necessary to achieve good academic standing. An increase of 22% would average an additional 49 students per year. An additional average of 49 students per year would potentially net an additional $245,000 per year. An additional average of 49 students per year would equal 2-2.5% increase in retention percentage. The implementation of the Coastal Academic Recovery Program (CARP) will allow full time students currently on academic probation the opportunity to move to good academic standing, and therefore avoid suspension at the end of the semester. Between fall 2018 to spring 2021, the creation of ACED and implementation of CARP, along with an early alert, could potentially increase revenue and retention percentages by allowing students on academic probation a University-wide academic recovery program that includes academic coaching to assist them in developing the skills needed to obtain good academic standing, remain at the University and prevent them from falling into suspension status. Probation and Suspension Restrictions and Retention Fall 2012-2016 First-Time, Full Time Freshman Cohorts E. Craig Wall College of Business Fall 2012 Fall 2013 Fall 2014 # % One-Year Retention FA13 # % One-Year Retention FA14 # % One-Year Retention FA15 # % # % # % Probation1 33 8.1% 16 48.5% 41 10.4% 17 41.5% 45 9% 14 31.1% Suspension2 25 6.2% 3 12% 23 5.8% 2 8.7% 27 5.4% 0 0.0% No Probation or Suspension 347 85.7% 248 71.5% 331 83.8% 256 77.3% 428 85.6% 312 72.9% Overall 405 267 65.9% 395 275 69.6% 500 326 65.2% Fall 2015 Fall 2016 # % One-Year Retention # % One-Year Retention # % # % Probation1 67 13.3% 28 41.8% 46 10.5% 22 47.8% Suspension2 34 6.7% 1 2.9% 38 8.6% 1 2.6% No Probation or Suspension 404 80% 310 76.7% 356 80.9% 272 76.4% Overall 505 339 67.1% 440 295 67%
College of Science Fall 2012 Fall 2013 Fall 2014 # % One-Year Retention FA13 # % One-Year Retention FA14 # % One-Year Retention FA15 # % # % # % Probation1 111 10.6% 36 32.4% 99 9.9% 38 38.4% 103 9.4% 36 35% Suspension2 73 7.0% 4 5.5% 61 6.1% 2 3.3% 77 7% 5 6.5% No Probation or Suspension 861 82.4% 610 70.8% 839 84% 626 74.6% 919 83.6% 680 74% Overall 1,045 650 62.2% 999 666 66.7% 1,099 721 65.6% Fall 2015 Fall 2016 # % One-Year Retention # % One-Year Retention # % # % Probation1 99 9% 37 37.4% 125 10.8% 52 41.6% Suspension2 44 4% 2 4.5% 85 7.4% 7 8.2% No Probation or Suspension 953 87% 700 73.5% 943 81.8% 708 75.1% Overall 1,096 739 67.4% 1,153 767 66.5% University College Fall 2012 Fall 2013 Fall 2014 # % One-Year Retention FA13 # % One-Year Retention FA14 # % One-Year Retention FA15 # % # % # % Probation1 34 12.3% 14 41.2% 15 6.8% 4 26.7% 31 12.2% 9 29% Suspension2 19 6.9% 1 5.3% 19 8.7% 0 0% 21 8.3% 1 4.8% No Probation or Suspension 223 80.8% 135 60.5% 185 84.5% 123 66.5% 202 79.5% 129 63.9% Overall 276 150 54.3% 219 127 58% 254 139 54.7%
Fall 2015 Fall 2016 # % One-Year Retention # % One-Year Retention # % # % Probation1 20 7.2% 5 25% 29 12.4% 9 31% Suspension2 8 2.9% 2 25% 12 5.1% 1 8.3% No Probation or Suspension 249 89.9% 157 63.1% 193 82.5% 128 66.3% Overall 277 164 59.2% 234 138 59% Spadoni College of Education Fall 2012 Fall 2013 Fall 2014 # % One-Year Retention FA13 # % One-Year Retention FA14 # % One-Year Retention FA15 # % # % # % Probation1 18 9.8% 8 44.4% 14 8.9% 6 42.9% 18 10.1% 8 44.4% Suspension2 8 4.3% 1 12.5% 5 3.2% 0 0% 7 3.9% 1 14.3% No Probation or Suspension 158 85.9% 120 75.9% 138 87.9% 94 68.1% 154 86% 115 74.7% Overall 184 129 70.1% 157 100 63.7% 179 124 69.3% Fall 2015 Fall 2016 # % One-Year Retention # % One-Year Retention # % # % Probation1 9 5.2% 4 44.4% 9 6.2% 3 33.3% Suspension2 6 3.5% 0 0% 3 2.1% 0 0% No Probation or Suspension 157 91.3% 129 82.2% 134 91.8% 110 82.1% Overall 172 133 77.3% 146 113 77.4%
Methods of Providing Support Academic Coaching Research has found that students need support identifying strategies that lead to true comprehension (Nash-Ditzel, 2010, p. 46), understanding how to practically use these strategies, and understanding which strategies are most effective for different cognitive tasks (Nash-Ditzel, 2010, p. 46; Borkowski & Muthunkrishna, 1992; Jacobs & Paris, 1987). Academic coaches are well-situated to assist students with developing an understanding of how to think about their learning, and ultimately, how to learn. Academic coaches are powerful in their ability to help facilitate student planning, meaningful learning, and self-assessment. Below are examples of how academic coaching can assist students with developing the knowledge and skills necessary to be successful in college: Facilitating Planning: (Nilson, 2013; Hofer, Yu, & Pintrich, 1998; Pintrich, 2002; Pintrich, McKeachie, & Lin, 1987) Knowledge Type Reflection Questions Coaching Tools Strategic Knowledge Knowledge of Cognitive Tasks What am I being asked to do? How difficult is this task? How can I be successful? What steps are involved in this task or process? What strategies are appropriate for completing this task? How will I know when I have been successful? Course Strategy Worksheet Project Planning Task List How I Got an A in the Course Writing Exercise Homework Guide Worksheet Facilitating Meaningful Learning: (Nilson, 2013; et al., 1998; Pintrich, 2002; Pintrich, McKeachie, & Lin, 1987; Ambrose et al., 2010; Brown, Roediger, & McDaniel, 2014) Knowledge Type Skills Coaching Tools Strategic Knowledge Organizing the material (i.e. identifying and classifying problem types, overall concepts, and theorems). Grouping key together and explaining relationships between them. Practicing effective learning strategies. Active Reading Lecture Preparation Worksheet Post-Lecture Summary and Reflection Worksheet Study Outcomes Log Frayer Model Worksheets Formula Overview Worksheet
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