Advising support for students on academic probation

This study compares the results of four different models of academic advising support for students whose first term GPA fell below a 2.0 resulting in academic probation status. Previous research suggested that one-on-one interactions during advising are beneficial for students, especially those on academic probation. Using archival data, the current study compared the effects of four models of advising: one-on-one appointment and monthly follow-up meetings with Learning Center staff; an online orientation, two-hour workshop, and monthly follow-up meetings between the student and Learning Center staff; an online tutorial only; or an online tutorial combined with a single meeting with a professional advisor. Using analysis of variance and Pearson's chi- square tests, the four advising models were compared on the following measures: end of term GPA and overall end of year GPA for all students in the study; end of term GPA and end of year GPA among academic probation students; academic standing at the end of the year; and retention of probationary students. Results suggest no differences in these measures of success for students on academic probation based on the academic advising support model to which they were exposed.