Collaboration, Policies, and Programming: Advising Administrators’ Perspectives on Academic Recovery

Authors

  • Pietro Sasso Stephen F. Austin State University
  • Shelley Price Williams University of Northern Iowa
  • Tiffany Shemwell Southern Illinois University Edwardsville

DOI:

https://doi.org/10.26209/mj2361997

Keywords:

academic advising administrators, qualitative methods, academic recovery, academic warning, academic probation, adviser perspectives

Abstract

Colleges and universities use academic recovery programs as one strategy to improve student retention. Relying on interview data with mid-level academic advising administrators who coordinate academic recovery programs, this study describes key elements of those programs and challenges advising administrators face in implementing or managing those elements. Specifically, academic recovery programs rely on campus collaboration, administering policy, and supplemental programming to help students succeed. Administrators cited a lack of institutional support and resources as barriers to successfully implementing or creating collaboration, policies, and programming. We conclude by discussing implications for practice and suggestions for improving academic probation and recovery programs.

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Published

2021-12-13

Issue

Vol. 23 (2021): The Mentor: Innovative Scholarship on Academic Advising

Section

Articles

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