Academic Recovery in the First Year
Author(s): Fergueson, N. S.
Editor(s): Fox, J. R., & Martin, H. E.
Citation: Fergueson, N. S. (2017). Academic Recovery in the First Year. In Fox, J. R., & Martin, H. E., Academic Advising and the First College Year (pp. 107-126). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
Despite institutional efforts to support student success, some students will experience academic challenges in the first year. As such, academic recovery is a key component of effective first-year advising strategies. The author describes three institutional approaches to academic recovery: voluntary recovery, intermediate recovery, and mandatory recovery. Additionally, she discusses various theories, such as hope theory and self-authorship theory, which provide frameworks for approaching academic recovery. Specific strategies to help students regain academic footing are described and are based on nine noncognitive psychosocial factors, which include building student resilience, showing empathy, and changing student mindset alongside other effective practices. By embracing meaningful ways to assist first-year students, advisors can navigate academic difficulties and work towards recovery for those at risk.