The FRAG Project: A New Approach to Working with First Term Students on Academic Warning - PowerPoint PPT Presentation

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The FRAG Project: A New Approach to Working with First Term Students on Academic Warning

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... with the Registrar's office to put academic holds on the students' records, ... Holds were put in place the day that grades were 'rolled' from Fall term ... – PowerPoint PPT presentation

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Title: The FRAG Project: A New Approach to Working with First Term Students on Academic Warning


1
The FRAG Project A New Approach to Working
with First Term Students on Academic Warning
  • Kate Elias Louie Bottaro Director of
    Advising Assistant Head Advisor
  • Linfield College Oregon State University
  • NACADA National Conference
  • October 20, 2007

2
Background
  • OSU Advising Climate
  • Campus-wide advising initiatives
  • The College of Liberal Arts Advising structure
  • The issues at hand money and time
  • The NACADA 2006 SI

3
Goals
  • To reinforce the importance of academic success
    early in a students academic career
  • To connect them to academic and personal
    resources on campus
  • To keep them at the university long-term
  • To emphasize the seriousness of academic standing
  • To let them know someone cares

4
Details
  • What does FRAG stand for?
  • First year students who were placed on Academic
    Warning in F06
  • Coordinated with the Registrars office to put
    academic holds on the students records,
    preventing them from registering or adjusting
    their schedules.
  • Students were required to meet with a CLA
    Academic Advisor to have the hold removed.

5
How it worked
  • Holds were put in place the day that grades were
    rolled from Fall term
  • Notifications were sent the same day
  • The Registrars Office and CLA Advising sent
    letters to the permanent addresses on file with
    the university
  • CLA Advising e-mailed the students OSU e-mail

6
Letter notification
7
E-mail notification
8
The FRAG Appointments
  • 30 minutes in duration
  • Common stories/experiences
  • Campus referrals
  • Talking points
  • Tools for Academic Success
  • Zero to Success in 77 days

9
Tools for Academic Success
10
Tools for Academic Success
11
(No Transcript)
12
(No Transcript)
13
Removing the hold and follow-up
  • File folder note, communication with the
    Registrars Office
  • Note working with one person was important
  • W07 success survey sent during week 3
  • 30 FRAGs were sent surveys, 10 completed them
    electronically

14
File Folder Note
15
W07 Success Survey
16
W07 Success Survey
17
W07 Success Survey
18
W07 Success Survey
19
Survey Results
  • Note Small survey pool 30 surveys were
    circulated electronically, 10 were returned
  • Students were more likely to receive notification
    of being on Warning by e-mail
  • Most students cited lack of studying and
    under-prepared for college as reasons they were
    unsuccessful
  • Study groups were the most popular remedy
    students utilized in W07 to improve academic
    success
  • Overwhelmingly, students claimed to attend the
    majority of their classes and felt they were
    doing academically better in W07
  • By week 3 most students felt that they would
    achieve between 2.0-3.0 GPA in W07 (accurate)

20
FRAGs vs. OSU
  • F06
  • Number of UG students at OSU 15,227
  • First-year students at OSU 4,067
  • Students in CLA 2,776
  • First-year students in CLA 566
  • First-year student population on AW 235
  • CLA Freshmen on AW 71
  • CLA FRAGs 48

21
Who were the FRAGs?
  • 48 students
  • 17 males, 31 females
  • 7 out of 48 never registered for W07 14.5
  • 3 withdrew during W07 6
  • 38 registered for W07 79
  • Of 41 students that returned in W07, 32 had apts.
    during winter break and the first two weeks of
    the term
  • All but one student seen by March 12

22
Long-term Persistence
  • One of the primary goals of this project is to
    help students
  • who experience academic distress in their first
    year remain at
  • the university and achieve their academic goals.
  • F05 FRAGS
  • 41 (14 of 34 continuing students) continued to
    do poorly and were placed on Academic Probation
    in W06.
  • As of F07, 72 (29 of 39 students) of first-year
    students placed on Academic Warning in F05, are
    no longer at OSU. They stopped out, withdrew, or
    were suspended within 2-3 terms of their initial
    low GPA term.

23
Short-term Persistence
  • F06 FRAGS
  • Of first-year students placed on Academic Warning
    in F06, 20 (10 of 48 students) are no longer at
    OSU. They did not return after F06 and/or
    withdrew during W07
  • W07
  • 29 (11 of 38) continued to do poorly and were
    placed on Academic Probation in W07
  • 71 (27 of 38) achieved a term GPA of 2.0 or
    higher
  • Those students were congratulated by e-mail
  • 57 (22 of 38) achieved a term GPA between
    2.0-3.0

24
Short-term Persistence
  • F06 cont.
  • SP07
  • 34 students successfully completed SP07
  • 62 (21/34) of those students achieved a term GPA
    above a 2.0
  • 17 (6/34) were suspended from the university
    based on SP07 grades
  • 58 (20/34) are currently enrolled for F07
  • We will monitor these students for the next 3-4
    terms to track their academic success and
    persistence

25
Short-term Persistence
  • W07 FRAGS
  • 14 first-year students placed on Academic Warning
  • 10 first-year students placed on Academic
    Probation (skipped warning all together)
  • Of first-year students placed on Academic Warning
    in W07, 16 (4 of 24 students) did not return for
    SP07
  • 16 (4 of 24) were suspended due to SP07 grades
    three of these students were those that skipped
    warning all together
  • 28 (4 of 14 on AW) continued to do poorly and
    were placed on Academic Probation in SP07
  • 100 of students placed on Academic Probation in
    W07 achieved a term GPA below 2.0 or withdrew
    from school.
  • 50 (12 of 24) achieved a term GPA of 2.0 or
    higher.

26
Pros
  • We are reaching the students who are in academic
    distress without expending excessive amounts of
    time or money
  • The registrars office has been great about
    putting on and removing the holds
  • The timing of appointments was primarily during
    slower times of the years

27
Cons
  • Coordinating holds, e-mails, letters,
    departmental notification, answering questions
  • Confusion on the part of students and staff
    members
  • As more units want to implement a program like
    this, the workload for the Registrars office
    grows
  • Potential overload of students interested in
    taking Academic Success classes can they offer
    more?

28
Where do we go from here?
  • Continually monitor F06 and W07 FRAGs for the
    next 3-4 terms to track their academic success
    and persistence
  • Success surveys and future assessment
    opportunities
  • Demographics, high school GPA, SAT scores
  • Participation in first-term orientation programs
  • Participation in summer START program

29
FRAGs unite!
  • Could a model like this work on your campus and
    in your advising unit?
  • Pros
  • Cons
  • Who are your stakeholders?
  • Who would you have to convince?
  • What would you need to change?

30
What works for you?
  • How do you work with students facing academic
    difficulty?
  • What are the steps?
  • Early intervention
  • Notification process
  • Consequences
  • Required additional coursework
  • Who is primarily responsible?
  • One person or a specific unit?
  • Is it working?
  • Want to share?

31
Questions?
  • All materials are available electronically on the
    NACADA website
  • Please e-mail any questions to
  • louie.bottaro_at_oregonstate.edu
  • kelias_at_linfield.edu
  • Kate Elias Louie Bottaro
  • Director of Advising Assistant Head Advisor
  • Linfield College Oregon State University
  • Thank you for attending!
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