‘Student Self Reflection: A Study of the
Effect of Guided Self Reflection on
Academic Performance of Undergraduate
Probationary Students of the College of
Applied Science and Technology at
Rochester Institute of Technology’
By Nathan Hendrickson
Tuesday, October 8, 2013
NACADA National Convention
Salt Lake City, Utah
Alternate Title
SSR: A Study of the effect of
GSR on AP of UPS of CAST
at RIT
Agenda
•
•
•
•
•
•
•
•
What is CAST?
Question
Background
“Insights on Success”
The Materials
Selection Process
The Results
Discussion/Questions
What is CAST?
 RIT enrollment 17,950 Students (2012)
 9 Colleges
 College of Applied Science & Technology
 CAST enrollment 1,900 students (2012)
 Majors: Civil Engineering Technology, Computer
Engineering Technology, Electrical Engineering
Technology, Environmental Health & Safety,
Hospitality, Mechanical /Electrical Mechanical
Engineering Technology, Packaging Science
Question
What are your colleges or
universities offering as programs
for probationary students?
Workshops (mandatory or nonmandatory)
Meetings with their advisor
Specific class on academic
success or strategies
Background
What motivates me to want to work
with academic probationary students?
What does RIT offers to probationary
students?
Parameters
Old
 Identified by adviser or
Academic Support
Center
 Encouraged Student
 Targeted Students
 ≤ 2.0 GPA
 2.0 – 2.1 GPA
New
 Same target for students
 Switched up the process
 Emailed
 Called
 Enrolled while meeting
with student
 Enrollment increased
The Class, “Insights on Success”
 10 week course
 Students start off by taking the Learning And Study
Strategies Inventory (LASSI), and identifying what
has contributed to their probation status
 Students work through Time Management, Study
Skills, and Study Strategies
 Students are required to meet with their instructor
twice during the duration of the course “Coaching”
The Materials
Characteristics of
Academic Success:
5 Star Student
4 Star Student
3 Star Student
2 Star Student
1 Star Student
What would their
room look like?
How do they
spend their time?
Types of
organization tools
used to stay on
track
What motivates
this student?
How would this
student cope with
a challenge or set
back?
Insights Timeline
Week 1/Week 8
• LASSI
• Confidence Building
Week 6
• Test Taking
• Test Prep and
test taking
Week 2
• Self Test &
Study Aids
• Journaling
throughout
Coaching
Coaching
Week 3
• Motivation
• Procrastination
Week 5
• Attitudes
• Interests,
abilities
Week 4
• Selecting Main
Ideas
• Textbook
marking/ Notes
Group Breakdown
 Insights Class Group = 30
 Seniors = 3
 Juniors = 5
 Sophomores = 11
 Freshman = 11
 Control Group = 33 Students
 Seniors = 17
 Juniors = 7
 Sophomores = 4
 Freshman = 5
The Results Quarterly GPA
The Results Cumulative GPA
Conclusion/Future Research
1 of the students in the Class left
6 of the students in the Control Group
left
Freshman motivation/maturity
Questions
 Contact Information:
Nathan Hendrickson
Academic Advisor
Rochester Institute of Technology
Civil Engineering Technology/Environmental Health & Safety,
Electrical, Computer, Telecommunications Engineering
Technology
NJHIAO@rit.edu
(585) 475-3186
References

Arco-Tirado, J., Fernandez-Martin, F., Fernandez-Balboa, J.M., (2011). “The
impact of a peer-tutoring program on quality standards in higher education”.
Higher Educ. Springer Science+Business Media.

Balduf, M., (2009). “Underachievement among college students”. Journal of
Advanced Academics, 20(2), 274-294.

Cruise, C. (2009). “Advising students on academic probation”. The Mentor,
www.psu.edu/dus/mentor/021028cc.htm retrieved on January 13, 2013.

Engstrom, C., & Tinto, V., (2008). “Access without support is not opportunity”
retrieved from http://soe.syr.edu/media/documents/faculty/TINTO_VITA.pdf.,
January 20, 2013.

Kamphoff, C., Hutson, B., Amundsen, S., & Atwood, J., (2007). A
motivational/empowerment model applied to students on academic probation.
Journal of College Student Retention, Vol. 8(4), 397-412.

Kirk-Kuwaye, M. & Nishida, D. (2001). Effect of low and high advisor
involvement on the academic performances of probation students. NACADA
Journal, 21, 40-45.

Rochester Institute of Technology, Student Information System, retrieved June
12, 2013.