I'm not sure why anyone would be squeamish about requiring intervention. One
could put it in the language of a contract: we'll let you continue to attend on
probationary status if you agree to do the following...

I think choice is important, though. Students need to have some sense of
control, or they won't buy into the intervention at all.  I'm not sure how many
would choose a mountain challenge event, though. I gave probationary students
here an option (a few years back) to do a one afternoon high-ropes program, or
meet with me three times and attend several workshops. In spite of the
considerably larger time commitment of meeting with me & attending workshops,
not a single student had a glimmer of interest in a high-ropes program.

Fear of flying?

(We do, by the way, mandate visits to the academic skills office here for all
students on probation. What students don't know is that there aren't teeth
behind the requirement other than that if they don't improve their gpa & face
suspension at the end of the semester, they need to be able to show they made an
attempt at improving their work habits in an appeal--if they appeal. As you can
see, the penalty for not meeting the 'requirement' is watered down by a lot of
if's. And yet I still get something like 75% compliance.)


Rochelle Butler wrote:

> This reminds me. . .Our school had talked about trying to provide more
> intervention with students who had been on probation for three or more
> consecutive semesters.  We had talked about requiring these students to
> participate in a mountain challenge event.  Basically, they would spend a
> weekend out in the mountains discussing their academic goals and/or their
> career goals and how they hope to meet those goals. (We require the same of
> newly admitted at-risk students and it seems to work pretty well.  It gives
> them a well established support network right at the beginning of school.)
> This was meant to be a way to give probationary students an opportunity to
> figure out their direction in life and help them find the support they need.
> The discussion was nixed when we tried to figure out how we would require
> these students to participate.  People had very differing view points on
> requiring intervention for students on probation.  I thought it was a pretty
> good idea if we could iron out all the bugs.
> I'm curious as to how many of you require students to participate in the
> program you have set up for students on probation; and if they do not
> participate in your program what your consequence may be.  I do ask first
> time prbation students to meet with me individually and we also discuss
> their academic goals and their plan for improvement.  I continue to touch
> base with them throughout the semester to make sure they are still on track.
> I can get about 3/4 of the students on probation to participate. The
> counseling center then offers group support every Thursday for students on
> probation and after the first week only a handful of students keep
> attending. The counselor would like to see this group required of all
> students on probation so that more will attend.  He would like to see it
> offered for credit.  I have mixed feelings about offering a course for
> credit.  I'm curious as to what other schools do.
> Thanks!
> Rochelle
> Rochelle A. Butler
> Maryville College Learning Center
> 502 E. Lamar Alexander Parkway
> Maryville, TN 37804
> 865-981-8121
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals
> [mailto:[log in to unmask]]On Behalf Of Sandra Yarbrough
> Sent: Tuesday, April 11, 2000 12:11 PM
> To: [log in to unmask]
> Subject: Re: academic probation
> <color><param>0100,0100,0100</param>Some excellent information for
> intervention with students on
> Academic Probation can be found in Martha Maxwell's book
> <underline>Improving Student Learning Skills.</underline>
> At Southern Nazarene University, we have different levels of
> academic probation and different levels of intervention.
> For first time probation students, they can meet with me
> individually and do some of the same things that Lisa Kramme
> does with her intervention.  We have an interview, discuss their
> academic status/problems and then sign a contract in which they
> can enroll in classes, meet with me individually or refuse services.
> For students at the second and third level (third is the final level),
> they are required to enroll in a 1 credit course entitled "Seminar:
> Academic Turning Point".  This course is designed for 6-12
> students per section.  We use the text <underline>Turning Point: Getting Off
> Probation and On With Your Education</underline> by Joyce D. Weinsheimer.
> It is an excellent book and students do come and do report
> enjoying the class and finding it and the text helpful.  I just started
> this course in the fall 99 semester so I don't have any retention or
> grade figures yet.
> I'd be happy to share more detailed information if you'd like.
> <nofill>
> Sandra D. Yarbrough
> Director, Emerging Scholars
> Academic Services
> Southern Nazarene University
> (405) 491-6694
> [log in to unmask]