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Academic Skills Seminar: A Two Year Analysis Of An Intrusive Intervention For Freshmen On Probation

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Conference

1998 Annual Conference

Location

Seattle, Washington

Publication Date

June 28, 1998

Start Date

June 28, 1998

End Date

July 1, 1998

ISSN

2153-5965

Page Count

12

Page Numbers

3.65.1 - 3.65.12

Permanent URL

https://peer.asee.org/6904

Download Count

86

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Paper Authors

author page

William R. McShane

author page

Joanne Ingham

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Skills Seminar, 1

Session 2653

Academic Skills Seminar: A Two-Year Analysis of an Intrusive Intervention for Freshmen on Probation

Dr. Joanne Ingham, Dr. William R. McShane Polytechnic University

Approximately 25% of the freshman class at a small, private, engineering university were placed on academic probation each year. Students remaining on probation for more than one semester often were disqualified or withdrawn. Tinto (1993) reported that many students leave college as a result of unclear individual goals or intentions, a lack of connectedness with the institution or academic underachievement. Tinto (1993) further suggested that by identifying the problems students encounter and offering appropriate interventions, a resulting increase in persistence might result.

Several interventions with students on probation have been described with varied course content including study skills, time management, goal setting, and career orientation (Lipsky & Ender, 1990; Carver & Smart, 1985; Newton, 1990). Few programs were mandatory for second-semester freshmen placed on probation. Some programs were based upon differing theoretical frameworks (Coleman & Freedman, 1996; Simmons, Wallins, & George, 1995). Studies have also been conducted exploring student self-efficacy and academic success (Astin, 1993; Hackett, Casas, Betz & Rocha-Singh, 1992; Wilhite, 1990; House, 1993; Quilter, 1995). Brown, Lent, and Larkin (1989) documented the interactions between aptitude and self-efficacy. Results indicated that strong academic self-concept was particularly important to the success of moderate-ability students and were also predictive of persistence and good grades in the sciences and engineering.

Marsh (1984a, 1984b; Marsh & Parker, 1984) proposed a frame of reference model called the Big Fish, Little Pond (BFLP) effect. It was hypothesized that self-concept may be impacted

McShane, W. R., & Ingham, J. (1998, June), Academic Skills Seminar: A Two Year Analysis Of An Intrusive Intervention For Freshmen On Probation Paper presented at 1998 Annual Conference, Seattle, Washington. https://peer.asee.org/6904

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