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The Neglected Case of the 'W': Waste or Wisdom?

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Title: The Neglected Case of the 'W': Waste or Wisdom?
Language: English
Authors: Ramachandran, Sridhar, Wyandotte, Annette
Source: Journal of the Scholarship of Teaching and Learning. Dec 2016 16(6):56-71.
Availability: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Withdrawal (Education), Academic Achievement, College Students, School Holding Power, Academic Persistence, Dropout Prevention, Dropout Research, Case Studies, Introductory Courses, Information Science, Grade Point Average, Scholarship, Graduation, Dropouts
Geographic Terms: Indiana
ISSN: 1527-9316
Abstract: Institutional withdrawal policies allow students with academic and personal difficulties to avert or minimize damage to the GPA by dropping a course in which they may risk a grade of "D" or "F," or to reduce credit hours to better manage those that remain. Offsetting costs involve lost tuition, delay of progress, and perhaps wasted effort. Yet in the pressures of the moment, how likely are students to weigh competing factors before acting? Do they consider the implications for financial aid, satisfactory academic progress, admission to the major, or timely progress toward a degree? What duties may the institution share with students to promote informed judgments? The authors explore the rewards and risks of dropping a course in view of the literature on the "W." Further, they explicate their own case study of withdrawal behaviors in an introductory course to the Informatics major to address questions raised in light of the growing literature on student retention and persistence. "What ties may exist between dropping a course and dropping out of college?" "How may student success studies guide institutions and faculty to assist students facing 'W' decisions?" "Of what benefit may this kind of intervention be for them?" For example, "How may proactive assistance in the 'W' process encourage students to pursue the competencies of a college degree amid discomfort and frustration likely having both cognitive and affective elements?" "How may students who persist through this challenge be better prepared for the complexities of their lives and work?" (Kuh, Kinzie, Schuh, & Whitt, 2010).
Abstractor: As Provided
Number of References: 56
Entry Date: 2016
Accession Number: EJ1124279
Database: ERIC
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  Data: The Neglected Case of the 'W': Waste or Wisdom?
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. Dec 2016 16(6):56-71.
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  Data: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
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  Data: Institutional withdrawal policies allow students with academic and personal difficulties to avert or minimize damage to the GPA by dropping a course in which they may risk a grade of "D" or "F," or to reduce credit hours to better manage those that remain. Offsetting costs involve lost tuition, delay of progress, and perhaps wasted effort. Yet in the pressures of the moment, how likely are students to weigh competing factors before acting? Do they consider the implications for financial aid, satisfactory academic progress, admission to the major, or timely progress toward a degree? What duties may the institution share with students to promote informed judgments? The authors explore the rewards and risks of dropping a course in view of the literature on the "W." Further, they explicate their own case study of withdrawal behaviors in an introductory course to the Informatics major to address questions raised in light of the growing literature on student retention and persistence. "What ties may exist between dropping a course and dropping out of college?" "How may student success studies guide institutions and faculty to assist students facing 'W' decisions?" "Of what benefit may this kind of intervention be for them?" For example, "How may proactive assistance in the 'W' process encourage students to pursue the competencies of a college degree amid discomfort and frustration likely having both cognitive and affective elements?" "How may students who persist through this challenge be better prepared for the complexities of their lives and work?" (Kuh, Kinzie, Schuh, & Whitt, 2010).
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      – Text: English
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        PageCount: 16
        StartPage: 56
    Subjects:
      – SubjectFull: Withdrawal (Education)
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: College Students
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      – SubjectFull: School Holding Power
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Dropout Prevention
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      – SubjectFull: Indiana
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