Investigating Academic Status Reports and Student Success through Learning Engineering
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| Title: | Investigating Academic Status Reports and Student Success through Learning Engineering |
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| Language: | English |
| Authors: | Megan N. Imundo (ORCID |
| Source: | Grantee Submission. 2025Paper presented at the Annual Meeting of the IEEE International Consortium for Innovation and Collaboration in Learning Engineering (2024). |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Center for Education Research (NCER) (ED/IES) |
| Contract Number: | R305N210041 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Academic Achievement, Identification, Early Intervention, School Holding Power, Reports, Student Reaction, Engineering |
| Abstract: | Academic Status Reports (ASRs) are submitted by an instructor to indicate that a student is succeeding in the course or, more commonly, that the instructor is concerned about their progress or participation in the course (e.g., not attending class or not submitting assignments). ASR notifications are sent to students and may also be shared with support staff (e.g., academic advisors) who can then reach out to offer guidance to the student. In the current learning engineering project, we investigated the use of ASRs at ASU. We find that there is considerable variation in how instructors use ASRs and how students respond to receiving an ASR. This variation presents challenges for advising staff in using ASRs to effectively engage students who may benefit from their support, but presents additional opportunities for future learning engineering projects centered on the ASR system. [This paper was published in: "Proceedings of the 2024 Meeting of the IEEE International Consortium for Innovation and Collaboration in Learning Engineering," 2025.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED671273 |
| Database: | ERIC |
| Abstract: | Academic Status Reports (ASRs) are submitted by an instructor to indicate that a student is succeeding in the course or, more commonly, that the instructor is concerned about their progress or participation in the course (e.g., not attending class or not submitting assignments). ASR notifications are sent to students and may also be shared with support staff (e.g., academic advisors) who can then reach out to offer guidance to the student. In the current learning engineering project, we investigated the use of ASRs at ASU. We find that there is considerable variation in how instructors use ASRs and how students respond to receiving an ASR. This variation presents challenges for advising staff in using ASRs to effectively engage students who may benefit from their support, but presents additional opportunities for future learning engineering projects centered on the ASR system. [This paper was published in: "Proceedings of the 2024 Meeting of the IEEE International Consortium for Innovation and Collaboration in Learning Engineering," 2025.] |
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