Powerful Partnerships: Academic Advisors and Learning Specialists

increasing retention of students on academic probation

Photo by Scott Kirkessner

Origins of My Wildcat Track

History• University Learning Center (now the

Think Tank) reported to the then University College (now CLAS)

• ULC Learning Specialists, not UC advisors, were responsible for probation students

Summer, 2009: Administrative change • Probation students from all colleges

would be moved into CLAS rather than be disqualified

• Students must meet CLAS probation guidelines (provide requirements)

Origins of My Wildcat TrackCLAS Director met with Exec. Dir. Of Student Affairs, then head of the Think Tank– The Think Tank was offering

generic, campus-wide probation services

– We identified our needs, to supplement services:• Advisors aren’t Learning

Specialists• Learning Specialists aren’t advisors

– Developed program for the spring semester, 2010

My Wildcat Track Requirements

One workshop with advisors in the Colleges of Letters, Arts, and Science

Follow-up individual meeting with an academic advisor from CLAS

Three one-hour meetings with a THINK TANK Learning Specialist

My Wildcat Track Program Goals• Reduce B-deficit• Reframe academic

expectations• Improve academic

study skills• Decrease

probation recidivism

• Promote student development

CLAS Probation Workshop

• Explained terms and policies– Academic Probation– Satisfactory Academic Progress– Academic Disqualification

• Identified resources– Tutoring services; DRC; CAPS;

Advising; GRO opportunities; incomplete policy

• Instruction on B-deficit calculation

Learning Specialist Role

• Counselor – Listens to needs – Encourages personal

reflection– Challenges students to make

positive improvements • Coach

– Examines student’s strengths and weaknesses

– Provides tools, resources, and motivation to aid in student’s journey

Learning Specialist Appointment

• Build rapport• Preliminary

questioning– Decision to attend

UA– Family and

interests– Identify roadblocks

to success

Roadblocks to SuccessPersonal Motivatio

nal Academic SocialLack of

maturationRelationship

issues-conflict-distance-expectations

Family-pressure-illness/death-conflict

Health-illness-medication issues-LD diagnosis-mental health-inability to cope

ApathyUnclear purposeNo big picture

view of college purpose

Not understanding purpose of general education courses

Confusion about prerequisites

Underprepared-college-course work

OverconfidencePoor time

managementDealing with

independenceNot seeking

resourcesDifficulty

navigating resources

Not understanding true expectations

Conflict with professors

HomesicknessToo much

socializingNot enough

socializingBad fit/match at

the UniversityRoommate

problemsTransitional issues

with new environment

Not involved on campus

Learning Specialist Appointment

• Build rapport• Preliminary

questioning– Decision to attend

UA– Family and

interests– Identify roadblocks

to success• Student Self-

Awareness Inventory (SSAI)

Student Self-Awareness Inventory

Student Self-Awareness Inventory78 questions (qualitative and quantitative)• Demographics• Well-being• Time management• Study environment• Lecture practices• Reading • Exam preparation/Test-

taking

Fall 2012 SSAI Insights

Strengths Weaknesses

67% had a system to record homework, exams, etc.

22% studied at least 2 hours per credit hour

76% took legible, complete, organized notes

37% felt prepared the night before exams

82% comprehended the material they read

50% attended all their classes

83% used office hours at least once

56% completed assigned readings before lectures

Source: 2012 Student Self-awareness Inventory (N=117)

Learning Specialist Appointment

• Build rapport• Preliminary questioning– Decision to attend UA– Family and interests– Identify roadblocks to

success• Student Self-Awareness

Inventory (SSAI)• Evaluate current habits• Write measurable goals

Student Learning Outcomes

Student Learning Outcome Examples

“Attend 95% of classes the rest

of the semester.”

“Utilize campus Counseling and

Psych Services.”

“Complete all assigned

readings before lectures.”

“Commit 24 hours a week to

academics outside of

class.”“Use 8 day study plan to prepare for

exams.”

Learning Specialist Appointment

• Build rapport• Preliminary questioning

– Decision to attend UA– Family and interests– Identify roadblocks to

success• Student Self-Awareness

Inventory (SSAI)• Evaluate current habits• Write measurable goals• Assess progress and

reevaluate goals

THINK TANK Resources

Final Academic Advising Meeting

• One-on-one scheduled meeting

• Review of academic status, probation

• Prediction of semester performance

• Discuss future options– Verify course selection– Discuss major pathways– Develop backup plans,

identify other options

Results• How has the “My

Wildcat Track” program affected retention rates?

• How have student GPAs changed?

• What percent of “My Wildcat Track” participants have moved to good standing?

Retention Rate by Cohort

Fall 2010 Cohort Spring 2011 Cohort Fall 2011 Cohort Spring 2012 Cohort0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

45% 46%

57%

61%

38%

26%

45%

50%

Percent Enrolled Fall 2012

MWTComparison

Students Moved to Good Standing

Cohorts My Wildcat Track Control Group

Spring 2011 35% (N=159)

22%(N=259)

Fall 2011 49%(N=83)

33%(N=86)

Spring 2012 34%(N=125)

22%(N=207)

Average Change in Term GPACohorts My Wildcat Track Control Group

Spring 2011 +0.45(N=159)

+0.31(N=259)

Fall 2011 +0.47(N=83)

+0.11(N=86)

Spring 2012 +0.79(N=125)

+0.18(N=207)

Consider the Impact…

• Personally“I learned what I was doing wrong and how to stay on track. Now I pay much more attention to my grades, assignments, tests, etc. These meetings have helped me in such a positive way. I believe they are crucial to every student’s career at UA.”

• RETENTION– Students who are part of

My Wildcat Track are more likely to be retained

• Imagine if this program was campus-wide…

Contact InformationErika Christianson

echristianson@email.arizona.edu

Cassandra Hirdes Tomlinsonchirdes@email.arizona.edu

Russel Potterrussel.potter@arizona.edu

Rowie Wolferowiewolfe@email.arizona.edu