Literaturnachweis - Detailanzeige
| Autor/inn/en | Howard, Richard D.; Borland, Ken; Johnson, Cel; Baker, Larry J. |
|---|---|
| Titel | Academic Success of Suspended Students. AIR 2001 Annual Forum Paper. |
| Quelle | (2001), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Failure; Academic Persistence; Academic Probation; College Attendance; College Freshmen; Degrees (Academic); Graduation; Higher Education; School Holding Power; Suspension |
| Abstract | Cohorts of entering freshmen were tracked over time to determine whether the suspension policy at Montana State University (MSU), Bozeman was having the intended effect on academic success, defined as degree completion. The university's current policy requires students to be suspended after receiving grade point averages (GPAs) of lower than 2.00 for two consecutive terms. The objective of the policy, which requires a student to sit out one term before returning to MSU, is to require the student to evaluate his or her academic difficulties, take steps to correct them, and return to MSU with a stronger commitment to scholastic achievement. The returning student continues to carry the burden of the cumulative GPA, and a "probation" designation is not removed until the student earns both term and cumulative GPAs of 2.00 or above. The study examined a population of 4,933 first-time, full-time degree-seeking freshmen, the entering cohorts of 3 years. Of this population, 17% were suspended at some time during their university attendance. The data suggest that in the 1990s, suspended students seldom graduated from MSU. The policy was found to be protectionist, isolationist, reactionary, and summative. Recommendations for suspension policy in the future are that faculty should revisit this policy through a contemporary lens, and that the "time out" intervention should be replaced by a "time out" plus intervention approach that is designed to address students' academic difficulties. It is also recommended that strategies be developed to enhance students' preparation for college, especially for calculus courses. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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