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Powerful Partnerships: Academic Advisors and Learning Specialists

Powerful Partnerships: Academic Advisors and Learning Specialists increasing retention of students on academic probation. Photo by Scott Kirkessner. Origins of My Wildcat Track. History University Learning Center (now the Think Tank) reported to the then University College (now CLAS)

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Powerful Partnerships: Academic Advisors and Learning Specialists

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  1. Powerful Partnerships: Academic Advisors and Learning Specialists increasing retention of students on academic probation Photo by Scott Kirkessner

  2. Origins of My Wildcat Track History • University Learning Center (now the Think Tank) reported to the then University College (now CLAS) • ULC Learning Specialists, not UC advisors, were responsible for probation students Summer, 2009: Administrative change • Probation students from all colleges would be moved into CLAS rather than be disqualified • Students must meet CLAS probation guidelines (provide requirements)

  3. Origins of My Wildcat Track CLAS Director met with Exec. Dir. Of Student Affairs, then head of the Think Tank • The Think Tank was offering generic, campus-wide probation services • We identified our needs, to supplement services: • Advisors aren’t Learning Specialists • Learning Specialists aren’t advisors • Developed program for the spring semester, 2010

  4. My Wildcat Track Requirements • One workshop with advisors in the Colleges of Letters, Arts, and Science • Three one-hour meetings with a THINK TANK Learning Specialist • Follow-up individual meeting with an academic advisor from CLAS

  5. My Wildcat Track Program Goals • Reduce B-deficit • Reframe academic expectations • Improve academic study skills • Decrease probation recidivism • Promote student development

  6. CLAS Probation Workshop • Explained terms and policies • Academic Probation • Satisfactory Academic Progress • Academic Disqualification • Identified resources • Tutoring services; DRC; CAPS; Advising; GRO opportunities; incomplete policy • Instruction on B-deficit calculation

  7. Learning Specialist Role • Counselor • Listens to needs • Encourages personal reflection • Challenges students to make positive improvements • Coach • Examines student’s strengths and weaknesses • Provides tools, resources, and motivation to aid in student’s journey

  8. Learning Specialist Appointment • Build rapport • Preliminary questioning • Decision to attend UA • Family and interests • Identify roadblocks to success

  9. Roadblocks to Success

  10. Learning Specialist Appointment • Build rapport • Preliminary questioning • Decision to attend UA • Family and interests • Identify roadblocks to success • Student Self-Awareness Inventory (SSAI)

  11. Student Self-Awareness Inventory

  12. Student Self-Awareness Inventory 78 questions (qualitative and quantitative) • Demographics • Well-being • Time management • Study environment • Lecture practices • Reading • Exam preparation/Test-taking

  13. Fall 2012 SSAI Insights Source: 2012 Student Self-awareness Inventory (N=117)

  14. Learning Specialist Appointment • Build rapport • Preliminary questioning • Decision to attend UA • Family and interests • Identify roadblocks to success • Student Self-Awareness Inventory (SSAI) • Evaluate current habits • Write measurable goals

  15. Student Learning Outcomes

  16. Student Learning Outcome Examples “Attend 95% of classes the rest of the semester.” “Commit 24 hours a week to academics outside of class.” “Use 8 day study plan to prepare for exams.” “Utilize campus Counseling and Psych Services.” “Complete all assigned readings before lectures.”

  17. Learning Specialist Appointment • Build rapport • Preliminary questioning • Decision to attend UA • Family and interests • Identify roadblocks to success • Student Self-Awareness Inventory (SSAI) • Evaluate current habits • Write measurable goals • Assess progress and reevaluate goals

  18. THINK TANK Resources

  19. Final Academic Advising Meeting • One-on-one scheduled meeting • Review of academic status, probation • Prediction of semester performance • Discuss future options • Verify course selection • Discuss major pathways • Develop backup plans, identify other options

  20. Results • How has the “My Wildcat Track” program affected retention rates? • How have student GPAs changed? • What percent of “My Wildcat Track” participants have moved to good standing?

  21. Retention Rate by Cohort

  22. Students Moved to Good Standing

  23. Average Change in Term GPA

  24. Consider the Impact… • Personally “I learned what I was doing wrong and how to stay on track. Now I pay much more attention to my grades, assignments, tests, etc. These meetings have helped me in such a positive way. I believe they are crucial to every student’s career at UA.” • RETENTION • Students who are part of My Wildcat Track are more likely to be retained • Imagine if this program was campus-wide…

  25. Contact Information Erika Christianson echristianson@email.arizona.edu Cassandra Hirdes Tomlinson chirdes@email.arizona.edu Russel Potter russel.potter@arizona.edu Rowie Wolfe rowiewolfe@email.arizona.edu

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