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RESETTING THE COURSE FOR PROBATIONARY STUDENTS: A CASE STUDY OF THE ACCESS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY

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Date Issued:
2020
Abstract/Description:
Institutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida. The program targets students who earned below a 2.0 grade point average (GPA) and were placed on academic probation. Data was collected through one-on-one interviews with previous ACCESS Program students and current ACCESS academic coaches/administrators. A document analysis was also conducted. The guiding research question for this study was: How useful, if at all, did participating students perceive the interventions of the ACCESS Program (e.g., meetings with an academic coach, tutoring, life skills workshops, meeting with a career advisor) in improving their academic performance (e.g., GPA) and why? The study also compared the perceptions of students to those of the ACCESS academic coaches/administrators about the interventions of the program and their usefulness. This study found that students and ACCESS academic coaches/administrators were most likely to find the academic coaching sessions to be the most useful intervention in helping students improve their academic performance and the academic workshops were found to be the least useful. Additionally, while there are elements of the program that can be improved, findings also suggest that those who had a positive overall experience in the program were more likely to perceive the program as useful because of the partnerships formed with their assigned academic coach/administrator/tutor/career counselor; the self-management skills they developed, such as accountability; and the academic and non-academic skills developed, such as improved writing and time management skills.
Title: RESETTING THE COURSE FOR PROBATIONARY STUDENTS: A CASE STUDY OF THE ACCESS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY.
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Name(s): Coisson, Jennifer M., author
Bloom, Jennifer , Thesis advisor
Florida Atlantic University, Degree grantor
Department of Educational Leadership and Research Methodology
College of Education
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2020
Date Issued: 2020
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: online resource
Extent: 162 p.
Language(s): English
Abstract/Description: Institutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida. The program targets students who earned below a 2.0 grade point average (GPA) and were placed on academic probation. Data was collected through one-on-one interviews with previous ACCESS Program students and current ACCESS academic coaches/administrators. A document analysis was also conducted. The guiding research question for this study was: How useful, if at all, did participating students perceive the interventions of the ACCESS Program (e.g., meetings with an academic coach, tutoring, life skills workshops, meeting with a career advisor) in improving their academic performance (e.g., GPA) and why? The study also compared the perceptions of students to those of the ACCESS academic coaches/administrators about the interventions of the program and their usefulness. This study found that students and ACCESS academic coaches/administrators were most likely to find the academic coaching sessions to be the most useful intervention in helping students improve their academic performance and the academic workshops were found to be the least useful. Additionally, while there are elements of the program that can be improved, findings also suggest that those who had a positive overall experience in the program were more likely to perceive the program as useful because of the partnerships formed with their assigned academic coach/administrator/tutor/career counselor; the self-management skills they developed, such as accountability; and the academic and non-academic skills developed, such as improved writing and time management skills.
Identifier: FA00013521 (IID)
Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2020.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Academic probation
College attendance
Academic advising
College student development programs
Florida Atlantic University
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00013521
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.