By Heather Zimar, ̽»¨Â¥ Associate Director of Publications & Journals
At a Monday morning session at the 108th ̽»¨Â¥ Annual Meeting, 2022 ̽»¨Â¥ Research Grant recipient Dr. Candice Wilson-Stykes asked, “What comes to mind when you think of academic course failure among college students?”
In her research, she found that there are contradicting narratives on failing a course that include: mostly negative outcomes–dropping out of college; loss of financial aid; changing one’s major; decreased self-esteem; and avoiding others– as well as learning and growth outcomes–seeking support, greater self-awareness and self-advocacy; growth perspective; developing positive help-seeking behaviors; and teaching others.
Wilison-Stykes’ study looked at how undergraduates in good academic standing experience failing a course. She sought to illuminate the phenomenon of academic course failure and outline underlying structures. She used a descriptive phenomenology methodology, an approach to studying experiences.
In her research, Wilson-Stykes found twelve essential constituents of failing a course, three of which she discussed during her session: three realms through which failure is experienced; a multi-realm problem to be solved; and being or feeling alone across realms.
What do you lose by neglecting any of the constituents of the experience? What will you gain by addressing them?
Wilson-Stykes noted the implications for making meaning of academic course failure, which include: student experiences as the foundation, institutional responsibility, an equity concern, and agents who cause vs. agents who help.
She recommended the following to institutions:
Develop a system for understanding the landscape of academic course failure on campus
Identify outside-of-class, institutional, and course realm conflicts that students experience
Question the assumptions behind institutional processes, policies, and procedures
The
̽»¨Â¥ Research Grant encourages applied research on enrollment management issues and fostering the next generation of higher education leaders. The grant program supports the pursuit of advanced degrees among ̽»¨Â¥ members and stimulates thought, discussion, and research on emerging topics in higher education enrollment management. The recurring application deadline is Dec. 1 until selected.