Advising Students on Warning and Probation Undergraduate Academic Advising Collaborative Central Washington University

NACADA Core Competencies Informational Component Introductions NACADA Core Competencies Informational Component How Academic Standing Works at CWU The Suspension process Our role as advisors of Suspended students Relational Component Warning and Probation Students Case Studies Suspended Student Partner Exercise Conceptual Component Resources for further consideration

Warning, Probation, & Suspension Statistics After Fall 2017 1,214 Probation 245 Suspension 112

Conceptual: Provides the context for the delivery of academic advising Conceptual: Provides the context for the delivery of academic advising. It covers the ideas and theories that advisors must understand to effectively advise their students. Informational: Provides the substance of academic advising. It covers the knowledge advisors must gain to be able to guide the students at their institution. Relational: Provides the skills that enable academic advisors to convey the concepts and information form the other two components to their advisees. Source: https://www.nacada.ksu.edu/Resources/Pillars/CoreCompetencies.aspx

Informational Component “Credibility is critical if academic advisors are to retain students’ trust”* How does Academic Standing Work 1st quarterly GPA below 2.0  Warning 2nd quarter cumulative-and/or-quarterly GPA below 2.0  Probation 3rd quarter quarterly GPA below 2.0  Suspension *NACADA (2017). Academic Advising Core Competencies Guide. Manhattan, KS: Teri Farr & Leigh Cunningham (eds).

Common Misconceptions Can a student be Suspended because of a low Cumulative GPA?

Common Misconceptions Can a student be Suspended because of a low Cumulative GPA? Course repeats & the changing of Academic Standing It is relatively easy to be reinstated after a Suspension

Academic Suspension Occurs after a student’s quarterly GPA falls below a 2.0 while they are on Academic Probation Lasts One Calendar Year after which student must contact admissions to be reinstated. Can be appealed Advisors “should show care, empathy, and respect, but must recognize that they will never experience life as lived by those distinct form themselves” Archambault, K.L. (2015). Developing self-knowledge as a first step toward cultural competence. In P.Folsom, F. Yoder, & J.E. Joslin (Eds.), The new advisor guidebook; Mastering the art of academic advising (p.185-201). San Francisco, CA: Jossey-Bass.

Suspension Appeal Process Students complete their appeal online. While the deadline to appeal each quarter is different, it is a hard deadline. Late appeals are not accepted. Students are not required to meet with an advisor – though it is encouraged. Regardless of whether or not a student has met with an advisor they can indicate they have. If a student lists an advisor on their appeal form we will be notified and will have an opportunity to comment on the appeal. Submitted appeals are reviewed by the Academic Standing Council once quarterly. The Academic Standing Council consists of eight individuals who vote on each appeal.

Behind the Scenes of an Appeal Generally, only 1/3 of appeals are successful. Last quarter it was ¼. This is not a quota! Theoretically, all could be approved…..Or none could be approved. Successful appeals consistently show: Evidence of circumstances beyond one’s control (extenuating circumstances) which led to poor academic standing for three consecutive quarters. Documentation verifying those extenuating circumstances (doctor’s notes, clinic inpatient forms with dates and verifying identification, copies of email correspondence between student and instructor, etc.) Evidence of significant self-reflection and awareness of poor academic choices, such as not attending class, communicating with instructors, seeking tutoring, seeing one’s advisor, etc. Evidence of efforts to resolve those circumstances which led to poor performance, with a completed, detailed academic success plan.

As Advisors, we are not required to support every student seeking to appeal their suspension. Nor Should We

Advising Students on Warning and Probation Relational Component Advising Students on Warning and Probation Each student is different and landed on Warning or Probation for their own unique reasons. Cater your approach to each individual student. “Academic advisors must be able to guide students to move in useful directions by asking subtle, challenging questions” NACADA (2017). Academic Advising Core Competencies Guide. Manhattan, KS: Teri Farr & Leigh Cunningham (eds).

Relevant quotes to keep in mind: “Studies have shown that students are more likely to keep up with their schoolwork when they know that their academic advisor will be contacting them about it.” Cruise, C.A. (October 28, 2002). Advising Students on Academic Probation. The Mentor: An Academic Advising Journal. Retrieved from: http://dus.psu.edu/mentor “Advisors may use questions to encourage students to reflect on prior academic experiences that led to their probationary status. Encouraging student to think about their past academic performances may help the student and the academic advisor collaboratively make informed academic decisions for the future.” Demetriou, C. (Fall 2011). The Attribution Theory of Learning and Advising Student on Academic Probation. NACADA Journal, 31(2). Retrieved from http://nacadajournal.org/doi/pdf/10.12930/0271-9517-31.2.16 “Academic advisors must be able to articulate not only the academic policies and requirements of their institutions, but also the underlying rationales for these” NACADA (2017). Academic Advising Core Competencies Guide. Manhattan, KS: Teri Farr & Leigh Cunningham (eds).

Case Studies In your groups, read and discuss your student’s scenario. One person take notes & be able to report to the larger group the case, your discussion, and how you think an advisor should proceed. Please Consider: What questions you would ask of the student? “If/then” responses that will depend upon the student. What recommendations you would make?

Academic Suspension Pair up with a person near you. Read the student’s scenario. Each person should take a turn talking the student through this situation. What was challenging about this discussion? Have you had this talk with students?

Conceptual Component Suggestions for Theoretical Discovery Academic Success: The Norm – Academic Champions Experience (ACE-it): University of Idaho (2007) http://www.webpages.uidaho.edu/facultycouncil/2005-2006Council/Council%20Documents/ACE-itFaculty- Professor%20Brochure.pdf http://www.socialnormsresources.org/casestudies/acadsuccess.php  Building Educational Resilience and Social Support: The Effects of the Educational Opportunity Fund Program Among First- and Second-Generation College Students https://muse.jhu.edu/article/221312/summary Journal of College Student DevelopmentVolume 48, Number 5, September/October 2007 pp. 574-584 |  Education Advisory Board: Effective Strategies for Supporting Students on Academic Probation (2012): https://www.augusta.edu/provost/documents/23.5-effective-strategies-for-supporting-students-on-academic- probation.pdf  Western Washington University: Student Success Collaborative -- Information and Implementation Guidebook (2013): http://www.wwu.edu/ssc/documents/SSCGuidebook.pdf  The Attribution Theory of Learning and Advising Students on Academic Probation, 2011, NACADA Article: http://nacadajournal.org/doi/pdf/10.12930/0271-9517-31.2.16  The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs, 2013, NACADA Article: http://nacadajournal.org/doi/pdf/10.12930/NACADA-13-006