– Varsity athlete workshops and one-on-one advising;
– Aboriginal programming;
– First Year Information (FYI) in-class workshops for FYSM students;
– direct referral for students with disabilities;
– Intervention advising for first-year students who have withdrawn
from 1.0 or more credits in their first term of study;
– Intervention advising for first-year students who have received a No
Decision standing;
– Intervention advising for upper-year undeclared students;
– Intervention advising for students with multiple exam and/or
assignment deferrals;
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University Indicators of Academic Difficulty
Course success rates are used to identify
traditionally difficult classes at the university.
High DFW rates have been associated with higher
attrition rates.
Deans and Associate Deans have been tasked
with the challenge of improving course success
rates in their respective Faculties.
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The Need for a New Early Warning
Initiative
Faculty members identified class attendance as a
systematic problem.
Students were found to be unaware of basic rules
and regulations.
Feedback being provided to students too late to
effect any significant change.
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A Model for Change
Re-Engagement Through Academic Intervention
Now (RETAIN) program at Marymount College
(Palos Verdes, CA).
Joe Cuseo’s (2003) research on Early-Alert
(Warning) Systems.
Tinto’s (1993) research on the causes and cures
of student attrition.
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Proposal for an Early Warning Initiative
(EWI) at Carleton
In late January, 2007, SASC distributed a
preliminary proposal for a new EWI.
Faculty of Engineering demonstrated immediate
interest.
SASC agreed to conduct a small-scale pilot
project to assist ENG with 5 traditionally difficult
courses.
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Structure of the EWI Pilot Project
ENG identified 5 courses (1 first-year, 3 secondyear, and 1 third-year) with high DFW rates.
Professors were asked to assess the performance
of students in the following areas:
– Attendance (class and labs)
– Assignments
– Practical exams
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Structure of the EWI Pilot Project
A list of 59 students was sent to SASC for follow-up
between the 3rd and 6th week of the course (pre-midterm).
Advisors conducted a condensed performance evaluation
for each student.
Students were first contacted by phone (2 attempts) or
sent an email.
The importance of class attendance was discussed and
students were encouraged to book an AIP appointment at
SASC.
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Response Rates
Nearly 60% of students contacted responded to
the outreach (compared to a 7% response rate to
the Faculty outreach).
50% of respondents subsequently met with an
Academic Advisor to develop an Academic
Improvement Plan.
Response rates are similar to those resulting from
SASC’s outreach to students on AW.
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Student Perceptions
With very few exceptions, students were
genuinely pleased with the outreach.
Many expressed surprised that the university was
aware of class absences.
Others noted that it was the first time they felt that
someone at the university cared about their
academic success.
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Common Explanations
Students offered the following explanations for
their lack of engagement/poor performance in the
course:
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Late registration
Intention to withdraw
Ineffective time management skills
Sense that the material covered in class was a review of
what they already knew
– Decreased motivation
– Little understanding of the relationship between attendance
and grades
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Identifying At-Risk Students
Of the students contacted as part of this EWI:
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37% had earned 3.0 or more discredits
14% were to be Ineligible to Return (ITR)
9% were on Academic Warning
12% had deferred examinations from the Fall term
Only 7% of the students identified by the Faculty
of Engineering were intending to withdraw from
the course they were registered in.
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Course-Level Outcomes
Immediate and sustained increased in class
attendance was reported for each of the 5 courses.
Of the students who booked a follow-up AIP
appointment with an Academic Advisor, only 2 were
classified as Ineligible to Return to ENG.
D and F rates for each of the 5 courses decreased,
while course Withdrawal rates increased.
Increased awareness, and use of, support services.
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University-Level Outcomes
Increased awareness of the relationship between
attendance and academic difficulties.
Project triggered a university-wide attendance
survey.
Individual faculty members appreciated
collaboration and support.
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Future Directions
A proposal has been submitted to offer a EWI of
this kind to 10 traditionally difficult first-year
courses in the fall of 2008.
Support of 20+ courses with low course success
rates is envisioned for 2009-2010 academic year.
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Challenges
Resources, resources, resources…
– The Advising Centre alone provides 10,000 individual consultations
per year.
– To be effective, a pre-midterm alert effort requires sustained contact
and follow-up on the part of Advisors.
First-year student compliance could be an issue.
Students identified in outreach efforts are often at the
pre-contemplation stage in the Stages of Change
model.
Remedial perceptions of services and programs
offered.
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Applicability
Centralized advising is not required for Early
Warning Efforts.
We need to foster a culture of engagement, where
attendance is emphasized.
Advisors, Counsellors and other student service
professionals should prioritize early assessment
and guidance.
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Enjoy the Banquet!
Thank you!
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