1. Supporting “borderline” students HELPING STUDENTS WITH ACADEMIC AND OTHER CHALLENGES THROUGH THE LATER STAGES OF THEIR GLS PROGRAMS David Gitomer DePaul University

2. Common Sense Plus Experience Newer directors may learn something. Experienced directors probably know all this. Everything in here applies to non-borderline students as well!

3. Who? Students with uneven academic undergraduate records Students with poor preparation in academic skills Students with learning disabilities Students with chronic health challenges (mental and/or physical) Students with challenging work/family situations (work/financial transitions, childcare, eldercare) Students with ESL issues Combinations

4. Why? Enrollment (Numbers and revenue) Unrealized potential (We see something not represented in transcripts.) Diversity! Mission (your institution’s mission, your program’s mission, the mission of Graduate Liberal Studies (Um, reasons not to admit in particular cases?)

5. What should be already in place The student has received a conditional admission with conditions very clearly stated. The program has in place policies about conditional admissions and academic probation, so that the student is not facing a set of conditions that are unique to her or him. Policies include statements about both gpa and individual course grades, timelines and conditions for reparation. These policies are aligned with college or graduate division policies. The policy includes a statement about self-reporting, and ideally about non-disclosure of status to instructors, though this (latter) is impossible to enforce! All staff should be trained in FERPA (to provide support without violating privacy)

6. The advisement conversations Admissions: Borderline students should not be admitted without an interview, of course. Admissions interview should present a very clear, though brief, picture of the program, its challenges, academic regulations, and forms of ongoing support. Initial post-admission advisement session looking at student’s challenges (inadequate or mismatched previous training, English language issues, learning disabilities, physical or mental health issues, time management, work or family challenges) with possible strategies and connections to resources Tip: When agreements are made a second person should be in the room and the decisions followed up with emails to the student. (“In our meeting, we agreed that...”) Required periodic advisement (possibly every academic term for borderline students)

7. Ongoing Strategies Consistent connection to support (Writing Center, Career Center, Counseling, English Language training programs, Adult Student Services for assistance with financial fitness, childcare, networking, other resources) Periodic reminders of policies Stressing student responsibility: self-monitoring and self-reporting Peer mentoring Be firm: Don’t be afraid to stick to policies and agreements, even if it means separating a student from the program. (Practice the compassionate but firm conversations.)

8. Finishing Up The challenge of the capstone for borderline students: importance of planning way ahead Alternatives? Don’t accept inferior work to “get them done.” Students are not buying a degree. Celebrate: Making a big deal of completion is a motivation!