One of the primary the missions of colleges and universities is dedicated to student success. Traditionally, helping academically probationary students has been challenging for all educational institutions, because there are a multitude of factors involved for the schools and the students including, for example, demographics, socioeconomic issues, student motivation, and student time-management skills. The complexity introduced by these various factors creates obstacles in developing effective programs to aid and assist these students. At the Rochester Institute of Technology (RIT), there exists a course entitled Insights on Success that is designed as an intervention step to improve individual academic performance through self-discovery. The Insights on Success curriculum also works with students on several of the factors that are found in the current literature discussing academically probationary students and examining the factors that contribute to their poor performance, but this study focuses on the effectiveness of the Insights on Success course, itself. Effectiveness of the course for this study was determined by the improvement of the GPA scores of the probationary students who attended the class versus a control group of students who did not attend the class.
This research study evaluates the effectiveness of the Insights on Success course on the academic performance of probationary students attending baccalaureate degree programs within RIT's College of Applied Science & Technology. This study presents the research design, discusses strategies for engaging the students, and explains the metrics that were assessed to determine the success or failure of the intervention.
|Advisor:||Morelli, John, Underhill, Linda|
|Commitee:||Hurny, James, Matic, Jennifer|
|School:||Rochester Institute of Technology|
|School Location:||United States -- New York|
|Source:||MAI 53/06M(E), Masters Abstracts International|
|Subjects:||Higher Education Administration, Higher education|
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