The Bounce Back Retention Program: One-Year Follow-UP Study

Abstract

This study provides results regarding the effectiveness of the Bounce Back Retention Program (BBRP), a semester-long voluntary course for students on academic probation (AP). This is the first phase of a longitudinal study of spring 2007 freshmen at San Diego State University (SDSU). Results were analyzed for three samples: 1) AP BBRP-Credit enrolled and earned course credit (n = 81); 2) AP-BBRP No Credit enrolled but failed to earn course credit (n = 44); and 3) AP-NonBBRP did not enroll in BBRP but were on AP (n = 835). BBRP efficacy was assessed by comparing semester and cumulative GPA's, academic outcome (probation removal, probation continued, disqualification), and university departure rates between the three samples immediately after and up to three semesters later. Findings reveal AP BBRP = Credit students earned: higher GPA's, improved academic outcomes, and fewer departures from the university. The value of a theoretically-based programmatic approach to retention is discussed.

Examining the association between therapeutic factors and outcomes of academic enhancement seminars

“…Because all students in a course influence the classroom dynamic and this study was interested in process variables, it is unknown how students in the class who opted not to participate may have impacted their course sections. This appears to be a concern unique to this study, as other studies of academic enhancement interventions have reported the participation of all enrolled students (Coleman & Freedman, 1996;Hanger et al, 2011;Kamphoff et al, 2007;McGrath & Burd, 2012;Mellor et al, 2015). Future studies might advocate for assessment being a required component of the course.…”

“…Robbins et al (2004) note that these skills are necessary to complete academic tasks, and therefore are likely connected to performance outcomes. Much of the existing research on classroom-based interventions has described course content with a significant focus on academic-related skills, though the entire intervention served as the independent variable so the association between individual skills and academic performance is unknown (Hanger et al, 2011;Humphrey, 2006;Kamphoff et al, 2007;McGrath & Burd, 2012;Mellor et al, 2015). Future studies might measure growth of specific skills throughout the intervention and their association with academic performance.…”

“…Similar to retention interventions, there has been limited assessment of interventions for students on academic probation. Evaluations of classroom-based interventions for students on academic probation generally have been correlational, with the entire intervention serving as the independent variable (e.g., Coleman & Freedman, 1996;Hanger, Goldenson, Weinberg, Schmitz-Sciborski, & Monzon, 2011;Humphrey, 2006;Kamphoff et al, 2007;McGrath & Burd, 2012;Mellor, Brooks, Gray, & Jordan, 2015). This limits the ability of institutions to create and improve upon these courses, as it is unclear what aspects of the intervention contribute to positive outcomes.…”

“…Social Learning describes those skills members acquire by participating in the group process, which can then be generalized to their interactions outside of group as well. Using a measure that operationalizes psychosocial constructs within a group setting seems particularly applicable given that classroom-based interventions for students on academic probation often facilitate self-reflection and include discussion of personal, as well as academic, problems (e.g., Coleman & Freedman, 1996;Hanger et al, 2011;Humphrey, 2006;Kamphoff et al, 2007;McGrath & Burd, 2012;Mellor et al, 2015). Kivlighan et al (2018) used MacNair-Semands et al's (2010 measure to determine hope and belongingness in undergraduate students on academic probation who enrolled in a voluntary, one-credit, graded seminar designed to improve students' academic standing.…”

Success in Engineering and Technology Workshop: An Academic Intervention Program for Probation Students

“…Many academic and personal challenges can contribute to failure. Students entering college are often suddenly faced with considerable challenges and demands in all spheres of their lives 3 . Changes in personal responsibilities associated with growing up and increases in academic expectations can make the transition into college particularly difficult.…”