Combining Academic Appeals and Satisfactory Progress: A Promising Practice Bonnie Gorman, Dean of Students Bill Roberts, Director Financial Aid Michigan Technological University

Learning Outcomes Describe our conceptual framework and determine if our process would work for you Recognize the importance of clear communication as a part of the process Describe how the NASPA competencies of leadership, advising and helping, and ethical professional practice apply to our effort

Session Agenda Introduce Michigan Technological University Describe our initiative Review the framework and discuss the important role technology played Identify lessons learned and next steps Discussion

Michigan Technological University Location Enrollment Class profile Retention Academic standing and satisfactory academic progress

Spring 2013 Academic Standing 4,350 in good standing 254 eligible for suspension 133 appealed Satisfactory Academic Progress 4,495 filed a FASFA 222 not making SAP 68 appealed

Our Challenge Two separate communications Students wrote two appeals Staff sat on the two committees and reviewed the same students There were issues of consistency, duplication, and efficiency

Taking the Lead Demonstrated a willingness to collaborate Established the goal to create one system Convened key constituents Relinquished ownership to various parts of the process Evaluated the new system

Review of Appeals Process Re-established the Scholastic Standards Committee with broad representation Use a rubric to evaluate appeals Review financial aid status Select from three decision options

Technology was a Key Part of the Solution Sent indicating a change in status Established individualized url giving them instructions Generated to staff when to appeal was submitted Sent s if the appeal was incomplete, to confirm receipt, and to notify of a decision

Ethical Decision Making This effort aligns our responsibilities to government entities, the University, and students The rubric provides a protocol for consistency and fairness in our decisions Follow-up conversations allow us to explain ethical aspects of our decisions

Advising and Helping Most students are required to meet with someone for an initial advising conversation Students are given options for support and follow-up Staff is able to make referrals as appropriate

Lessons Learned More difficult to implement then it initially seemed There were a variety of scenarios we needed to account for Communications needed to get students attention and have a clear call to action We saved a lot of time and money

Next Steps Determine templates for academic plans and collaborate to provide academic support Develop proactive warning system Work with academic advisors

Would This Work for You? How do you make these decisions? What do you consider in your decision-making process? What challenges to do face? Do you have opportunities to grow in the competency areas we identified when working on a project like this?

To Summarize… Be willing to build relationships Let go Clear communication is essential to get the results you want Be willing to evaluate and revise

Contact Information Michigan Technological University Bonnie Gorman, Dean of Students – Bill Roberts, Director Financial Aid –