Using Data to Develop a
Comprehensive Academic Probation
Program at a Large College
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Identify stakeholders at your institution for this work

Understand why data is key to the development of this process

Identify your population and the challenges this entails

Identify learning centered strategies to reach this population of
students
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Dr. Julie Corderman, Manager of Student Services at the Winter
Park Campus of Valencia College
Oversee front line staff for Student Services at our campusincludes Answer Center, Career Center and Atlas lab
Adjunct Instructor in Psychology
Developing a comprehensive Probation and Suspension program
at Valencia
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Our campus Dean tasked the Career Center with working with
Probation and Suspension students
The idea behind this appointment was following the O’Banion
Model of assisting students with focusing on long term goals and
goal setting
 Life Goals
 Career Goals
 Educational Goals (Major)
 Course Selection
 Schedule

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On-going conversations with my advisors about the probation
student population
Created an ad hoc system for my advisors to use as a method of
keeping each other in the loop with regards to student we were
seeing
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Began to collect and tally Probation Passes
(We had passes collected from a three year period)
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Began discussions with OIT on creating a data
report (18 months)
Sent a team of Student Services staff members
to Destinations program during Summer to
begin discussion of interventions (3 months)
Sent team members to NACADA conference
Developed a work team of key stakeholders

Who are the stakeholders at your school?

Who might be invested in this work?

Who do you need at the table for discussion?

Who are the best advisors for the job?
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Think broadly and forward
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Project Facilitator
Academic Deans (2)
Faculty (2)
Deans of Students (2)
Counselors (2)
Conduct Coordinators (2)
Career Advisors (2)
Financial Aid Liaison (1)
Black Board Liaison (1)
OIT Liaison (1)
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Helps you to separate fact from fiction
Enables you to have important information
when speaking to various stakeholder groups
at the college
Enables you to begin to formulate a plan
Enables you to determine if your plan is
working
Enables you to tweak portions of your program
as supported by the data

Redesigning our probation pass
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Identifying our population and developing
interventions based on numbers
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Flex courses - should students on P2 be able to
take them?
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Advisors began to see more and more students rolling onto
academic probation as Banner helped us to “clean up” reports
Many of the probation students we were seeing were not able to
articulate reasons for being on probation
Many of the probation students did not have clear educational
goals; supporting O’Banion’s Model
Many of these students had unrealistic expectations about how
many classes they could successfully navigate in a term
Many of the students were not taking responsibility for changing
their academic behavior
Personal or
Working too
Family
Lack of focus much/work
problems or motivation schedule
Accident or
sickness
Failing
grades/low
GPA
Misunderstood
the question
Blank
Poor time
management
1
0
14
23
29
24
10
99
17
2
0
9
14
21
14
0
93
18
3
2
2
13
28
7
4
36
6
4
3
36
45
66
19
12
159
102
5
19
4
36
70
8
31
27
63
6
5
52
35
108
36
7
119
98
7
2
24
18
48
29
3
138
10
8
1
6
5
12
1
0
47
3
9
0
7
9
20
20
1
80
4
10
2
16
19
60
15
2
28
66
Total
34
170
217
462
173
70
826
387
Percentage
2%
9%
12%
26%
10%
4%
46%
21%
Use Valencia
ressources
Manage time (skill shops,
more wisely
labs etc)
Blank
Pass my
classes/try
harder
Retaking
Seek help from
failed classes Quit job/reduce teachers and Misunderstood
to raise GPA working hours
advisors
the question
1
9
91
29
1
46
19
2
2
2
45
55
22
5
10
9
5
15
3
2
67
7
2
4
9
2
4
4
29
182
61
33
15
30
28
27
5
6
4
23
8
11
1
0
27
6
42
198
85
23
37
49
18
15
7
25
109
52
11
32
24
11
5
8
4
27
2
1
41
2
0
0
9
8
42
30
10
20
40
8
5
10
8
129
39
12
6
23
10
6
Total
178
904
350
106
222
206
84
106
10%
50%
19%
6%
12%
11%
5%
6%
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We had to determine how to gather the population information from our
data warehouse
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We had to define our population (different parameters AW, P1, P2, SU)
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We had to determine what types of data were important to mine:
 Term GPA
 CUM GPA
 Major
 HS
 Zip Code
 Sex
 Ethnicity
 Cleared vs. registered
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We had to determine when to run the report during a term cycle
We had to determine which fields to mine the data from to get correct
data
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Our first usable report was run at the end of Summer term 2011
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We just ran our 5th report at the beginning of December 2012
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Each term we run a college wide report plus a report on our pilot
group vs. a control group
In addition, each term we begin to experiment with digging
deeper into the data to answer theories about our work such as:
“Do flex term courses have an impact on student outcomes?”
“What impact is withdrawing having on this population?”
1392
1400
1000
1176
1173
1200
929
800
P1
701
P2
600
400
488
441
282
279
200
120
74
63
105
59
0
201130
SU
434
201210
201220
201230
201310
1400
1282
1171
1200
1060
1000
AA
807
800
AS
675
671
600
Personal
AAS
507
T-Cert
440
400
331
278
200
44 23
15
75
47 38
55
26 26
37
12 25
60
15 34
0
201130
201210
201220
201230
201310
200
186
180
160
140
151
135
131
Nursing
120
Radiography
Dental Hygiene
100
Sonography
79
80
Respiratory
Cardiovascular
60
40
20
29
15
20
25
17
14
14
2 2
7
20
22
17
3
2
6
13
9 11
0
201130
201210
201220
201230
14 14
6
4 4
1
201310
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Large numbers –how are we going to manage?
How can we manage the flow of these students so they can be
evenly distributed (by Campus? By Advisor?)
With the varying numbers in each group, do we want to have
different levels of intervention for each group?
Does there need to be a different strategy with our Allied PreClinical students?
What about including our Academic Warning students?
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Schools that we studied were dealing with much smaller numbers
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Began seeing some schools with online tutorials and forms for students
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We already had a form called the “Probation Pass” for students online
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We initially created a Blackboard course as a way to “corral” students
college wide
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The course enables us to direct flow where we can manage it
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Allows students to check in via e-mail
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Contributes to ongoing dialogue during the term
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Allows same advisor to follow a student throughout their time on
Probation
Allows us to gather data on effectiveness of assignments
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We went through many attempts at this (still a work in progress)
Created a set of online assignments that students are given each
term they are on probation
Manually load names each term AFTER previous term grades have
rolled
Advisor is the “Instructor” of the course and determines what
assignment to give a student based on questionnaire information
Advisors can send reminders to their students as well as personal emails encouraging students during the term
Assignments are built to be self-gradeable
Student must receive 80% or more on every assignment to be cleared
for future courses
Credit restrictions apply to probation and suspension students
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All students go through the “Orientation assignment”
their first term on Probation
This assignment includes:
 Catalog definitions of Probation and Suspension
 Probation process and student responsibility
 Probation Contract
 Questionnaire - reasons for being on Probation (student selects from options)
 Quiz regarding understanding of the process
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In subsequent terms, students are given assignments to
complete BEFORE registration for the next term
These assignments are based on the results of the
students’ questionnaire
Academic Probation Questionnaire
My academic performance may have been affected by the following reasons:
Poor time management
Transportation
Problems with class attendance
Juggling work and school
Childcare issues
Course difficulty
Lack of Communication with
instructors
No chosen major
Family/relationship concerns
Illness
Financial issues
Early morning classes or late classes
Lack of motivation
Emotional/psychological issues
College adjustment/transition problems
Too much socializing
Did not meet with Academic Advisor
Did not use tutoring services or labs
Study problems
Other
Solutions (check all that may apply)
Academic/Study Skills
Use tutoring services and labs
Communicate/visit with instructors
Change study environment
Form a study group
Attend Academic Workshops
Learn about goal setting
Be aware of academic calendar
Get career counseling
Time Management
Set goals
Say “No”
Make a “To Do” list
Reward yourself
Turn off cell phone
Other
I commit to the following actions this semester:
Work related/ Financial
Get a different job
Quit job/remain unemployed
Reduce working hours
See Financial Aid Counselor
Family/Personal
Discuss goals with family members
Delegate duties
Make appointment with Counseling/Consultation
Develop routines
Get medical help
Say “No”
Complete __ _ study hours per week
Make college a priority
Keep a time management log that outlines class
Maintain regular class attendance
Manage work, personal, and study time
Consult regularly with instructors about progress
Seek tutoring from Valencia’s Support Labs
Attend workshop(s)
Consult with Advisor regarding academic progress
Complete required probation assignments by
deadline(s)
Other
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Orientation
Time Management
Learning Styles
Procrastination
Study Habits
GPA Calculator
Communicating with your Instructors
Defining Your Career Path
Financial Planning
Academic Resources
Educational Planning
Reading and Writing Skills
Test Anxiety
Loneliness/Depression
Is Online for Me?
(In Development)
Math Support
Writing Support
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Has run for 4 terms
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Served between 50-150 students per term
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60/40 Success Rate
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Team consists of 4 full-time advisors & 7 part-time advisors (only
1 FT advisor is one of my direct reports. The others are
“volunteering”)
Summer 2011Pilot Group (n=52)
Summer 2011 Unrestricted Group (n=52)
Bad News: (34%)
Bad News: (26%)
P1 to P2=7 (13%)
P1 to P2= 5 (9%)
Suspended=11 (21%)
Suspended=9 (17%)
Good News: (66%)
Good News: (74%)
Maintained=18 (35%)
Maintained= 19 (37%)
Good Standing=16 (31%)
Good Standing= 19 (37%)
*6TWs (Term Withdrawals)
Fall 2011 Pilot Group (n=76)
Fall 2011 Unrestricted Group (n=76)
Bad News: (39%)
Bad News: (51%)
P1 to P2=19 (25%)
P1 to P2=22 (29%)
Suspended=11 (14%)
Suspended=17 (22%)
Good News: (61%)
Good News: (49%)
Maintained=19 (25%)
Maintained=15 (20%)
Good Standing=27 (36%)
Good Standing= 22 (29%)
*9TWs
Spring 2012 Pilot Group (n=91)
Spring 2012 Unrestricted Group (n=91)
Bad News: (33%)
Bad News: (39%)
P1 to P2= 20 (22%)
P1 to P2= 22 (24%)
Suspended= 10 (11%)
Suspended=14 (15%)
Good News: (67%)
Good News: (60%)
Maintained= 45 (41%)
Maintained=33 (36%)
Good Standing= 24 (26%)
Good Standing 22 (24%)
*8TWs
*3TWs
Summer 2012 Pilot Group (n=53)
Summer 2012 Unrestricted Group (n=53)
Bad News: (28%)
Bad News: (36%)
P1 to P2= 8 (15%)
P1 to P2= 10 (19%)
Suspended=7 (13%)
Suspended= 9 (17%)
Good News: (72%)
Good News: (64%)
Maintained=16 (30%)
Maintained= 16 (30%)
Good Standing=22 (42%)
Good Standing= 18 (34%)
*11TWs
*2TWs
Fall 2013 Pilot Group (n=151)
Fall 2013 Unrestricted Group (n=151)
Bad News: (39%)
Bad News: (51%)
P1 to P2= 41 (27%)
P1 to P2=51 (27%)
Suspended=18 (12%)
Suspended=26 (17%)
Good News: (61%)
Good News: (49%)
Maintained=51 (34%)
Maintained= 36 (24%)
Good Standing=41 (27%)
Good Standing= 38 (25%)
*10TWs
*4TWs
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Students who do not respond to e-mails during the term
tend to do worse
Students who are engaged with their advisor tend to
improve
Students are coming in earlier during the registration
process
Financial Aid has become more aligned with this process
due to changes in Satisfactory Academic Progress terms
Students who take ownership of their performance and take
steps to make changes have the best improvement
Many students are not willing to make changes
The population’s overall GPA is slowly rising
 Many of the low performers have stopped coming to school
 Many have lost Financial Aid and are no longer able to attend school
 We are intervening earlier
Subject: RE: Summer Registration
Hey mrs Natalie question my math class idk if I'm doin gd n it what do u think is the best opinion I do?
Bein that I'm on academic probation and I'm on an appeal D plan for financial aid please write me back
ASAP to let me know if there is anything I can do!!!! Could I withdraw and pick up another class to make
up for it? Or no? I dnt wanna be penalized cause I'm doin gd so far.
Brit.
Hi Kera, this is Ally.
I'm having issues being motivated for school; I work a lot and its very labor intensive. I don't think
college is for me but I know I have to do it. I withdrew from my class because I was doing awful, I really
want to do good and I know I can I'm just having trouble adjusting to the college life, I took the
personality test in the my portfolio and it said I would be best doing something technical. I really
enjoyed my programming concepts it just was a little above my skill set. I finished the probation module,
I’m not sure what to do next or if you think I should take a semester off to get my life situated or drop
out. I really don't want to drop out.
Hello Ally,
First, I want to commend you for being proactive about your classes and possible academic goals. Many
other students haven’t put the kind of consideration into their classes that you have – so you’re already
taking the right steps. If you want to take a semester off from classes to further explore your academic
options, I would like to recommend that you not take the time off completely. Instead, I would
recommend coming in to set up an intensive three-meeting career assessment series at the Career
Center. This career assessment series will go in depth and help you clearly define different career
options that best fit your personality and goals. Then, it will help you identify possible degree programs
that match those goals.
I think this will give you a better idea of what steps to take next as far as picking out classes to take. If
you are interested in setting this up for the spring, please let me know and I will get you in touch with
one of the Career Advisors here at Winter Park Campus. After you’re done with the career assessment
series, we can meet again to regroup and decide what your plans will be over the summer semester.
How does this sound?
That sounds wonderful. I contacted a friend of the family to think about getting into something
computer-related so I'm really interested in trying that. If I could do the three Career meetings that
would be fantastic. My life has a lot of stuff happening really quick so I'm trying really hard to juggle
everything. I'm excited that I have an advisor because I have been having to do everything by myself
and I have made bad choices and realizing it too late and I just really, really don't want to be a failure.
25%
25%
23%
23%
23%
23%
20%
19%
20%
16%
15%
15%
15%
15%
15%
14%
14%
13%
Full
TWK
10%
10%
H2
10%
7%
5%
0%
A
B
C
D
F
W
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Moving all forms that students use to Dynamic Forms
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Rolling out a website for students in Academic Distress
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Creating a timeline for scaling the program college wide

Separate strategies for P1, P2, and SU statuses
 P1=Hold and Advisor meeting; course load may be limited
 P2=Hold and Blackboard course; course load will be limited
 SU=Sit out a term and while sitting out, student needs to
complete workshop and remediation plan before readmit

Implement a strategy for Academic Warning students

Faculty to examine Early Alert programs

Dr. Julie Corderman, Manager Student Services, Winter Park Campus

407-582-6868, jcorderman@valenciacollege.edu