ERIC Number: EJ1267446
Record Type: Journal
Publication Date: 2020-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
EISSN: N/A
Available Date: N/A
The Development of an Academic Engagement Intervention for Academically Dismissed Students
Beasley, Samuel T.; Vandiver, Beverly J.; Dillard, Ronald; Malone, Walter; Ott, Randy
Innovative Higher Education, v45 n5 p387-403 Oct 2020
"Reclaim the W" is an academic recovery program at a medium-sized midwestern university that offers undergraduates who have been academically dismissed a chance to reenroll at the institution. In this article we describe the Reclaim the W program and its target population of academically at-risk undergraduates. We then outline the first two phases of the process we used to develop an intervention for students in the Reclaim the W program, which we call Engage to Excel (E[superscript 2]). In the first phase we collected data from focus groups with academically at-risk students and professional staff who serve these students. This qualitative data informed the creation of the E[superscript 2] intervention for students in the Reclaim the W program. In the second phase we identified key components of the quasi-experimental E[superscript 2] intervention and outlined the student outcomes that will be evaluated during the intervention. Finally, we highlight research and practice implications of the E[superscript 2] intervention.
Descriptors: Learner Engagement, Intervention, Academic Failure, Expulsion, Undergraduate Students, Enrollment, At Risk Students, Program Development
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A
Author Affiliations: N/A