Photo by Scott Kirkessner
Origins of
My Wildcat Track
History
• University Learning Center (now
the Think Tank) reported to the then
University College (now CLAS)
• ULC Learning Specialists, not UC
advisors, were responsible for
probation students
Summer, 2009: Administrative change
• Probation students from all
colleges would be moved into
CLAS rather than be disqualified
• Students must meet CLAS
probation guidelines (provide
requirements)
Origins of
My Wildcat Track
CLAS Director met with Exec. Dir.
Of Student Affairs, then head of
the Think Tank
– The Think Tank was offering
generic, campus-wide probation
services
– We identified our needs, to
supplement services:
• Advisors aren’t Learning
Specialists
• Learning Specialists aren’t
advisors
– Developed program for the
spring semester, 2010
My Wildcat Track
Requirements
 One workshop with advisors in
the Colleges of Letters, Arts, and
Science
 Three one-hour meetings with a
THINK TANK Learning Specialist
 Follow-up individual meeting with
an academic advisor from CLAS
My Wildcat Track
Program Goals
• Reduce B-deficit
• Reframe academic
expectations
• Improve academic
study skills
• Decrease probation
recidivism
• Promote student
development
CLAS Probation
Workshop
• Explained terms and policies
– Academic Probation
– Satisfactory Academic
Progress
– Academic Disqualification
• Identified resources
– Tutoring services; DRC;
CAPS; Advising;
GRO opportunities;
incomplete policy
• Instruction on B-deficit
calculation
Learning Specialist
Role
• Counselor
– Listens to needs
– Encourages personal
reflection
– Challenges students to make
positive improvements
• Coach
– Examines student’s strengths
and weaknesses
– Provides tools, resources,
and motivation to aid in
student’s journey
Learning Specialist
Appointment
• Build rapport
• Preliminary questioning
– Decision to attend
UA
– Family and interests
– Identify roadblocks to
success
Roadblocks to Success
Personal
Lack of maturation
maturation
Relationship issues
issues
-conflict
-distance
-expectations
Family
-pressure
-illness/death
illness/death
-conflict
Health
-illness
-medication
issues
-LD diagnosis
-mental health
health
Motivational
Apathy
Unclear purpose
No big picture view
view of college
college purpose
purpose
Not understanding
understanding
purpose of
general education
education courses
courses
Confusion about
prerequisites
s
Academic
Social
Underprepared
-college
-course work
Overconfidence
Poor time
management
Dealing with
independence
Not seeking
resources
Difficulty navigating
navigating
resources
Not understanding
understanding true
true expectations
expectations
Conflict with
professors
Homesickness
Too much socializing
socializing
Not enough
socializing
Bad fit/match at the
the University
Roommate problems
problems
Transitional issues
issues with new
new environment
environment
Not involved on
campus
Learning Specialist
Appointment
• Build rapport
• Preliminary questioning
– Decision to attend
UA
– Family and interests
– Identify roadblocks to
success
• Student SelfAwareness Inventory
(SSAI)
Student Self-Awareness
Inventory
Student SelfAwareness Inventory
78 questions (qualitative and
quantitative)
• Demographics
• Well-being
• Time management
• Study environment
• Lecture practices
• Reading
• Exam preparation/Testtaking
Fall 2012 SSAI Insights
Source: 2012 Student Self-awareness Inventory (N=117)
Strengths
Weaknesses
67% had a system to record 22% studied at least 2
homework, exams, etc.
hours per credit hour
76% took legible,
complete, organized notes
37% felt prepared the night
before exams
82% comprehended the
material they read
50% attended all their
classes
83% used office hours at
least once
56% completed assigned
readings before lectures
Learning Specialist
Appointment
• Build rapport
• Preliminary questioning
– Decision to attend UA
– Family and interests
– Identify roadblocks to
success
• Student Self-Awareness
Inventory (SSAI)
• Evaluate current habits
• Write measurable goals
Student Learning Outcomes
Student Learning Outcome
Examples
“Attend 95% of
classes the rest
of the semester.”
“Commit 24 hours
a week to
academics outside
of class.”
“Use 8 day study
plan to prepare
for exams.”
“Utilize campus
Counseling and
Psych Services.”
“Complete all
assigned readings
before lectures.”
Learning Specialist
Appointment
• Build rapport
• Preliminary questioning
– Decision to attend UA
– Family and interests
– Identify roadblocks to
success
• Student Self-Awareness
Inventory (SSAI)
• Evaluate current habits
• Write measurable goals
• Assess progress and
reevaluate goals
THINK TANK Resources
Final Academic
Advising Meeting
• One-on-one scheduled
meeting
• Review of academic status,
probation
• Prediction of semester
performance
• Discuss future options
– Verify course selection
– Discuss major pathways
– Develop backup plans,
identify other options
Results
• How has the “My
Wildcat Track” program
affected retention
rates?
• How have student
GPAs changed?
• What percent of “My
Wildcat Track”
participants have
moved to good
standing?
Retention Rate by Cohort
Percent Enrolled Fall 2012
70.00%
61%
57%
60.00%
50.00%
50%
46%
45%
45%
38%
40.00%
MWT
Comparison
26%
30.00%
20.00%
10.00%
0.00%
Fall 2010 Cohort
Spring 2011 Cohort
Fall 2011 Cohort
Spring 2012 Cohort
Students Moved to Good
Standing
Cohorts
Spring 2011
Fall 2011
Spring 2012
My Wildcat Track Control Group
35%
22%
(N=159)
(N=259)
49%
33%
(N=83)
(N=86)
34%
22%
(N=125)
(N=207)
Average Change in Term GPA
Cohorts
My Wildcat Track Control Group
Spring 2011
+0.45
+0.31
(N=159)
(N=259)
Fall 2011
+0.47
+0.11
(N=83)
(N=86)
Spring 2012
+0.79
+0.18
(N=125)
(N=207)
Consider the
Impact…
• Personally
“I learned what I was doing wrong and how to
stay on track. Now I pay much more attention to
my grades, assignments, tests, etc. These
meetings have helped me in such a positive way.
I believe they are crucial to every student’s career
at UA.”
• RETENTION
– Students who are part of
My Wildcat Track are more
likely to be retained
• Imagine if this program
was campus-wide…
Contact Information
Erika Christianson
echristianson@email.arizona.edu
Cassandra Hirdes Tomlinson
chirdes@email.arizona.edu
Russel Potter
russel.potter@arizona.edu
Rowie Wolfe
rowiewolfe@email.arizona.edu