Combining Academic Appeals and Satisfactory Progress: A Promising Practice

Bonnie Gorman, Dean of StudentsBill Roberts, Director Financial AidMichigan Technological University

Learning Outcomes

• Describe our conceptual framework and determine if our process would work for you

• Recognize the importance of clear communication as a part of the process

• Describe how the NASPA competencies of leadership, advising and helping, and ethical professional practice apply to our effort

Session Agenda

• Introduce Michigan Technological University

• Describe our initiative

• Review the framework and discuss the important role technology played

• Identify lessons learned and next steps

• Discussion

Michigan Technological University

• Location

• Enrollment

• Class profile

• Retention

• Academic standing and satisfactory academic progress

Spring 2013

Academic Standing

• 4,350 in good standing

• 254 eligible for suspension

• 133 appealed

Satisfactory Academic Progress

• 4,495 filed a FASFA

• 222 not making SAP

• 68 appealed

Our Challenge

• Two separate communications

• Students wrote two appeals

• Staff sat on the two committees and reviewed the same students

• There were issues of consistency, duplication, and efficiency

Taking the Lead

• Demonstrated a willingness to collaborate

• Established the goal to create one system

• Convened key constituents

• Relinquished ownership to various parts of the process

• Evaluated the new system

Review of Appeals Process

• Re-established the Scholastic Standards Committee with broad representation

• Use a rubric to evaluate appeals

• Review financial aid status

• Select from three decision options

Technology was a Key Part of the Solution

• Sent email indicating a change in status

• Established individualized url giving them instructions

• Generated email to staff when to appeal was submitted

• Sent emails if the appeal was incomplete, to confirm receipt, and to notify of a decision

Ethical Decision Making

• This effort aligns our responsibilities to government entities, the University, and students

• The rubric provides a protocol for consistency and fairness in our decisions

• Follow-up conversations allow us to explain ethical aspects of our decisions

Advising and Helping

• Most students are required to meet with someone for an initial advising conversation

• Students are given options for support and follow-up

• Staff is able to make referrals as appropriate

Lessons Learned

• More difficult to implement then it initially seemed

• There were a variety of scenarios we needed to account for

• Communications needed to get students attention and have a clear call to action

• We saved a lot of time and money

Next Steps

• Determine templates for academic plans and collaborate to provide academic support

• Develop proactive warning system

• Work with academic advisors

Would This Work for You?

• How do you make these decisions?

• What do you consider in your decision-making process?

• What challenges to do face?

• Do you have opportunities to grow in the competency areas we identified when working on a project like this?

To Summarize…

• Be willing to build relationships

• Let go

• Clear communication is essential to get the results you want

• Be willing to evaluate and revise

Contact Information

Michigan Technological University

• Bonnie Gorman, Dean of Students – bbgorman@mtu.edu

• Bill Roberts, Director Financial Aid – wrrobert@mtu.edu