Call For a Time-Out:
Academic Intervention for International Students
Amelia Lushia, Brian Woods,
Manishkamala Kalupahana, Laura Scott
Introductions
➔ Brian Woods: Manager of Student Services, Rensselaer Polytechnic Institute
➔ Manishkamala Kalupahana: International Student Advisor, Bard College
➔ Amelia Lushia: Assistant Director, Global Education Office, SUNY Plattsburgh
➔ Laura Scott: Staff Assistant, Global Education Office, SUNY Plattsburgh
Discussion
➔Institution name
➔GPA used for academic probation
➔Can students appeal? If so, what is the time frame
to submit appeal between terms/semesters?
➔What is the reason students go into academic
probation? (Rank according to level of importance)
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Time management
Doing the work
Language and writing skills
Academic expectations
Personal issues
➔What are your expectations of this session?
The “Time-Outs”
Alert Method
➔Bard College: Mid and end of term grades, faculty direct contact with staff
to alert students who may not fulfill the basic expectations in class,
advising staff directly reach out to students
➔RPI: Early Warning System (EWS) emailed to student--advisor included into
email notice
➔Skidmore College: Unsatisfactory Work Notice emailed to student--often
relevant campus partner included into email notice
➔SUNY Plattsburgh: Mid-semester grades and Early Alert System
Who intervenes?
➔Bard College: Academic Advisor; Staff at the Center for Student Life and
Advising (Dean of Studies, Dean of Student Affairs and International Student
Services)
➔RPI: Class Dean; Academic Advisor; Associate Dean, International Services
for Students and Scholars
➔SUNY Plattsburgh: Staff at the Global Education Office (GEO), Athletics
➔Skidmore College: Academic Advisor; Coordinator of International Student
and Scholar Services
Who decides academic dismissals?
➔Bard College: Faculty Executive Committee
➔RPI: Committee on Academic Standing: Associate Dean, three faculty
members, Dean of Students Office, Office of the Registrar, Advising and
Learning Assistance Center (ALAC)
➔SUNY Plattsburgh: Academic Advising (consults Global Education office)
What are the potential consequences?
➔Bard College: Academic dismissal (can appeal but less likely for overturn of
decision), academic probation (warning after 1st semester, if continued,
can appeal after 2nd semester with higher probability of returning 3rd
semester), loss of some scholarships based on cumulative GPA requirements
➔RPI: No action (but recommendations), academic probation (can last up to 3
semesters w/ appeal process), dismissal
➔SUNY Plattsburgh: Academic probation, loss of merit scholarship, or
academic dismissal
The Intervention and Follow-Up: Bard College
➔Intervention: Reach out to students “at risk” for academic dismissal (on
academic probation 2nd semester) for one on one meetings; provide support
services (learning commons offer one on one tutor sessions, academic paper
writing workshops, provide weekly space for study with peer student/staff
monitor, available on campus and encourage students to use it to their
advantage; weekly meetings to strategize and focus towards progress
throughout the semester.
➔Follow-up: Email reminders to students; weekly meetings; check in with
faculty and academic advisers about the student’s progress prior to end of
term; provide positive reinforcement and guidance to maintain student’s
motivation towards academic success
The Intervention and Follow-Up: RPI
➔Intervention: Early Warning Notification
➔Follow-up: Student is encouraged to meet first with their instructor to get
clarification beyond the notification of situation. Student is encouraged, as
a secondary means, to meet with Class Dean and Academic Advisor. Lastly,
students are encouraged to address specific issues depending on five
categories: Strengthen Your Course Content Mastery, Hone Academic Skills,
Address Personal Concerns, Get Assistance, Address Motivation.
➔Underlying Message: Seeking help is a sign of strength, not weakness.
The Intervention and Follow-Up: SUNY Plattsburgh
➔Intervention:
◆ Gather mid-semester grades for all students using database query.
◆ Make a list of students with 2 or more classes that have mid-semester grades of C or below.
◆ For those students, calculate estimated end-of-semester GPAs based on mid-semester
grades.
◆ Hold meeting of GEO staff to discuss these students and decide which students to meet with
◆ Invite selected students to come to GEO. In the students’ files, make a note that they were
on the intervention list and keep summaries of these meetings.
➔Follow-up:
◆ Email students
◆ Further meetings if needed
Results: Bard College
➔Data specific to international students have not been the main focus. Plan
to work on gathering data in the coming years
➔Approximately, about 2-3% dismissed, 3-4% on academic probation and
continued academic probation
➔More than 50% of the students on academic probation benefits from a
combination of self motivation and multi-faceted intervention methods
towards regaining good academic standing
➔Focus on preemptive methods towards providing a supportive environment
towards student academic success
Results: RPI
➔3% of population on probation
➔2% of population dismissed (can be readmitted if external grades show
necessary improvement)
➔Marginal academic improvement (not significant)
➔2016-2017 rewording of Early Warning Notification
➔Evaluation of further revamping efforts to show significant improvement
Results: SUNY Plattsburgh
➔We analyzed data from 6 semesters: fall 2013, spring 2014, fall 2014, spring
2015, fall 2015, and spring 2016.
➔We conducted mid-term interventions (MTIs) in all semesters except fall
2014 and spring 2015.
➔Fewer international students were academically dismissed during
semesters when GEO conducted mid-term interventions.
Results: SUNY Plattsburgh
Being Proactive
➔Bard College: Weekly tea and conversations, assign peer mentors for those
who reach out requesting more support, ESL faculty instructor and tutor
support, course specific (languages, math, economics, other) tutor support
➔RPI: Summer Academic Program for Rensselaer International Students
(SAPRIS), Tea Talk, & Degree Works
➔Skidmore College: ESL Summer Academy (lower than 95 TOEFL), Course:
English for Academic Engagement, Conversation Partners
➔SUNY Plattsburgh: Academic Expectations presentation at Orientation,
referrals to Learning Center, email and social media reminders of resources
on campus.
Share your thoughts!
➔Questions?
➔Does your institution intervene?
➔What works and what doesn’t?
➔Other ideas?
Thank you!
If you have any additional questions about these
topics, we’d like to encourage you to contact us:
Amelia Lushia, [email protected]
Brian Woods, [email protected]
Manishkamala Kalupahana, [email protected]
Laura Scott, [email protected]