Supporting students’ academic success
Any student experiencing academic or other challenges is encouraged to make an appointment to speak with their GWSB advisor. All advisors are here to serve as a resource for GWSB students; conversations may involve referrals to tutoring options, recommendations for talking with a professor, suggestions for time management, or other tools that will be helpful to the student’s specific situation.
Connecting students with University resources
GW has numerous resources available to assist students during their academic career:
Support for students on academic probation
Students who have been placed on academic probation are required to meet specifically with an academic success advisor. The probationary period is designed to encourage students’ academic success by placing them in consistent contact with an advisor who specializes in assisting and empowering students who are experiencing academic difficulty. For complete information on academic standing requirements in GWSB, please refer to the University Bulletin.
The academic success advisor’s role includes (but is not limited to):
- Assisting the student on issues related to academic success and preparedness
- Assisting the student in the identification of internal and external distractions which may have contributed to the student’s academic status
- Assisting the student in setting academic goals
- Guiding the student through the administrative policies and procedures associated with academic probation
- Identifying University or other relevant resources which may facilitate the student’s re-engagement
- Facilitating and/or identifying workshops and meetings designed to re-engage the student in their academic success
Our Approach to Academic Success
The Advising Center’s model of academic success is primarily focused on two domains:
- Academic and Learning Domain:
In this area, we aid students in the academic self-regulation process: a “self-directive process through which learners transform their mental abilities into academic skills” (Zimmerman, 1998). This process is facilitated by assisting students with setting specific goals and utilizing task strategies (such as elaborating, organizing, and rehearsing) to achieve academic outcomes (Kitsantas, Winsler, and Huie, 2008).
- Developmental Domain:
In this area, we aim to assist students display higher levels of self-efficacy and self-reflection on performance outcomes (Kitsantas, Winsler, and Huie, 2008). With a focus on both of these important areas, our goal is to aid students in becoming “independent, self-initiated learners with the ability to use a variety of learning strategies to accomplish specific learning goals” (Kitsantas, Winsler, and Huie, 2008).
Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study. (Cover story). Journal of Advanced Academics, 20(1), 42-68.
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models.