| Popis: |
With graduation rates under strict scrutiny, American institutions of higher education (IHEs) are examining ways to improve student retention. Students go through several monumental transitions throughout their undergraduate and graduate careers, which affect the trajectory and nature of their academic experiences. One unanticipated transition for some students is being temporarily suspended from their IHE. Each year, numerous students are suspended for academic misconduct (e.g. cheating on an exam, plagiarizing a term paper, etc.). Once they serve their period of suspension, those students are eligible to return to their home institution. Frequently with no formal reintegration process, returning students are at risk for not persisting until graduation. This dissertation explores the reintegration experiences of five Rutgers University-New Brunswick (RUNB) students suspended for academic misconduct. Their experiences led to several recommendations for future practice, including providing additional education to students on the topic of academic integrity, handling each potential violation on a case-by-case basis, assigning campus advisors to students facing a separable offense, and utilizing Circles of Support and Accountability (CoSAs) as a formalized reintegration process for previously suspended students. |
