Will Caffey Engl 1102 3/13/14 Arcand, Isabelle, and Raymond N. LeBlanc.

"When You Fail, You Feel Like A Failure": One Student's Experience Of Academic Probation And An Academic Support Program." Alberta Journal Of Educational Research 58.2 (2012): 216-231. ERIC. Web. 1 Apr. 2014. This article discusses how placing students on academic probation can seriously hurt their confidence in an academic setting and how to help at risk students. Mark is contrasted with other more typical at risk students talked about in modern literature on the subject of academic probation. He was also placed in an academic rehabilitation program to get back into academic standing with the school. This article was helpful in talking about what other literature on the subject of academic probation discusses mainly the author states that The literature also enumerates several impediments leading to academic probation. These include personal problems, time constraints, and lack of motivation; procrastination, poor time management, inefficient study strategies, disorganization, and poor concentration; poor preparation, employment, personal illness, being a caregiver, mental health issues; and difficulty to balance school, work, and home-related responsibilities, problematic personal relationships, and lack of connectedness to campus life. These issues are discussed in detail in my paper by the group members in my 49er rebound group. Specifically I explain how disorganization, mental health issues (severe anxiety), and the difficulty to balance school with extra curricular activities. This gives good insight into academic probation and the students responsibility in the matter which few articles discuss because they are written to be read by academic advisors, to help instruct on good advising methods. This also supports my argument that students on academic probation need to be evaluated individually. The author emphasized that they do not form a homogenous group, highlighting the importance of studying probationary students on a caseby-case basis with the objective to understand individual experiences. Though the author seems to contradict themselves big picture the entire point they are trying to make is that students like Mark can slip through the cracks which is furthering the point I am trying to make in my paper. The author does contradict my position in my argument of the importance of these small impediments that lead to academic probation saying that In view of this literature, which promotes an oversimplified image of probationary students by focusing on their common characteristics by grouping them into one group. This article is also hard to use due to the point of the article being a case of academic probation that is not typical. In this sense this article is the Achilles heel to my argument made in my paper because by design Mark was selected as a student not typically found in the academic rehabilitation program. Demetriou, Cynthia. "The Attribution Theory of Learning and Advising Students on Academic Probation." Nacada Journal. 31.2 (2011): 16-21. Print.

This article is about how academic advisors need to understand what motivates their at risk students and their reactions to setbacks. The author presents the theory of attribution and it basically discusses how students perceive their situation and whether they feel in control of their academic outcomes. One of the biggest factors she believes is whether the student blames internal or external factors for their academic problems. She discusses how important it is for an academic advisor to look in to a students situation to determine what is motivating them and how to help the student to recover. This article is extremely useful in support of my thesis in my paper as the major ideas align almost perfectly. The author sums up the problem that I see with the 49er rebound program, Clarifying a students attributions for learning, failure, and success can be especially helpful to advisors working with students on academic probation. During every meeting that I observed the instructor failed to make an attempt to ask students what they thought were the real underlying academic problems last semester that put them on probation. The author delves further into the subject than I because she is discussing how important the role of the academic advisor is in rehabilitating a student on academic probation. I simply show that the lack of effort to find the root cause of the problem is the problem with the 49er focus group. I find this paper to be very useful but because she goes into such depth sometimes the author wanders quite far from my initial point although our perspectives do not necessarily contradict. One example of this specifically is when she is talking about how recent research at colleges has shown that students who get good exam grades give the credit to themselves and people who perform poorly look to outside factors for laying the blame. I agree with this because it seems to be basic human nature but in my paper I wrote about the clear different external factors hampering the students academic successes like organization, anxiety, and over commitment. Throughout my observations I have found significant evidence to confirm my hunch about the detrimental external habits, which I feel that the author does not leave room for. This article also barely applies to my paper topic when it discusses retraining people to attribute things differently. Gerdes, John H., and Tena B. Crews. "Developing Course Profiles To Match Course Characteristics With Student Learning Styles." NACADA Journal 30.1 (2010): 23-33. ERIC. Web. 30 Mar. 2014. This article was about how advisors who know about the fields of study of the students they advise are more effective than those who do not. The advisors who are informed about the topics in which they advise can help students choose better course loads for their major. This article introduces a new system for classifying courses so that advisers can better recommend classes to students. This article can be gleaned for important insight into successful advising strategies and the basic way that advisors should approach the student advisor relationship. My argument that the 49er rebound needs an overhaul to provide a better academic rehabilitation program, is supported by the author Students who have negative interactions and experiences tend to become disillusioned with college, withdraw from their peers and faculty members, and ultimately, the institution. When students are

placed on academic probation they can become very discouraged and if their academic rehabilitation isnt handled properly. The key problem I saw within the 49er rebound program was the lack of specialization of the class to the needs of the student it was a one size fits all blanket approach to the problem. The author discusses the value of an adviser understanding a students situation to better advise them, It is important that academic advisors take students situations into consideration and advise them to keep their workloads manageable in order that they might realize their academic potential. The 49er rebound program never sought to ask the question why, which creates a true problem when trying to specialize the course to better and more accurately help the students on their way back to good academic standing with the school. If you take the main idea of this, being the academic counselor stepping into the shoes of the student to better help them overcome a situation it can loosely be applied to my topic. The downside to reading through this short passage was that a lot of the information was not pertinent to my paper topic because of the broad spectrum it encompassed. The essence of the article must be stretched and manipulated slightly to have it fit the framework of my paper.

McGrath, Shelley M., and Gail D. Burd. "A Success Course For Freshmen On Academic Probation: Persistence And Graduation Outcomes." NACADA Journal 32.1 (2012): 4352. ERIC. Web. 1 Apr. 2014. This scientific study formatted article presents the findings of researchers who studied a large southwestern university and their freshmen on academic probation. The researchers compare the rates of retention between the students that were enrolled in a mandatory academic probation class run by the school. The article uses statistical principles and scientific method to explain the correlation between a students participation in the classes and significantly higher retention rate over a 4 year period. This article also talks about being one of the first tests of its kind and how it proved its point with statistical evidence so well that several other major universities began similar programs. The author makes several points that I can use to support my argument as she argues that students who are more persistent and committed to their institution are more likely to improve their academic standing and have more academic success. She also says that the way to motivate students to be more persistent is by improving the quality of interactions between a student and those in the educational environment. This is significant to my argument because I did not feel that the material covered in the 49er Focus group was very beneficial for the students in the class. Most of the sessions I observed consisted of the group leader assigning students an online assessment to be done on their own without interaction from the teacher or with the other students in the group. The quality of interactions in the 49er group was low because it was taught by someone in the career center who had it put on them, rather someone who specialized in advising at risk students. The author would agree with me that instead of doing the busy work provided online, the students would have been better motivated by talking constructively about their academic past. Shelley McGrath believes When

underperforming students share their common difficulties, compare their plans of academic improvement, and are simultaneously exposed to the plethora of support services, and supportive professionals interested in their collective and invidious academic success, they are more likely to succeed and persist. The only parts of this article that arent very usable in my paper are the references to statistics like p values and other values that only make sense when explained in context and would be unusable if taken out of the passage. I also can only reference this study as an example and cant use their figures to directly to represent my argument because I am talking about UNCC specifically.

Wiseman, Cynthia S., and Holly Messitt. "Identifying Components Of A Successful Faculty-Advisor Program." NACADA Journal 30.2 (2010): 35-52. ERIC. Web. 30 Mar. 2014. This article is about values that help develop academic advisers to be more effective in supporting their students at the community college. The author gives a description of the demographics of the student body and then proceeds to explain the challenges of being a counselor. The article then explains how the community college does research to find that the majority of the advisors believe that they are good advisors, while not being able to score well on a battery of tests in different aspects of the job. This article is helpful in my argument that the lack of input on the part of the student and the refusal of the academic counselor who leads the group to discuss the root issue. The author provides a nine part list about how academic advisors can best serve the students to encourage them to academic success. 1) engage the student; 2) provide personal meaning to students academic goals; 3) collaborate with others or use the full range of institutional resources; 4) share, give, and take responsibility; 5) connect academic interests with personal interests; 6) stimulate and support student academic and career planning; 7) promote intellectual and personal growth and success; 8) assess, evaluate, or track student progress; and 9) establish rapport with students. This is significant to my paper because the group leader was not very engaging and did not have several other traits on the list. She also supports my argument when she shows the value of two-way communication between students and their advisers, One can conclude that any successful academic-advising program must be based on student learning models and advisor communication. In my experiences at the 49er rebound program the students talked amongst themselves circuitously talking about the reasons for their academic shortcomings. The instructor listened but never gave constructive feedback to the students about ways that they could tweak their study habits or work ethic to be more successful in the classroom. This article differed from my paper by focusing on a broader scope of general advising of students and on the differing demographics between a university and a community college. This information can only be used to support a need for a strong and healthy relationship between a student and advisor but the base situations differ greatly from at risk students in a University setting.