Academic Probation
'F' the College Standards: a Closer Look into Academic Probation
Horton's (2015) research states "that nationally only 70% of all students in public high schools graduate and only 32% of all students leave high school qualified (or “college ready”) to attend four-year colleges (p 83)." This means that a large portion of incoming students are likely to end up being at-risk or on academic probation. The news of bad marks affects students differently, according to Demetriou's (2011) study, some find it as a wake up call, while others fall into a downward spiral. Researchers have began to see which methods can boost these students morale and their grades, in hopes to reach higher retention levels.
Standards and Characteristics
In order …show more content…
Therefore, academic advisors play a critical role in helping students deal with and process this upsetting news as well as set a path to return to good academic standing. (Demetriou, 2001, p. 18) Students may place blame on their status of academic probation as either an internal or external factor. An example of an external factor would be bad luck, while an internal factor could be considered as low ability. Both scenarios require a proper response from the academic advisor, to encourage the student and guide them to an more successful path. External factors are ones the students feel they have no control over, while internal can be managed through adjustments (Demetriou, 2001, p. 17). When conversing with a student on academic probation, it is often critical to know if they are attributing their circumstance to internal or external factors. Common external factor excuses are "biased instruction, academic advising, or university policies (p. 19)." If an advisor can help the student see their situation from another point of view, it could help factors to be seen as internal, therefor controllable (Demtriou, 2001). Demtriou (2001) aslo points out "[c]ollege students who feel in control of their academics are more likely to bounce back from setbacks such as academic probation (p. 19)." The main role of the advisor is to encourage reflection, respond to students, and increase motivation. In time of reflection, the student should be able to see a change in progress, and relate their courses to their future career. Responding to student often includes being supportive and encouraging, to help maintain a bond (Demtriou,
Horton's (2015) research states "that nationally only 70% of all students in public high schools graduate and only 32% of all students leave high school qualified (or “college ready”) to attend four-year colleges (p 83)." This means that a large portion of incoming students are likely to end up being at-risk or on academic probation. The news of bad marks affects students differently, according to Demetriou's (2011) study, some find it as a wake up call, while others fall into a downward spiral. Researchers have began to see which methods can boost these students morale and their grades, in hopes to reach higher retention levels.
Standards and Characteristics
In order …show more content…
Therefore, academic advisors play a critical role in helping students deal with and process this upsetting news as well as set a path to return to good academic standing. (Demetriou, 2001, p. 18) Students may place blame on their status of academic probation as either an internal or external factor. An example of an external factor would be bad luck, while an internal factor could be considered as low ability. Both scenarios require a proper response from the academic advisor, to encourage the student and guide them to an more successful path. External factors are ones the students feel they have no control over, while internal can be managed through adjustments (Demetriou, 2001, p. 17). When conversing with a student on academic probation, it is often critical to know if they are attributing their circumstance to internal or external factors. Common external factor excuses are "biased instruction, academic advising, or university policies (p. 19)." If an advisor can help the student see their situation from another point of view, it could help factors to be seen as internal, therefor controllable (Demtriou, 2001). Demtriou (2001) aslo points out "[c]ollege students who feel in control of their academics are more likely to bounce back from setbacks such as academic probation (p. 19)." The main role of the advisor is to encourage reflection, respond to students, and increase motivation. In time of reflection, the student should be able to see a change in progress, and relate their courses to their future career. Responding to student often includes being supportive and encouraging, to help maintain a bond (Demtriou,