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First published in The Mentor: Innovative Scholarship on Academic Advising, V23 (2021) by Pennsylvania State University Libraries Open Publishing. DOI: https://doi.org/10.26209/mj2361997

Document Type

Article

Publication Version

Published Version

Keywords

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

Journal/Book/Conference Title

The Mentor: Innovative Scholarship on Academic Advising

Volume

23

First Page

57

Last Page

77

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.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

12-13-2021

Object Description

1 PDF File

DOI of published version

10.26209/mj2361997

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©2021 The Author(s). CC-BY License

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

en

File Format

application/pdf

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