Date TBD
The academic experiences of first-year undergraduate students significantly influence their academic paths and retention at universities. This seminar showcases two approaches developed and implemented at the University of California (UC) that aim to promote first-year student success. At a co-curricular level, I present evidence on the impact of a scalable, near-peer mentorship structure. This approach leverages upper-division students who mentor small groups (4–6) of first-year students on how to navigate and succeed academically at the UC. Using a randomized controlled trial approach, we find that near-peer mentorship is associated with improved mentee academic success.
On a policy level, the second portion of this presentation highlights the impact of adopting a campus-wide retroactive pass/no pass grading option for first-year UC Santa Barbara students. Our analysis demonstrates a sharp decrease in the number of students placed on academic notice (formerly academic probation), with no negative impact on student retention. Presented as case studies, these approaches illustrate scalable practices and policies that could be adopted by diverse university campuses to promote improved student success.
Presenter Bio:
Mike Wilton received his PhD in Cell and Systems Biology at the University of Toronto and subsequently conducted research as a Cystic Fibrosis Canada postdoctoral fellow at the University of Calgary. In 2015, he joined UC Santa Barbara as faculty in the Department of Molecular, Cellular, and Developmental Biology. At UCSB, Mike’s research efforts focus on educational approaches that promote student success at the university. As an associate dean and associate teaching professor, his research spans course, departmental, and university scales to identify interventions that lead to improved student academic achievement and retention.