Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices

Poster Exhibit, Professional Schools
Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices In Fall 2012, the College of Education (COE) Office of Student Academic Services (OSAS) began admitting freshmen students. Previously, students were admitted in their junior year under stringent admission criteria, including a fairly high GPA standard. Hence, COE students were academically strong from admission through graduation and retention issues were not a major concern. However, with the admission of freshman students, OSAS noticed an increase in students who struggled to maintain minimum GPA requirements. As a result, OSAS focused on expanding their retention efforts and developed a series of retention strategies aimed at assisting students placed on academic warning, probation, suspension, and dismissal. OSAS engaged students in self-reflection to identify reasons why they experienced academic difficulty. Retention interventions were designed with this goal in mind and include the following: notification letters every semester, resource handouts, mandatory retention advising appointments, a retention contract, and a student retention assessment survey. The results of the retention assessment survey were analyzed to guide and improve OSAS advising practices and support efforts for academically at-risk students. In addition, OSAS annually reviews their retention assessment procedures and goals to strengthen the overall assessment process, including increasing the survey completion response rate. This poster exhibit will present the process and timeline of the OSAS retention efforts from inception, present methods, preliminary results, and future goals.

Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices In Fall 2012, the College of Education (COE) Office of Student Academic Services (OSAS) began admitting freshmen students. Previously, students were admitted in their junior year under stringent admission criteria, including a fairly high GPA standard. Hence, COE students were academically strong from admission through graduation and retention issues were not a major concern. However, with the admission of freshman students, OSAS noticed an increase in students who struggled to maintain minimum GPA requirements. As a result, OSAS focused on expanding their retention efforts and developed a series of retention strategies aimed at assisting students placed on academic warning, probation, suspension, and dismissal. OSAS engaged students in self-reflection to identify reasons why they experienced academic difficulty. Retention interventions were designed with this goal in mind and include the following: notification letters every semester, resource handouts, mandatory retention advising appointments, a retention contract, and a student retention assessment survey. The results of the retention assessment survey were analyzed to guide and improve OSAS advising practices and support efforts for academically at-risk students. In addition, OSAS annually reviews their retention assessment procedures and goals to strengthen the overall assessment process, including increasing the survey completion response rate. This poster exhibit will present the process and timeline of the OSAS retention efforts from inception, present methods, preliminary results, and future goals. by Denise Nakaoka and Niki Libarios

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Recommended Citation:
Nakaoka, D., Libarios, N. (2015, April). Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai’i at Mānoa, Honolulu, HI.