You are here

The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation

Download pdf | Full Screen View

Date Issued:
2015
Abstract/Description:
This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.
Title: The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation.
0 views
0 downloads
Name(s): Robinson, Mary-Margaret, Author
Boote, David, Committee Chair
Malaret, Stacey, Committee Member
Vitale, Thomas, Committee Member
Cox, Dr. Thomas, Committee Member
Wang, Alvin, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made.
Identifier: CFE0005877 (IID), ucf:50870 (fedora)
Note(s): 2015-08-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): first-year college student(s) -- Honors Colleges -- honors students -- Honors Programs -- retention -- students in trouble -- high achievers -- academic probation -- high school transition
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005877
Restrictions on Access: public 2015-08-15
Host Institution: UCF

In Collections