Combining Academic Appeals and Satisfactory Progress: A Promising Practice

1. Combining Academic Appeals and Satisfactory Progress: A Promising Practice Bonnie Gorman, Dean of Students Bill Roberts, Director Financial Aid Michigan Technological University

2. Learning Outcomes • Describe our conceptual framework and determine if our process would work for you • Recognize the importance of clear communication as a part of the process • Describe how the NASPA competencies of leadership, advising and helping, and ethical professional practice apply to our effort

3. Session Agenda • Introduce Michigan Technological University • Describe our initiative • Review the framework and discuss the important role technology played • Identify lessons learned and next steps • Discussion

4. Michigan Technological University • Location • Enrollment • Class profile • Retention • Academic standing and satisfactory academic progress

5. Spring 2013 Academic Standing • 4,350 in good standing • 254 eligible for suspension • 133 appealed Satisfactory Academic Progress • 4,495 filed a FASFA • 222 not making SAP • 68 appealed

6. Our Challenge • Two separate communications • Students wrote two appeals • Staff sat on the two committees and reviewed the same students • There were issues of consistency, duplication, and efficiency

7. Taking the Lead • Demonstrated a willingness to collaborate • Established the goal to create one system • Convened key constituents • Relinquished ownership to various parts of the process • Evaluated the new system

8. Review of Appeals Process • Re-established the Scholastic Standards Committee with broad representation • Use a rubric to evaluate appeals • Review financial aid status • Select from three decision options

9. Technology was a Key Part of the Solution • Sent email indicating a change in status • Established individualized url giving them instructions • Generated email to staff when to appeal was submitted • Sent emails if the appeal was incomplete, to confirm receipt, and to notify of a decision

11. Ethical Decision Making • This effort aligns our responsibilities to government entities, the University, and students • The rubric provides a protocol for consistency and fairness in our decisions • Follow-up conversations allow us to explain ethical aspects of our decisions

12. Advising and Helping • Most students are required to meet with someone for an initial advising conversation • Students are given options for support and follow-up • Staff is able to make referrals as appropriate

13. Lessons Learned • More difficult to implement then it initially seemed • There were a variety of scenarios we needed to account for • Communications needed to get students attention and have a clear call to action • We saved a lot of time and money

14. Next Steps • Determine templates for academic plans and collaborate to provide academic support • Develop proactive warning system • Work with academic advisors

15. Would This Work for You? • How do you make these decisions? • What do you consider in your decision-making process? • What challenges to do face? • Do you have opportunities to grow in the competency areas we identified when working on a project like this?

17. To Summarize… • Be willing to build relationships • Let go • Clear communication is essential to get the results you want • Be willing to evaluate and revise

18. Contact Information Michigan Technological University • Bonnie Gorman, Dean of Students – bbgorman@mtu.edu • Bill Roberts, Director Financial Aid – wrrobert@mtu.edu