1. ‘Student Self Reflection: A Study of the Effect of Guided Self Reflection on Academic Performance of Undergraduate Probationary Students of the College of Applied Science and Technology at Rochester Institute of Technology’ By Nathan Hendrickson Tuesday, October 8, 2013 NACADA National Convention Salt Lake City, Utah

2. Alternate Title  SSR: A Study of the effect of GSR on AP of UPS of CAST at RIT

3. Agenda What is CAST? Question Background “Insights on Success” The Materials Selection Process The Results Discussion/Questions

4. What is CAST?  RIT enrollment 17,950 Students (2012)  9 Colleges  College of Applied Science & Technology  CAST enrollment 1,900 students (2012)  Majors: Civil Engineering Technology, Computer Engineering Technology, Electrical Engineering Technology, Environmental Health & Safety, Hospitality, Mechanical /Electrical Mechanical Engineering Technology, Packaging Science

5. Question  What are your colleges or universities offering as programs for probationary students?  Workshops (mandatory or non- mandatory)  Meetings with their advisor  Specific class on academic success or strategies

6. Background  What motivates me to want to work with academic probationary students?  What does RIT offers to probationary students?

7. OldNew Parameters  Identified by adviser or Academic Support Center  Encouraged Student  Targeted Students  ≤ 2.0 GPA  2.0 – 2.1 GPA  Same target for students  Switched up the process  Emailed  Called  Enrolled while meeting with student  Enrollment increased

8. The Class, “Insights on Success”  10 week course  Students start off by taking the Learning And Study Strategies Inventory (LASSI), and identifying what has contributed to their probation status  Students work through Time Management, Study Skills, and Study Strategies  Students are required to meet with their instructor twice during the duration of the course “Coaching”

9. The Materials Characteristics of Academic Success: What would their room look like? How do they spend their time? Types of organization tools used to stay on track What motivates this student? How would this student cope with a challenge or set back? 5 Star Student 4 Star Student 3 Star Student 2 Star Student 1 Star Student

10. Insights Timeline Week 1/Week 8 LASSI Confidence Building Week 2 Self Test & Study Aids Journaling throughout Week 3 Motivation Procrastination Week 4 Selecting Main Ideas Textbook marking/ Notes Week 5 Attitudes Interests, abilities Week 6 Test Taking Test Prep and test taking Coaching

11. Group Breakdown  Insights Class Group = 30  Seniors = 3  Juniors = 5  Sophomores = 11  Freshman = 11  Control Group = 33 Students  Seniors = 17  Juniors = 7  Sophomores = 4  Freshman = 5

12. The Results Quarterly GPA

13. The Results Cumulative GPA

14. Conclusion/Future Research  1 of the students in the Class left  6 of the students in the Control Group left  Freshman motivation/maturity

15. Questions  Contact Information: Nathan Hendrickson Academic Advisor Rochester Institute of Technology Civil Engineering Technology/Environmental Health & Safety, Electrical, Computer, Telecommunications Engineering Technology NJHIAO@rit.edu (585) 475-3186

16. References  Arco-Tirado, J., Fernandez-Martin, F., Fernandez-Balboa, J.M., (2011). “The impact of a peer-tutoring program on quality standards in higher education”. Higher Educ. Springer Science+Business Media.  Balduf, M., (2009). “Underachievement among college students”. Journal of Advanced Academics, 20(2), 274-294.  Cruise, C. (2009). “Advising students on academic probation”. The Mentor, www.psu.edu/dus/mentor/021028cc.htm retrieved on January 13, 2013.  Engstrom, C., & Tinto, V., (2008). “Access without support is not opportunity” retrieved from http://soe.syr.edu/media/documents/faculty/TINTO_VITA.pdf., January 20, 2013.  Kamphoff, C., Hutson, B., Amundsen, S., & Atwood, J., (2007). A motivational/empowerment model applied to students on academic probation. Journal of College Student Retention, Vol. 8(4), 397-412.  Kirk-Kuwaye, M. & Nishida, D. (2001). Effect of low and high advisor involvement on the academic performances of probation students. NACADA Journal, 21, 40-45.  Rochester Institute of Technology, Student Information System, retrieved June 12, 2013.