Learning Outcomes of the Dismissal Testimonial for Academically Dismissed Students in Arts Sciences

1. Learning Outcomes of the Dismissal Testimonial for Academically Dismissed Students in Arts & Sciences Jennifer Brost Kelly Payne

2. Purpose of Study Research Questions Academic Dismissal Process at the University of Nebraska-Lincoln (UNL) Overview of Learning Outcome Clusters Case Study Findings The Dismissal Process: Revisited Advisor Implications Questions Outline

3. To identify gains in learning outcomes of the current written appeal process for academically dismissed students at UNL’s College of Arts & Sciences. Does the current appeal process help formulate a more clear and nuanced sense of the “learning cluster outcomes” affecting student success? Purpose of Study

4. What is the outcome of the written academic dismissal appeal process for Arts & Sciences undergraduates at the University of Nebraska-Lincoln? What factors lead to the student’s dismissal? Who are dismissed students? Are there gains in learning outcomes of the written academic dismissal process? Research Questions

5. Probation—based on students’ gpa & cumulative credit hours—see handout Level 1 Level 2 Dismissal—students may select which option they want to pursue Reinstatement Appeal Immediate Readmission Appeal Requires two term suspension Advisor Role Dismissal Process & Procedure at UNL

6. Kuh et al (1994) describes five outcomes clusters Our study focused on Cognitive complexity Interpersonal and intrapersonal competence Practical competence Knowledge acquisition and application Humanitarianism Why did researchers examine three out of five? Advisory role & specific nature of dismissal process Learning Outcomes Clusters

7. Cognitive skills including: reflective thought critical thinking (ability to summarize information accurately and perceive logical coherences and discernable themes and patterns across different sources of information) Intellectual flexibility (openness to new ideas and different points of view) Definition of Cognitive Complexity

8. Student-faculty contact Students at advanced, more complex levels of intellectual development prefer interactions with faculty during which the faculty treat students as partners in constructing knowledge. Students with less complex levels of intellectual development prefer that faculty assume the role of authority by structuring assignments and removing ambiguity and indentifying right and wrong answers. Evidence of Gains in Cognitive Complexity

9. Living arrangements Students who lived on campus exhibited greater gains in critical thinking than those who commuted. Academic and social involvement Level of student involvement or effort in both academic (intellectual) and interpersonal experiences correlated significantly to intellectual skill development. Continued--Cognitive Complexity

10. A coherent, integrated constellation of personal attributes and skills Identity Self-esteem Confidence Integrity Appreciation for the aesthetic and spiritual qualities of life and the natural world, sense of civic responsibility Skills (how to work with people different than oneself) Definition of Interpersonal and Intrapersonal Competence

11. Leadership activities Study Abroad Out-of-class interaction with faculty Exposure to people of diverse backgrounds Honor’s Program Living in campus residences Evidence of Gains in Interpersonal and Intrapersonal Competence

12. Skills reflecting an enhanced capacity to manage one’s personal affairs Time management Decision making Economically self-sufficient Vocationally competent Definition of Practical Competence

13. Participation in co-curricular experiences Social Leadership activities On or off campus employment, especially when directly related to academic major Evidence of Practical Competence

14. College of Arts & Sciences Dismissal Statistics

19. Case Study Demographics Sample Size 16 academically dismissed students Survey sent to 118 students Gender 10 male 6 female First Generation 7 students 4 no response Class Standing 3 Freshman 5 Sophomore 3 Junior 5 Senior

20. Survey Questions Cognitive Complexity What have you learned about yourself from the dismissal process?

21. Describe the advantage and/or disadvantage of being required to write an appeal statement about your academic difficulties. Advantage “[I am] good at writing, could express myself…liked that it was a written process.” “It is good in that one can reflect on the performance and analyze.” “Listing [response] out help[ed] prioritize.”

22. How did writing the appeal statement affect your perception of academic difficulties? “I realized I was a screw up. I have made many mistakes and I need to learn from them.” “It took me a while to write because it made me think about absolutely everything I had done wrong …basically made me think I could have done better…” “It made me feel worse.” “It made me realize what was going on in my life, I needed to balance my personal and academic life.”

23. Survey Questions Interpersonal and Intrapersonal Competence What factor(s) had the greatest impact on your academic dismissal? “took on too much too fast” “I was basically screwing off.” “The marijuana, choosing to stay out late and sleep through classes.” “I had less loans so I had to work extra hours.” “Attendance.” “Tough courses.” “Free reign and being by myself for the first time.” “College life.”

24. Consider what you wrote in your appeal statement. How would you describe your ability to succeed academically? “I am capable of performing at an ultra elite level. Because I cannot fully concentrate on school. I am capable of earning superior marks if academics is a priority.” “[My ability is] strong as long as I make better use of my time.” “[I have a] much better chance of succeeding now, confident in the schedule I have now. “I was a **** National Merit scholar!! I’m wonderful at academic success, but not when I can’t even get out of bed and no one gives a ****.”

25. What kind of support do you need to be academically successful? (ex. Friends, family, intimate relationship, faculty, RA, etc.) “Would like to have a better relationship with faculty.” “Friends are very important, my mom helps with every problem I ever had with college, advisers are helpful in making things clear.” “…during the school year [I need] faculty, RA and intimate [relationship] support; [I] had good relationship with RA; as far as family goes, was not encouraged to go to college…” “Family---a lot of stress put on me to succeed. Friends as well.”

26. Survey Questions Practical Competence What campus resources do you plan to use in the future? (academic advising, Career Services, Student Involvement, etc.) “Meet with my adviser more.”—Adviser mentioned the most, 20 times. “Math resource center; student involvement.” “Library.” –mentioned 4 times “Faculty.” –mentioned 15 times

27. How do you manage priorities? (ex: academics, employment, personal/familial demands) “School, then family, God, friends, work.” “Health and happiness first; if not healthy, not happy; use blackberry to keep track of everything…” “Not so well. I chose sleep over homework.” “Academics is now my #1 priority over employment.” “Based on severity I normally put school first, work second, relationships third with my girlfriend…I give family zero attention unless there is an emergency.”

28. Based on your written appeal statement, what steps do you plan to take to avoid academic dismissal in the future? “Work [in classes] harder and work less hours. I will need to take out more loans.” “Plans to study every day at least three or four hours, ask questions in class, participate more, study more in advance.” “…drugs are not the right answer so he needs to be involved with different people…focus like [I] used to in high school.” “Do all class assignments when I get back from class, not later. Schedule work around classes; [whereas I] used to schedule class around work times.”

29. Any additional comments you would like to share with us. “[The] process made me change my life a lot.” “…process was fine…when he called in they said it wasn’t accepted; an explanation or a response from the committee would be nice.” “I believe my situation has variables that weren’t fairly considered. If UNL is truly interested as educators and advisors, I would assert …I was not made aware of my academic dismissal until the first day of classes by checking [registration].” “Not a big fan of being notified of being dismissed a week before school started…Maybe different processes for different situations…Health records were difficult to get. Very inconvenient to complete the appeal process.” “I think that the people involved were very fair and helpful; at first they wanted me to take a semester off and go to community college…my ambitions are too high for that.”

30. Observations Reoccurring Themes Advising Students plan to access advising more often Students expressed they want more outreach Faculty Students want stronger relationship with faculty Range from accessibility to approachability Self-Efficacy Disconnect between stated ability and performance Realization process Time Management Social issues to work Studying as ongoing activity

31. Research Findings What is the outcome of the written academic dismissal appeal process for Arts & Sciences undergraduates at the University of Nebraska-Lincoln? What factors lead to the students dismissal? Time Management Issues Attendance in class Work hours Freedom of college Health issues Mental and Physical Rigor of schoolwork

32. Research Findings Who are dismissed students? Varied in class status, gender, and majors Average age: 20.75 years Majority of students first generation (44%)

33. Research Findings Are there gains in learning outcomes with the written academic dismissal process? Cognitive Competency Student express fair amount of reflective thought (connecting academic progress/grades and behavior/attendance) However, there were some instances wherein students seemed to express self-efficacy but immediately follow with an excuse Gains are not complete—in process

34. Interpersonal/Intrapersonal Competency Students expressed genuine intention to get more involved on campus, work less Students commented frequently on imporance of involvement/engagement Researchers noted that students’ interpersonal and intrapersonal relationship prior to dismissal seemed were not supportive (drugs, negative peer pressure, unsupportive family, etc)

35. Practical Competency Students gained an awareness of how crucial practical competency is to their academic success However, students noted that they need additional support from faculty, family, and advisers to realize this competency. Smalls gains in this area are very important for dismissed students Time management and decision making were emphasized by students as key factors in avoiding dismissal.

36. Assumptions vs. Findings What we expected vs. what we got Cognitive Expected: Deep reflection Got: Reflection in process, some reverted to excuses Intrapersonal and Interpersonal Expected: Admission of importance of univeristy resoruces and on-campus engagement Got: Same Practical Expected: Admitting struggle with one’s affairs Got: Same, but students couldn’t answer how to achieve practical competence

37. Dismissal Process Revisited Written vs. Oral Length Advisor participation in dismissal hearings Primary role Advisor presence Active role and recommendation Secondary role Only dismissal appointment Documentation recommendations Suggestions on appeal focus

38. Advisor Implications Optimism vs. Realism when talking with students Confront Assumptions Background of student Documentation issues Parameters Adviser as editor How much direction to we give on how to write statement?

39. Questions How does the dismissal process work at your institution? Written? What is the advisor’s role in the dismissal process? Serve on dismissal committee? What trends do you notice in terms of dismissed students? Do you have a program or procedure to follow up with dismissed students?

40. Back Page