First, it seems that identifying and reaching the at-risk student is critical in the first semester. However, coordinating the identification of an at-risk student in this short time frame can be a very difficult task at a large university. This study found that academic advisors can play a key role as an academic coach and a person that the student can look to as one who is invested in his or her academic success.
Academic advisors are identified by the institution
and by students as the primary source of academic
coping assistance. As such, they function not
only as a form of social support but also as a critical
coach in learning, selecting, and implementing
academic coping strategies.
Second, this article demonstrates the importance of intervention before the students begin classes. In this study at Wheaton College, students that were identified as at-risk were offered the option of attending a 2-day Pre-College workshop that occurred just before new student orientation. Key elements of the workshop included peer mentoring by upper class students who had overcome learning disabilities, more intensive sessions on how to use campus services such as writing centers, tutoring and other forms of academic support, and strategic skill development.
Additionally, it would be interesting to see how many contacts in the first semester make a difference in the at-risk students' success and what exactly UK can do to promote student resiliency.
What do you think could be done in the first semester? or before? What is already being done for these students?
4 comments:
Very interesting and insightful for our unit. It has profound implications for our future.
Made a slight booboo trying to post the first time, maybe this will work...
The traditional college student coming from high school has the summer transitional period to begin to make meaningful connections and to become acclimated to the university culture. I am curious as to some of the ways this university could enhance that time period?
I was an "at risk student" and fell through the cracks during my first run at college. There wasn't anything anyone could have done; I just had to grow up. However, my college "career" had spanned across a few different schools and I learned a bit of what I like to see in the classroom. Engaging teachers, small classes and interesting class discussion with my peers won me over.
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