Monitored Probation: A Program That Works

Abstract

Universities have recognized student attrition as a problem for some years, and measures to improve this critical issue are being sought. One such effort used at Lamar University is the Monitored Probation (MP) program. The MP program is a comprehensive early intervention academic retention program intended to assist with the academic success of students who have been placed on academic probation or suspension. This article describes this multicomponent program and includes evaluative data on two groups of freshmen on academic probation, a group of probationary General Studies students on monitored probation and a group of non-General Studies probationary students as the control group. At the conclusion of the year in which the interventions occurred, statistically significant differences were found in grade point averages between the two groups and in satisfaction with their university experiences.

Exploring the experience of academic suspension and subsequent academic resilience for college students who were reinstated to the institution: A phenomenological analysis

“…The literature is rich with examples of interventions and programs that have had a direct, profound, positive impact on students who, at one point, failed to meet the minimum requirements of academic performance as outlined by an institution's academic standing policy (Boyd at al., 1994;Brooks-Harris, Mori, & Higa, 1999;Cherry & Coleman, 2010;Cobble & Hohengarten, 1998;Dill, Gilbert, Hill, Minchew, & Sempier, 2010-2011Heiman, 2010;Humphrey, 2005Humphrey, -2006Lipsky & Ender, 1990;Lucas & Hunt, 2002;Mann, Hunt, & Alford, 2003;Sanders & Hutson, 2012;Trombley, 2000).…”

“…That is a definite gap in the necessary service and support that these students need and deserve. The empirical literature is clear that academically at-risk college students can be successful when provided with the right support structure(s) (Boyd et al, 1994;Brooks-Harris et al, 1999;Cherry & Coleman, 2010;Cobble & Hohengarten, 1998;Dill et al, 2010Dill et al, -2011Heiman, 2010;Humphrey, 2005Humphrey, -2006Lipsky & Ender, 1990;Lucas & Hunt,2002;Mann et al, 2003;Sanders & Hutson, 2012;Trombley, 2000). Therefore, it is critical that retention plans be both redesigned and expanded to focus on serving multiple populations of students, including those students who are readmitted from academic suspension.…”

It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs

“…According to Mann, Hunt, and Alford (2004), and Humphrey (2006), students increasingly lack skills pertinent to academic success such as cognitive learning and study skills, self-concept, internal locus of control, efficient time management, and a system of accountability. Support systems centered on learning skills assistance, will actually increase these students' GPA and retention, persistence, and graduation rates (Mann et al, 2004).…”

“…Attrition (or departure) in 4-year institutions, is often defined as students consistently stopping out (planned or unplanned) and leaving the institution before attaining a baccalaureate degree (Engle, Reilly, & Levine, 2004;Lenning et al, 1980;McQueen, 2009). According to the 2001 National Center for Educational Statistics, approximately 40% of all undergraduate students who enrolled in college only completed up to 3 years (Mann, Hunt, & Alford, 2004). In addition to institutional reasons for departure (e.g., cost, lack of opportunities for academic and social integration), students may also leave college before completing a baccalaureate degree, because of uncertainty about college goals (or lack of commitment) and financial issues.…”

“…The research evidence clearly indicates that too many undergraduate students are leaving college without graduating (Davidson et al, 2009;. Many questions remain as to why (Dawson & Guare, 2004;Keup, 2006;Kinzie, Gonyea, Shoup, & Kuh, 2008;Mann et al, 2004;Pan, Guo, Alikonis, & Bai, 2008;Pascarella & Terenzini, 2005;Peterson, Lavelle, & Guarino, 2006;Proctor, Prevatt, Adams, Hurst & Petscher, 2006;Shivpuri et al, 2006;Ting, Grant, & Plenert, 2000). Could students' unpreparedness when they enter college, which oftentimes leads to stressful transition and integration situations, be the catalyst for attrition in addition to academic factors (Kiser & Price, 2008).…”