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NOELLE MORELANDVANESSA CORREA
NORTHERN VIRGINIA COMMUNITY COLLEGE
Right to Fail and Student Success: Working with Students
Facing Academic Difficulties
Outline of Presentation
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Right to Fail JourneyResearch – right to fail and intrusive advisingOur modelFailure – what does it look like for me? For our
students?Probation intervention – then and nowSuccess storiesReferences
Right to Fail Journey
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J.K Rowling Used during SDV 100 course
Began research Mortified at what we found – “sink or swim” Little to no institutional support
Right to Fail
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Sullivan (1963) Conservative (prevention of failure) versus Creative
(right to fail)Zinsser
Lunacy Bloom, among other books Failure a good thing; Failure isn't fatal
J.K. Rowling
Right to Fail – Higher Education
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McGrail (2009) – Lane Community College Not required to be advised to register Very few courses have pre-reqs or minimum
placement scores Academic intervention once GPA falls below certain
levelStudents who are motivated, most prepared
benefit from this (McGrail, 2009)
Tinto and Right to Fail
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Tinto (1975) - Students stay in school when are socially and academically involved (“integrated”) Institutional commitment Versus sink or swim
Kirk-Kuwaye and Nishida (2001) - high involvement advising = improved academic success
Intrusive Advising
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Earl (1988) – “deliberate structured student intervention at the first indication of academic difficulty in order to motivate a student to seek help” (pg. 28)
Varney (2007) – “Intrusive Advising involves intentional contact with students with the goal of developing a caring and beneficial relationship that leads to increased academic motivation and persistence.”
Pathway to the Baccalaureate at a Glance
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Partnership between community college, local university and school districts Students who need a little extra support:
first generation, disability (learning, physical), low income
Senior year Application, FAFSA, placement test
Community College Mandated College Success Skills class (with Pathway teacher) Check in for every semester
Mid Semester Progress Report Advising
Transfer assistanceCounselor at local university
Point person
Our Model: Holistic Advising
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Work on all aspects of academics Academic planning, financial aid, transfer
How life affects academics Work vs school, study skills
Offer wraparound services Referrals to outside counseling, food resources
Our Model: Intrusive Advising
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Intrusive Orientation (Varney 2007) Mid semester progress reports (Varney 2007) Regular contact with staff (Schreiner et. all, 2011) Registration hold SDV 100 – learning community Phone calls for those students who haven't yet
registered
Right to Fail – Pathway Version
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Holistic Advising in college Academics, family, work, finances, study skills, time
management, etc. The high school experience
Students are not allowed to fail Graduation rate
Given opportunity for extra help, but up to the student to take advantage
Failure
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What does failure look like for me?
What does failure look like for our students?
Pathway Probation Students
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Most afraid to ask for help Feel like they need to do it all themselves
External sense of controlTend to have difficulties with family/workQuit when things get hard
About mid-semester
Advising Session
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Academically stable student Student meet to discuss schedule, transfer school,
transfer process, career counseling, etcProbation/warning student
Discussion around what happened that semester, things to be changed, targeted advising (specific courses, etc)
Everything else
Previous probation program
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Send email to probation students Should be sent at least 2 times
Contract signed with advisorMinimum of 6 meetings per semester
Mid semester progress report Advising Career/major exploration Discuss study skills for current classes
Restrictions for Probation
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Limit of 8 credits per semester Used to be 7
Hold on account to prevent self registration
Revamped Probation
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Based on college-wide revamping for probation students
Maintains holistic advisingHybrid of intrusive and right to fail
Revamped Probation
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Blackboard classAnswer series of questions
Reflective as well as informationalAppointment with advisor
Mid-semester progress report and advising
Hold is removed Credit limit is placed Hold for the following semester is placed
Success Stories
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References
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Kirk-Kuwaye, M., & Nishida, D. (2001). Effect of Low and High Advisor Involvement on the Academic Performance of Probation Students. NACADA Journal, 21, 40-45
McGrail, A. (2009). A New Direction: From “Freedom to Fail” to “Right to Succeed.” Retrieved from https://www.lanecc.edu/sites/default/files/lc/ccmomentrighttosucceed.doc
Schreiner, L.A., Noel, P., Anderson, E., & Cantwell, L. (2011). The Impact of Faculty and Staff on High-Risk College Student Persistence. Journal of College Student Development, 52, 321-338
Sullivan, A.J. (1963). The Right to Fail: Creativity versus Conservatism. The Journal of Higher Education, 34,191-195
Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45, 89-125
Varney, J (2007). Intrusive Advising. Academic Advising Today, 30(3). Retreved from https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Intrusive-Advising.aspx
Walter R. Earl (1988). Intrusive Advising of Freshmen in Academic Difficulty. NACADA Journal, 8, 27-33.
Zinsser (no date). The Right to Fail. Retrieved from http://columbian.tiffin.k12.oh.us/subsites/Jennifer-Musgrave/documents/AP%20Language%20and%20Composition/TheRightToFail.pdf
