Advising Students on Academic Probation

While a student placed on Academic Probation is at higher risk of attrition, the Academic & Career Advising (ACAC) staff have confidence that a student can recover and be successful in their education. Many studies highlight the positive effect that advising has on collegiate success and retention. (Backhus, 1989, Cook; 2001; Glennen, Farren & Vowell, 1996; Habley, 1981; Janasiewicz,1987; Kirk-Kuwaye & nishida, 2001; Molina & Abelman, 2000; Muskat, 1979; Ramirez & Evans,1988).

ACAC advisors endeavor to provide students clear guidance and encouragement to support them through this difficult time. Both the literature (Arcand & LeBlanc, 2011, 2012; Houle, 2013) and HSU campus advisors report that students regularly share experiences of feeling embarrassed, depressed, humiliated, ashamed, anxious and incapable of completing college when placed on academic probation. However when students have an institutional advocate, they feel more integrated and connected to the institution (Earl, 1987; Heisserer & Parett, 2002; Spanier, 2004). Tinto’s (1975) foundational retention model identified academic integration as a primary factor in preventing student attrition.

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