Post on 07-Feb-2016
description
Combining Academic Appeals and Satisfactory Progress: A Promising Practice
Bonnie Gorman, Dean of StudentsBill Roberts, Director Financial AidMichigan Technological University
Learning Outcomes
• Describe our conceptual framework and determine if our process would work for you
• Recognize the importance of clear communication as a part of the process
• Describe how the NASPA competencies of leadership, advising and helping, and ethical professional practice apply to our effort
Session Agenda
• Introduce Michigan Technological University
• Describe our initiative
• Review the framework and discuss the important role technology played
• Identify lessons learned and next steps
• Discussion
Michigan Technological University
• Location
• Enrollment
• Class profile
• Retention
• Academic standing and satisfactory academic progress
Spring 2013
Academic Standing
• 4,350 in good standing
• 254 eligible for suspension
• 133 appealed
Satisfactory Academic Progress
• 4,495 filed a FASFA
• 222 not making SAP
• 68 appealed
Our Challenge
• Two separate communications
• Students wrote two appeals
• Staff sat on the two committees and reviewed the same students
• There were issues of consistency, duplication, and efficiency
Taking the Lead
• Demonstrated a willingness to collaborate
• Established the goal to create one system
• Convened key constituents
• Relinquished ownership to various parts of the process
• Evaluated the new system
Review of Appeals Process
• Re-established the Scholastic Standards Committee with broad representation
• Use a rubric to evaluate appeals
• Review financial aid status
• Select from three decision options
Technology was a Key Part of the Solution
• Sent email indicating a change in status
• Established individualized url giving them instructions
• Generated email to staff when to appeal was submitted
• Sent emails if the appeal was incomplete, to confirm receipt, and to notify of a decision
Ethical Decision Making
• This effort aligns our responsibilities to government entities, the University, and students
• The rubric provides a protocol for consistency and fairness in our decisions
• Follow-up conversations allow us to explain ethical aspects of our decisions
Advising and Helping
• Most students are required to meet with someone for an initial advising conversation
• Students are given options for support and follow-up
• Staff is able to make referrals as appropriate
Lessons Learned
• More difficult to implement then it initially seemed
• There were a variety of scenarios we needed to account for
• Communications needed to get students attention and have a clear call to action
• We saved a lot of time and money
Next Steps
• Determine templates for academic plans and collaborate to provide academic support
• Develop proactive warning system
• Work with academic advisors
Would This Work for You?
• How do you make these decisions?
• What do you consider in your decision-making process?
• What challenges to do face?
• Do you have opportunities to grow in the competency areas we identified when working on a project like this?
To Summarize…
• Be willing to build relationships
• Let go
• Clear communication is essential to get the results you want
• Be willing to evaluate and revise
Contact Information
Michigan Technological University
• Bonnie Gorman, Dean of Students – bbgorman@mtu.edu
• Bill Roberts, Director Financial Aid – wrrobert@mtu.edu