Meeting the Needs of Upper Class Students on Academic Probation: A Mentorship Model

NACADA International Conference

Workshop Guide

June 5th-June 7th, 2013

Sharlene Toney, Academic & Probation Advisor Amanda Karls, Academic & Probation Advisor

Part I: Mentorship Class Development Guide

STEP ONE: Identifying Needs of Upper Class Students on Academic Probation

1. What unique general needs do your upper class students on academic probation have?

2. What discipline specific needs do your upper class students on academic probation have?

3. How are these needs currently being met, if at all?

General Needs (Areas where help is

needed?)

How are these currently being met?

Discipline Specifi Needs

How are these currently being met?

What current gaps exist that might be best filled through one on one mentoring?

Gaps that exist:

How can mentoring help address this gap?

STEP TWO: Preparing to Propose a Mentoring Model: Gaining Support Protagonists:

Individual or Department Name What support might they offer?

Antagonists:

Possible Antagonists Why are they antagonists? Where might their resistance come from?

Strategies: What first steps can you take to harness the support of your protagonists?

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________ What first steps can you take to address the concerns of your antagonists?

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

Resources:

What resources will you need to begin your process?

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

STEP THREE: Preparing to Propose a Mentoring Model: Identifying Mentors

Who are your resources and stakeholders who might also serve as mentors?

Name/Department What stake do they have in student retention/success?

Are there incentives or trades the might be possible?

How many mentors would you need based upon past numbers of upper class students on academic probation? _________________________

STEP FOUR: Moving Forward after Program Approval

Additional Considerations

Who will develop the curriculum?

What is your implementation timeline?

Will students earn credit for this course? Can this credit count toward graduation?

What will the duration of the class be? How often will mentors/mentees meet?

How will you train and support your mentors?

How will you minimize/eliminate any conflicts of interest? (ex. Should a mentor also be a student’s academic advisor?)

How will you measure your effectiveness?

Part II: BUS-X355 Students and Mentor Course

Evaluations

The student course evaluation on the following pages, while labeled for Fall 2012 was identical for the Spring 2013 semester.

The mentor course evaluation was newly implemented in the Spring 2013

semester.

Part III: References

Arcand, I. (2011). Academic probation and companioning: Three perspectives on experience and support. Mevlana International Journal of Education, 1(2), 1-14.

Arcand, I. (2012). “Creating a Relationship”: The Characteristics of a Companioning Relationship in the Context of Academic Probation. International Journal of Humanities

and Social Science, 2(4), 38-49.

Bakersfield College. (n.d.). Bakersfield College Academic Success Workshop. Retrieved May 7, 2013, from http://www2.bakersfieldcollege.edu/counseling/probation/newprobation.htm.

Campbell, T. A. & Campbell, D. E. (1997). Faculty/Student Mentor Program: Effects on

Academic Performance and Retention. Research in Higher Education, 38(6), 727-742. Coll, K. M. & Stewart, R. A. (2008). College Student Retention: Instrument Validation and

Value for Partnering between Academic and Counseling Services. College Student Journal, 42(10), 41-56.

Cornelius, V. E. & Wood, L. N. (2012). Academic to Student Mentoring within a Large

Australian Business School. Asian Social Science, 8(14), 1-8. Kamphoff, C. S., Hutson, B.L., Amundsen, S.A., & Atwood, J.A. (2007). A

Motivational/Empowerment Model Applied to Students on Academic Probation. Journal of College Student Retention, 8(4), 397-412.

Mann, J. R., Hunt, M. D., & Alford, J. G. (2004). Monitored Probation: A Program That Works.

Journal of College Student Retention, 5(3), 245-254. McGrath, S. M. & Burd, G. (2012). A Success Course for Freshmen on Academic Probation:

Persistence and Graduation Outcomes. NACADA Journal, 32(1), 43-52. Oregon State University. (2013). ALS 116. In Academic Success Center. Retrieved May 7, 2013,

from http://success.oregonstate.edu/als-116 Pagan, R. & Edwards-Wilson, R. (2002). A Mentoring Program for Remedial Students. Journal

of College Student Retention, 4(3), 207-226. Ross, C. (2012). Navigating towards success: Supporting students on academic probation. In M.

Protheroe (Ed.) Navigating the River: Proceedings of the 2011 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ). Auckland, New Zealand: ATLAANZ.

Salinitri, G. (2005). The Effects of Formal Mentoring on the Retention Rates for First-Year, Low

Achieving Students. Canadian Journal of Education, 28(4), 863-873. Stonebraker, R. J. (2010). Individualized Faculty Mentoring: A Cost Effective Approach to

Retention. Retrieved from http://faculty.winthrop.edu/stonebrakerr/research/mentoring2010.pdf.

UNC Greensboro. (n.d.). In Helping Students on Probation. Retrieved May 7, 2013, from

http://www.oncourseworkshop.com/Miscellaneous013.htm Ward, E.G., Thomas, E. E., & Disch, W. B. (2009). The Effect of Traditional Peer Mentoring vs.

Hybrid Peer Mentoring on Student Retention and Goal Attainment. Proceedings of the 5th Annual National Symposium on Student Retention. C-IDEA, University of Oklahoma, 245-257.