Dosage Probation: Rethinking the Structure of Probation Sentences
Using Data to Develop a Comprehensive Academic Probation Program at a Large College.
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Transcript of Using Data to Develop a Comprehensive Academic Probation Program at a Large College.
THE PHOENIX PROJECT
Using Data to Develop a Comprehensive Academic
Probation Program at a Large College
Session Objectives
Identify stakeholders at your institution for this work
Understand why data is key to the development of this process
Identify your population and the challenges this entails
Identify learning centered strategies to reach this population of students
Introduction
Dr. Julie Corderman, Manager of Student Services at the Winter Park Campus of Valencia College
Oversee front line staff for Student Services at our campus-includes Answer Center, Career Center and Atlas lab
Adjunct Instructor in Psychology
Developing a comprehensive Probation and Suspension program at Valencia
How We Got Started Our campus Dean tasked the Career Center with working
with Probation and Suspension students The idea behind this appointment was following the
O’Banion Model of assisting students with focusing on long term goals and goal setting
Life Goals Career Goals Educational Goals (Major) Course Selection Schedule
On-going conversations with my advisors about the probation student population
Created an ad hoc system for my advisors to use as a method of keeping each other in the loop with regards to student we were seeing
First Steps
Began to collect and tally Probation Passes (We had passes collected from a three year period)
Began discussions with OIT on creating a data report (18 months)
Sent a team of Student Services staff members to Destinations program during Summer to begin discussion of interventions (3 months)
Sent team members to NACADA conference Developed a work team of key stakeholders
Stakeholders
Who are the stakeholders at your school?
Who might be invested in this work?
Who do you need at the table for
discussion?
Who are the best advisors for the job?
Think broadly and forward
Stakeholders at Valencia
Project Facilitator Academic Deans (2) Faculty (2) Deans of Students (2) Counselors (2) Conduct Coordinators (2) Career Advisors (2) Financial Aid Liaison (1) Black Board Liaison (1) OIT Liaison (1)
Why Data is Key
Helps you to separate fact from fiction Enables you to have important
information when speaking to various stakeholder groups at the college
Enables you to begin to formulate a plan Enables you to determine if your plan is
working Enables you to tweak portions of your
program as supported by the data
Examples of How Data Directed Us
Redesigning our probation pass
Identifying our population and developing
interventions based on numbers
Flex courses - should students on P2 be
able to take them?
The Probation Pass
Advisors began to see more and more students rolling onto academic probation as Banner helped us to “clean up” reports
Many of the probation students we were seeing were not able to articulate reasons for being on probation
Many of the probation students did not have clear educational goals; supporting O’Banion’s Model
Many of these students had unrealistic expectations about how many classes they could successfully navigate in a term
Many of the students were not taking responsibility for changing their academic behavior
Probation Pass Data: Q. Why are you on Probation?
Blank
Poor time manageme
nt
Personal or Family
problems
Lack of focus or
motivation
Working too much/work schedule
Accident or sickness
Failing grades/low
GPA
Misunderstood the
question
1 0 14 23 29 24 10 99 17
2 0 9 14 21 14 0 93 18
3 2 2 13 28 7 4 36 6
4 3 36 45 66 19 12 159 102
5 19 4 36 70 8 31 27 63
6 5 52 35 108 36 7 119 98
7 2 24 18 48 29 3 138 10
8 1 6 5 12 1 0 47 3
9 0 7 9 20 20 1 80 4
10 2 16 19 60 15 2 28 66
Total 34 170 217 462 173 70 826 387
Percentage 2% 9% 12% 26% 10% 4% 46% 21%
Probation pass data: Q. What will it take to get off Probation?
Blank
Pass my classes/try
harder
Manage time more
wisely
Use Valencia ressources
(skill shops, labs etc)
Retaking failed
classes to raise GPA
Quit job/reduce
working hours
Seek help from teachers and advisors
Misunderstood the question
1 9 91 29 1 46 19 2 2
2 45 55 22 5 10 9 5 15
3 2 67 7 2 4 9 2 4
4 29 182 61 33 15 30 28 27
5 6 4 23 8 11 1 0 27
6 42 198 85 23 37 49 18 15
7 25 109 52 11 32 24 11 5
8 4 27 2 1 41 2 0 0
9 8 42 30 10 20 40 8 5
10 8 129 39 12 6 23 10 6
Total 178 904 350 106 222 206 84 106
10% 50% 19% 6% 12% 11% 5% 6%
Building the Database (2 years in the making)
We had to determine how to gather the population information from our data warehouse
We had to define our population (different parameters AW, P1, P2, SU)
We had to determine what types of data were important to mine: Term GPA
CUM GPA
Major
HS
Zip Code
Sex
Ethnicity
Cleared vs. registered
We had to determine when to run the report during a term cycle We had to determine which fields to mine the data from to get
correct data
Defining Our Population: Our First Look at the Data
Our first usable report was run at the end of Summer term 2011
We just ran our 5th report at the beginning of December 2012
Each term we run a college wide report plus a report on our pilot group vs. a control group
In addition, each term we begin to experiment with digging deeper into the data to answer theories about our work such as:
“Do flex term courses have an impact on student outcomes?”
“What impact is withdrawing having on this population?”
Population by Status
201130 201210 201220 201230 2013100
200
400
600
800
1000
1200
1400
929
1392
1173
701
1176
279
488441
282
434
63120
74 59105
P1
P2
SU
Grouped by Goal
201130 201210 201220 201230 2013100
200
400
600
800
1000
1200
1400
807
1282
1060
675
1171
440
671
507
278331
4475 55 37 60
23 47 26 12 1515 38 26 25 34
AAASPersonalAAST-Cert
Allied Health Pending Students
201130 201210 201220 201230 2013100
20
40
60
80
100
120
140
160
180
200
131
186
151
79
135
15
2925
13 1420 17 20
91414 14 17
11
22
27
26 42 3 6
1 4
NursingRadiographyDental HygieneSonographyRespiratoryCardiovascular
Our Initial Thoughts
Large numbers –how are we going to manage?
How can we manage the flow of these students so they can be evenly distributed (by Campus? By Advisor?)
With the varying numbers in each group, do we want to have different levels of intervention for each group?
Does there need to be a different strategy with our Allied Pre-Clinical students?
What about including our Academic Warning students?
Blackboard Course: A Solution for the Masses
Schools that we studied were dealing with much smaller numbers
Began seeing some schools with online tutorials and forms for students
We already had a form called the “Probation Pass” for students online
We initially created a Blackboard course as a way to “corral” students college wide
The course enables us to direct flow where we can manage it
Allows students to check in via e-mail
Contributes to ongoing dialogue during the term
Allows same advisor to follow a student throughout their time on Probation
Allows us to gather data on effectiveness of assignments
Building the Course We went through many attempts at this (still a work in
progress)
Created a set of online assignments that students are given each term they are on probation
Manually load names each term AFTER previous term grades have rolled
Advisor is the “Instructor” of the course and determines what assignment to give a student based on questionnaire information
Advisors can send reminders to their students as well as personal e-mails encouraging students during the term
Assignments are built to be self-gradeable
Student must receive 80% or more on every assignment to be cleared for future courses
Credit restrictions apply to probation and suspension students
Blackboard 101: P2 Population
All students go through the “Orientation assignment” their first term on Probation
This assignment includes:Catalog definitions of Probation and Suspension
Probation process and student responsibility
Probation Contract
Questionnaire - reasons for being on Probation (student selects from options)
Quiz regarding understanding of the process
In subsequent terms, students are given assignments to complete BEFORE registration for the next term
These assignments are based on the results of the students’ questionnaire
Academic Probation Questionnaire My academic performance may have been affected by the following reasons:
Poor time managementTransportationProblems with class attendanceJuggling work and schoolChildcare issuesCourse difficultyLack of Communication with instructorsNo chosen majorFamily/relationship concernsIllness
Financial issuesEarly morning classes or late classesLack of motivationEmotional/psychological issues College adjustment/transition problemsToo much socializingDid not meet with Academic AdvisorDid not use tutoring services or labsStudy problemsOther
Solutions (check all that may apply)
Academic/Study Skills
Use tutoring services and labsCommunicate/visit with instructorsChange study environmentForm a study groupAttend Academic WorkshopsLearn about goal settingBe aware of academic calendarGet career counseling
Time Management
Set goalsSay “No”Make a “To Do” listReward yourselfTurn off cell phoneOther
Work related/ Financial
Get a different jobQuit job/remain unemployedReduce working hoursSee Financial Aid Counselor
Family/Personal
Discuss goals with family membersDelegate dutiesMake appointment with Counseling/ConsultationDevelop routines Get medical helpSay “No”
I commit to the following actions this semester:
Complete __ _ study hours per weekMake college a priorityKeep a time management log that outlines classMaintain regular class attendanceManage work, personal, and study timeConsult regularly with instructors about progressSeek tutoring from Valencia’s Support LabsAttend workshop(s)Consult with Advisor regarding academic progressComplete required probation assignments by deadline(s) Other
Blackboard Assignments Orientation (In Development) Time Management Math Support Learning Styles Writing Support Procrastination Study Habits GPA Calculator Communicating with your Instructors Defining Your Career Path Financial Planning Academic Resources Educational Planning Reading and Writing Skills Test Anxiety Loneliness/Depression Is Online for Me?
Pilot Project
Has run for 4 terms
Served between 50-150 students per term
60/40 Success Rate
Team consists of 4 full-time advisors & 7 part-time advisors (only 1 FT advisor is one of my direct reports. The
others are “volunteering”)
Summer 2011Pilot Group (n=52) Summer 2011 Unrestricted Group (n=52)
Bad News: (34%) Bad News: (26%)
P1 to P2=7 (13%) P1 to P2= 5 (9%)
Suspended=11 (21%) Suspended=9 (17%)
Good News: (66%) Good News: (74%)
Maintained=18 (35%) Maintained= 19 (37%)
Good Standing=16 (31%) Good Standing= 19 (37%)
*6TWs (Term Withdrawals)
Fall 2011 Pilot Group (n=76) Fall 2011 Unrestricted Group (n=76)
Bad News: (39%) Bad News: (51%)
P1 to P2=19 (25%) P1 to P2=22 (29%)
Suspended=11 (14%) Suspended=17 (22%)
Good News: (61%) Good News: (49%)
Maintained=19 (25%) Maintained=15 (20%)
Good Standing=27 (36%) Good Standing= 22 (29%)
*9TWs
Spring 2012 Pilot Group (n=91) Spring 2012 Unrestricted Group (n=91)
Bad News: (33%) Bad News: (39%)
P1 to P2= 20 (22%) P1 to P2= 22 (24%)
Suspended= 10 (11%) Suspended=14 (15%)
Good News: (67%) Good News: (60%)
Maintained= 45 (41%) Maintained=33 (36%)
Good Standing= 24 (26%) Good Standing 22 (24%)
*8TWs *3TWs
Summer 2012 Pilot Group (n=53) Summer 2012 Unrestricted Group (n=53)
Bad News: (28%) Bad News: (36%)
P1 to P2= 8 (15%) P1 to P2= 10 (19%)
Suspended=7 (13%) Suspended= 9 (17%)
Good News: (72%) Good News: (64%)
Maintained=16 (30%) Maintained= 16 (30%)
Good Standing=22 (42%) Good Standing= 18 (34%)
*11TWs *2TWs
Fall 2013 Pilot Group (n=151) Fall 2013 Unrestricted Group (n=151)
Bad News: (39%) Bad News: (51%)
P1 to P2= 41 (27%) P1 to P2=51 (27%)
Suspended=18 (12%) Suspended=26 (17%)
Good News: (61%) Good News: (49%)
Maintained=51 (34%) Maintained= 36 (24%)
Good Standing=41 (27%) Good Standing= 38 (25%)
*10TWs *4TWs
Trends Students who do not respond to e-mails during the term
tend to do worse Students who are engaged with their advisor tend to
improve Students are coming in earlier during the registration
process Financial Aid has become more aligned with this process
due to changes in Satisfactory Academic Progress terms Students who take ownership of their performance and take
steps to make changes have the best improvement Many students are not willing to make changes The population’s overall GPA is slowly rising
Many of the low performers have stopped coming to schoolMany have lost Financial Aid and are no longer able to attend schoolWe are intervening earlier
Subject: RE: Summer Registration
Hey mrs Natalie question my math class idk if I'm doin gd n it what do u think is the best opinion I do? Bein that I'm on academic probation and I'm on an appeal D plan for financial aid please write me back ASAP to let me know if there is anything I can do!!!! Could I withdraw and pick up another class to make up for it? Or no? I dnt wanna be penalized cause I'm doin gd so far.
Brit.
Hi Kera, this is Ally. I'm having issues being motivated for school; I work a lot and its very labor intensive. I don't think college is for me but I know I have to do it. I withdrew from my class because I was doing awful, I really want to do good and I know I can I'm just having trouble adjusting to the college life, I took the personality test in the my portfolio and it said I would be best doing something technical. I really enjoyed my programming concepts it just was a little above my skill set. I finished the probation module, I’m not sure what to do next or if you think I should take a semester off to get my life situated or drop out. I really don't want to drop out. Hello Ally, First, I want to commend you for being proactive about your classes and possible academic goals. Many other students haven’t put the kind of consideration into their classes that you have – so you’re already taking the right steps. If you want to take a semester off from classes to further explore your academic options, I would like to recommend that you not take the time off completely. Instead, I would recommend coming in to set up an intensive three-meeting career assessment series at the Career Center. This career assessment series will go in depth and help you clearly define different career options that best fit your personality and goals. Then, it will help you identify possible degree programs that match those goals. I think this will give you a better idea of what steps to take next as far as picking out classes to take. If you are interested in setting this up for the spring, please let me know and I will get you in touch with one of the Career Advisors here at Winter Park Campus. After you’re done with the career assessment series, we can meet again to regroup and decide what your plans will be over the summer semester. How does this sound? That sounds wonderful. I contacted a friend of the family to think about getting into something computer-related so I'm really interested in trying that. If I could do the three Career meetings that would be fantastic. My life has a lot of stuff happening really quick so I'm trying really hard to juggle everything. I'm excited that I have an advisor because I have been having to do everything by myself and I have made bad choices and realizing it too late and I just really, really don't want to be a failure.
P2s and Flex Start Grades
A B C D F W0%
5%
10%
15%
20%
25%
13%
23%
19%
15%16%
14%
20%
15% 15%
10%
25%
15%
23% 23% 23%
7%
10%
14%
FullTWKH2
Future Work Moving all forms that students use to Dynamic Forms
Rolling out a website for students in Academic Distress
Creating a timeline for scaling the program college wide
Separate strategies for P1, P2, and SU statuses
P1=Hold and Advisor meeting; course load may be limited
P2=Hold and Blackboard course; course load will be limited
SU=Sit out a term and while sitting out, student needs to complete workshop and remediation plan before readmit
Implement a strategy for Academic Warning students
Faculty to examine Early Alert programs
Contact Information
Dr. Julie Corderman, Manager Student Services, Winter Park Campus
407-582-6868, [email protected]