Webinar hosted by CSRDE- The Consortium for Student Retention Data Exchange.
Seemingly neutral academic policies can have major consequences for student success. When institutional research revealed that the existing academic eligibility policy was having an outsized and negative impact on the persistence of first-generation and minoritized first-time students, The University of Arizona decided to introduce a warning semester. We will share how and why we crafted a clearer, more intentional policy featuring a warning semester as an opportunity to connect students with supports and resources to help them thrive in college. Also, by adopting principles of regression discontinuity designs—which are ideally suited to observing the impact of policies featuring a cutoff—we estimated that introducing a warning semester could lift retention among first-time students by as much as two percentage points. Indeed, we observed a one percentage point gain in retention among the first cohort of students under the new policy. In this webinar, we review the institutional and scholarly research motivating a revised academic eligibility policy as well as the multifaceted assessment that drew on institutional, programmatic, and qualitative data to identify how it improved the student experience. You will leave with the tools and strategies to consider connecting the dots needed to consider a similar change at your own institution.
Presenters: Sarah Kyte, Laura Andrews, Jennifer Ludwig, & Christine Salvesen of the University of Arizona
This is a paid webinar- Advisor Training and Development will manage the virtual viewing for registrants.
Webinar link will be provided to registered attendees on the morning of the viewing.
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