Students who find themselves on academic probation first entered the door to community college with the hope of attaining a degree or skills for a better life. The purpose of this study was to examine the effectiveness of intrusive academic advising services to assist in the retention of community college students on academic probation (n = 1,336) at one community college. An embedded quasi-experimental design was used to test an intrusive academic advising intervention that predicted that participation would increase student retention. Qualitative data, collected through open-ended, pre/post survey questions allowed students to share their perceptions and attitudes of the intrusive academic probation advising intervention. The findings revealed that academic probation students struggled with procrastination, time management, and study skills, and they did not have sufficient knowledge about campus resources to access them. The findings also indicated that the students who participated in the workshop (n = 125) were 8.6 times more likely to be retained than those who did not participate ( n = 1,211). Based on the results, recommendations are made for college policy changes, practices, and further studies of this population.
|Commitee:||Bandyopadhyay, Santanu, Murray, John P.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational leadership, School counseling|
|Keywords:||Academic advising services, Academic probation, Campus resources, Intrusive advising, Student retention, Study skills, Time management|
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