The Lived Experiences of Students on Academic Probation

Each academic year, a cohort of college students are dismissed or placed on probation for failing to make satisfactory academic progress. Yet, research on this population of students, the policies that dictate academic probation, and effective interventions is limited (Arcand & Leblanc, 2012). The researcher proposes a hermeneutic phenomenological study to explore the lived experiences of students on academic probation at a private, liberal arts college in Western Canada. By exploring student experience in the context of existing literature on academic self-efficacy and self-regulate learning, the researcher will offer recommendations for effective interventions for this cohort of students.