Effective Academic Standing Communications
Learn to craft supportive academic probation notifications that motivate rather than discourage students.
Learn to craft supportive academic probation notifications that motivate rather than discourage students.
This course, developed by Stanford's College Transition Collaborative, teaches administrators how to create psychologically attuned communications about academic standing. Participants learn evidence-based approaches to write probation notifications that reduce student shame and encourage positive academic behaviors. The course covers student psychological experiences, effective writing strategies, feedback collection, and implementation methods for creating more supportive institutional communications.
Instructors:
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What you'll learn
Understand students' psychological responses to academic standing notifications
Identify how shame and stigma affect academic progress
Create psychologically attuned communications that support student success
Gather and utilize student feedback for improving communications
Implement improved academic standing notification systems
Apply psychological attunement principles to other institutional communications
Skills you'll gain
This course includes:
PreRecorded video
Reflections, Assignments
Access on Mobile, Tablet, Desktop
Limited Access access
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Module Description
This course teaches higher education administrators how to transform academic standing communications into supportive tools for student success. Based on extensive research by the College Transition Collaborative, it provides practical strategies for creating messages that acknowledge student concerns while encouraging productive academic behaviors. The curriculum emphasizes the psychological impact of institutional communications and offers evidence-based approaches to reduce shame and increase student engagement with support services.
Fee Structure
Instructors
1 Course
Educational Psychology Expert and Social Belonging Researcher
Dr. Shannon Brady serves as Assistant Professor of Psychology at Wake Forest University and Research Fellow with the College Transition Collaborative, bringing expertise in educational psychology and student well-being. After teaching elementary and middle school on the Oglala Lakota Reservation in South Dakota, she earned her PhD in Developmental and Psychological Sciences from Stanford University. Her research focuses on how institutional practices and messages affect student experiences, particularly examining ways to promote belonging and achievement among underrepresented students. Her groundbreaking work includes leading studies on social-belonging interventions that have demonstrated long-term benefits for Black college students, improving their career satisfaction and community leadership roles a decade after implementation. As a leading expert on students' psychological experiences of academic probation, she investigates how institutional messaging can affect student well-being and achievement. Through her roles at Wake Forest and the College Transition Collaborative, she continues to advance understanding of how educational institutions can better support student success while addressing systemic inequalities in higher education.
1 Course
Student Success and Educational Equity Researcher
Amy Henderson serves as Implementation Manager at the College Transition Collaborative (CTC) at Stanford University, where she specializes in developing and evaluating interventions to promote student belonging and well-being in higher education. Throughout her eight-year tenure at Stanford, she has managed several large-scale research initiatives, including a groundbreaking social belonging intervention study across 23 institutions and a multi-institutional trial evaluating psychologically attuned probation notification letters. Currently working as a research associate at Diversity Science, she partners with organizations to implement evidence-based practices for creating diverse, equitable, and inclusive environments. Her work focuses on bridging research and practice to help colleges create learning environments that foster equitable student engagement and success, with particular emphasis on helping institutions develop more supportive communications and policies for students facing academic challenges
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Frequently asked questions
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