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Intrusive Academic Advising: An Effective Strategy to Increase Student Success Tom Brown Innovative Educators Webinar June 22, 2010 www.tbrownassociates.com [email protected]

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Intrusive Academic Advising:An Effective Strategy to Increase Student SuccessTom BrownInnovative Educators WebinarJune 22, [email protected]


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Intrusive Academic Advising1. What is it?2. Why consider using it?3. What does it involve?4. Is it effective?5. Can it work for your students, your work, and your campus?


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The context for today’s workshop:A continued focus on student learning, engagement and success.


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Shift in emphasis….

1970s and 80s Access

1980s and 90s Retention

Today Success Alfredo de los Santos


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The core question is not about basic “access” to higher education…It is not about persistence…It is about completion of academic credentials—the culmination of opportunity, guidance, choice, effort and commitment.Paths to Degree Completion, 2/14/2006


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A continuing shift…. higher education…

Teaching

Learning

Student Success

Vincent Tinto, Syracuse University, 2007


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The Challenge higher education…Enhancing student persistence is an increasing concern in higher education…


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Higher retention rates matter to policy makers, including federal and state legislators, who have a concern about low college graduation rates….USA Today, 10/12/05


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National Graduation* Rates federal and state legislators, who have a concern about low college graduation rates….

nMean%

Two-year public 442 29.3

Four-year public MA 166 38.8

Four-year public PhD 173 48.6

Four-year private MA 348 55.4

Four-year private PhD 173 63.4

Overall 1661 46.2

Completion in 3 years for Associates; 5 years for BA/BS *Source: ACT Institutional Data File, 2008

www.act.org


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Retention practices with greatest impact federal and state legislators, who have a concern about low college graduation rates….

1. First-year programs

2. Advising interventions for specific student populations

3. Learning supportHabley & McClanahan, WWISR 2004


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Retention practice with greatest impact federal and state legislators, who have a concern about low college graduation rates….

Two-year colleges:

Mandatory Assessment

Habley & McClanahan, WWISR 2004


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Next to the quality of instruction, academic advising is consistently the next most important area of the college experience to students.Five Year Trend Study- National Student Satisfaction Report Noel Levitz 2006


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National Student Satisfaction Report 2009 consistently the next most important area of the college experience to students.Four-year Private Institutions

  • Instructional effectiveness (6.34)

  • Academic advising (6.30)

  • Safety and security (6.18)

  • Student centeredness (6.18)

  • Registration effectiveness (6.18)

  • Recruitment and financial aid (6.18)

  • Campus climate (6.16)

  • Concern for the individual (6.16)

  • Campus support services (6.04)


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National Student Satisfaction Report 2009 consistently the next most important area of the college experience to students.Four-year Public Institutions

  • Academic advising (6.35)

  • Instructional effectiveness (6.33)

  • Safety and security (6.32)

  • Registration effectiveness (6.21)

  • Recruitment and financial aid (6.16)

  • Concern for the individual (6.13)

  • Campus climate (6.12)

  • Student centeredness (6.11)

  • Campus support services (6.07)


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Community College consistently the next most important area of the college experience to students.Student Priorities 2009

  • Instructional effectiveness 6.18

  • Registration effectiveness 6.16

  • Academic Advising/Counseling 6.14

  • Concern for the individual 6.09

  • Academic services 6.05

  • Admissions and financial aid 6.03

  • Safety and security 6.02

  • Student centeredness 5.98

  • Campus climate 5.98

  • Service excellence 5.64

  • Campus Support Services 5.48


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National Adult Student Priorities Report consistently the next most important area of the college experience to students. Noel-Levitz, 2008.

  • Instructional effectiveness

  • Academic Advising/Counseling

  • Registration Effectiveness

  • Campus Climate

  • Service excellence


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TRIAD FOR STUDENT SUCCESS consistently the next most important area of the college experience to students.

ComprehensiveSupportPrograms

High Quality Teaching

Developmental Academic Advising


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The context for consistently the next most important area of the college experience to students.today’s workshop:Does academic advising matter to student success?


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Research has shown that advising improves student retention rates through the establishment of relationships with faculty or staff members who help students to clarify their academic and career goals. Noel Levitz 2006


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Quality interaction with faculty seems to be more important that any other single college factor in determining minority student persistence.Levin and Levin, 1991


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Academic advisors have long known what presidents and policy makers are learning: there is a wealth of important research which has found a significant correlation between quality academic advising, student satisfaction, and enhanced persistence.John Gardner & Tom Kerr, 1995


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Making the Most of College makers are learning: there is a wealth of important research which has found a significant correlation between quality academic advising, student satisfaction, and enhanced persistence.Good advising may be the single most underestimated characteristic of a successful college experience…. Richard Light, 2001


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For community college students, frequent interaction with faculty and advisers outside of class all had a positive impact on preventing students from dropping out….Regina Deil Amen Chronicle of Higher Education 8/17/05


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There is a relationship between advising and retention. faculty and advisers outside of class all had a positive impact on preventing students from dropping out….(n=1594)Agree/strongly agree 86%Disagree 4% Brown Survey, 2001-2008


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Academic advising is the faculty and advisers outside of class all had a positive impact on preventing students from dropping out….onlystructured activity on campus in which all students have the opportunity for on-going one-to-one interaction with a concerned representative of the institution.Wes Habley, ACT


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Redefining academic advising: faculty and advisers outside of class all had a positive impact on preventing students from dropping out…. From an event to a process that is integrally linked to student engagement and learning. Much more than a service that supports registration….


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How does faculty and advisers outside of class all had a positive impact on preventing students from dropping out….XYZ Tech define advising?

The advising staff offers support to all XYZ Tech students in the selection of the liberal education courses required for their degrees.

XYZ Tech Undergraduate Bulletin 2008 (pg. 96)


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How does faculty and advisers outside of class all had a positive impact on preventing students from dropping out….Local CC define advising?

Students meet with academic advisors to choose a major, select courses, review degree requirements….Local CC 2007-2008 Academic Bulletin (Pg. 21)


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Academic Advising is… faculty and advisers outside of class all had a positive impact on preventing students from dropping out….a systematic process based on a close advisor student relationship intended to aid students in achieving their personal, educational, and career goals….focuses on helping students to acquire skills and attitudes that promote their intellectual and personal development. assists students to make full use of campus and community resources in the process.Developmental Academic Advising Winston, Miller, Ender, Grites & Associates. 1984


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Is academic advising on your campus a process? faculty and advisers outside of class all had a positive impact on preventing students from dropping out….If not, why? How might this be changed?What can you do to help make this happen?



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Academic campus and community resources…

Advising

Counseling

Registration

Financial

Aid

Orientation

Career

Center

TRIO/SSS

MulticulturalAffairs

Faculty

Assessment

Learning

Center


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Retention campus and community resources…

Counseling

Registration

Financial

Aid

Orientation

Career

Center

Academic

Advising

TRIO/SSS

MulticulturalAffairs

Faculty

Assessment

Learning

Center

The Hub of the Campus Wheel

W. Habley


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Attributes of an environment that supports student success: campus and community resources…Intentional Structured ProactiveTinto, 2007


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What happens to students campus and community resources…after they enroll frequently has a more powerful impact on whether they stay and achieve their goals or leave.Tinto 1987, 1993


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Why do students leave college? campus and community resources…

Isolation

Inability to connect with significant members of the campus community….


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The more interaction students have with faculty and staff, the more likely they are to learn effectively and persist toward achievement of their educational goals.


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Transforming Students Through Validation the more likely they are to learn effectively and persist toward achievement of their educational goals.

Success appears to be contingent on whether faculty and staff can validate students in an academic or interpersonal way.

Rendon, 1994


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Why do students leave college? the more likely they are to learn effectively and persist toward achievement of their educational goals.

Incongruence

What I experienced is not what I expected.


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Academic advisors can mediate the gap between student experiences and their expectations. Habley


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Some Institutions seem to be more effective than others in helping students from a wide range of abilities and backgrounds succeed… Pascarelli & Terenzini, 2005


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College being more helping students from a wide range of abilities and backgrounds succeed…proactive…“College Move to Organize Retention Efforts”*

More students participating in orientation

70% collect midyear grades for first-year students

Even more flag courses with high rates of Ds, Fs, and withdrawals

Half offer some form of Supplemental Instruction

80% require first-year students to meet with an advisor at least once a term

*Chronicle of Higher Education 10/25/2009


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Intrusive Academic Advising helping students from a wide range of abilities and backgrounds succeed…

What is intrusive academic advising??


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Aggressive helping students from a wide range of abilities and backgrounds succeed…Academic Advising?


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Invasive helping students from a wide range of abilities and backgrounds succeed… Academic Advising?


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Intrusive Advising? helping students from a wide range of abilities and backgrounds succeed…


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Intrusive Advising? helping students from a wide range of abilities and backgrounds succeed…


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Active Outreach Advising?? helping students from a wide range of abilities and backgrounds succeed…


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Origins of Intrusive Advising helping students from a wide range of abilities and backgrounds succeed…

“Reduction of Attrition Through Intrusive Advising”

Robert Glennen & Dan Baxley

NASPA Journal, v22 n3 p10-14 Win 1985


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The intrusive model helping students from a wide range of abilities and backgrounds succeed…of advising is action-oriented in involving and motivating students to seek help when needed. Utilizing the good qualities of prescriptive advising (expertise, awareness of student needs, structured programs) and of developmental advising (relationship to a student's total needs), intrusive advising is a direct response to an identified academic crisis with a specific program of action…. Earl, 1987


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The helping students from a wide range of abilities and backgrounds succeed…theoretical framework of intrusive advising is based on three postulates:

Advisors can be trained to identify students who need and can benefit from this kind of intervention.

Students DO respond to direct contact in which a problem in their academic life is identified and a resource or assistance is offered.


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The helping students from a wide range of abilities and backgrounds succeed…theoretical framework of intrusive advising is based on three postulates:

Deficiencies in the necessary "fit" of a student to his/her academic environment are treatable.

Students can be taught and can learn the skills needed to be successful.


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Guiding Principles of Intrusive Advising: helping students from a wide range of abilities and backgrounds succeed…

Academic and social integration are keys to persistence.

Motivation is not the cause but rather the result of intrusive intervention activities.

Sharon Holmes, 2000


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There are some distinct advantages helping students from a wide range of abilities and backgrounds succeed…of an intrusive mode of advising.

A direct contact is established with an advisor who deals openly with the student's academic situation when the student has maximum motivation to accept assistance.

Earl, 1987


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The Intrusive Advising model is valuable because it assumes that some students will not take the initiative in resolving academic concerns, therefore, assigned counselors operate intrusively.

Holmes, 2000


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At-risk students have difficulty: that some students will

Recognizing that a problem exists

Asking for help once they realize that they have a problem

Asking for help in time for the assistance to be of benefit Levin & Levin, 1991


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Advantages of intrusive advising that some students will

the student is intrusively placed in a position where s/he must do academic planning within the parameters of self-motivation.

structured advising programs are enhanced by a student's involvement in contract modules.


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Intrusive advising has been shown to improve the effectiveness of advising, enhance student academic skills and increase retention. Earl, 1987


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Studies have shown that probationary students have higher GPAs when intrusive advising is used. Heisserer & Parette, 2002


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There is compelling evidence regarding the importance students place on the value of intrusive advising relationships in the context of their ability to persist. DeAnna Burt, 2009


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Intrusive Advising students place on the value of intrusive advising relationships in the context of their ability to persist.

Intrusive advising does not mean “hand holding” or parenting. Rather, it does mean active concern and a willingness to assist students to explore programs and services to improve their skills and motivate them to persist toward their goals.


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Intrusive Advising students place on the value of intrusive advising relationships in the context of their ability to persist.

Intrusive advising means taking a personal interest in students and approaching them with an open caring attitude.

A personal relationship with a concerned member of the campus community can reduce the psychological distance that hinders academic integration.


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The intrusive model is students place on the value of intrusive advising relationships in the context of their ability to persist.proactive and seeks to address problems as they emerge, rather than being reactive. Essentially, advisors reach out to help students instead of waiting for students to seek help. University of Minnesota General College


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Active Outreach Advising: students place on the value of intrusive advising relationships in the context of their ability to persist.People AND Programs


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Intrusive Advising Strategies students place on the value of intrusive advising relationships in the context of their ability to persist.

Assessment and placement

Mandated orientation programs

Required advising meetings

Learning communities

First-year seminar courses

Early alert systems


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Required Advising Meetings students place on the value of intrusive advising relationships in the context of their ability to persist.

Structured content

What should be discussed and when?

What would be discussed at a first advising meeting?

At a meeting three weeks into the first term?

At a meeting following midterms?

Prior to registration for the following term?

At the first meeting of the following term?


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Early alert systems students place on the value of intrusive advising relationships in the context of their ability to persist.

Identify students who are having difficulty and also provide recommended sources of assistance.

These were originally sent to faculty through campus mail, but they are increasingly available in web-based formats.


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Intrusive Advising Strategies students place on the value of intrusive advising relationships in the context of their ability to persist.

Midterm grades/progress reports

Supplemental Instruction

Peer Support/Study groups

Clear statements of responsibilities

Advising “contracts”

Mentor/Peer mentor programs

Others??


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Mentor Program students place on the value of intrusive advising relationships in the context of their ability to persist.

The value of the mentoring relationship seems to be long lasting. “We have found that our mentees from two or three semesters ago are still our students. We still hear from them. It has worked beautifully….”

Gale Lammers, Phillips CC (Ark.)


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FYE Peer Mentors students place on the value of intrusive advising relationships in the context of their ability to persist.

Attend FYE classes

Monitor student progress

Provide study skills assistance

Organize study groups

Connects to campus resources

Support faculty to motivate students toward academic goals


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Midterm Semester Evaluations students place on the value of intrusive advising relationships in the context of their ability to persist.(MSEs) target low SES and first year students and is one of the most successful initiatives at CSU San Marcos pertaining to identifying and assisting at-risk students before they find themselves in difficulty. Parisa Soltani, 2007


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Supplemental Instruction students place on the value of intrusive advising relationships in the context of their ability to persist.

Professor

Supplemental Instruction Study Groups

A

B

C

D

Tutor A

Tutor B

Tutor C

Tutor D

Course:

Chemistry I

http://web2.umkc.edu/cad/SI/


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Your turn to teach… students place on the value of intrusive advising relationships in the context of their ability to persist.

What are some examples of activities on your campus that could be called intrusive or active outreach advising?


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Why Intrusive Advising Works: students place on the value of intrusive advising relationships in the context of their ability to persist.

Students who know that an advisor will contact them are motivated to keep up with their work. (Heisserer & Parette, 2002)

Intrusive advising helps students make connections to campus services.

Referrals to sources of assistance informs students that some one cares about them.

Earl, 1998; Backus, 1989; Holmes, 2000


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Academic Advising: students place on the value of intrusive advising relationships in the context of their ability to persist.A Shared Responsibility


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Student Responsibilities students place on the value of intrusive advising relationships in the context of their ability to persist.Ohio University

Contact your advisor and every instructor regularly.

Read email and Blackboard postings carefully and follow instructions.

Utilize instructor and advisor office hours.

Make appointments in advance and keep them.

Follow-up on advice and referrals


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In loco parentis students place on the value of intrusive advising relationships in the context of their ability to persist. has been replaced by the philosophy that students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environments…


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While functioning relatively well for [many] services, it is not functioning well in the campus environment for the delivery of academic assistance services. Earl, 1987


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A Shared Responsibility: not functioning well in the campus environment for the delivery of academic assistance services.A Model


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Need for Information not functioning well in the campus environment for the delivery of academic assistance services.

Changing Environment & Changing Students1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

Changing Needs for Advising

Need for Consultation

Creamer, 2000


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Need for Information not functioning well in the campus environment for the delivery of academic assistance services.

Changing Environment & Changing Students1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

Changing Needs for Advising

Need for Consultation

Moving In Moving Through Moving On

Creamer, 2000; Lynch, 1989


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Need for Information not functioning well in the campus environment for the delivery of academic assistance services.

Changing Environment & Changing Students1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

Changing Needs for Advising

Need for Consultation

Moving In Moving Through Moving On

I I/S I/S S/I S

I = Faculty, advisors, etc.

S = Student

Lynch, 1989;Creamer, 2000; Brown, 2006


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Need for Information not functioning well in the campus environment for the delivery of academic assistance services.

Changing Environment & Changing Students1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

Changing Needs for Advising

Need for Consultation

Moving In Moving Through Moving On

I I/S I/S S/I S

I = Faculty, advisors, etc.

S = Student

PRESCRIPTIVE DEVELOPMENTAL

Lynch, 1989;Brown& Rivas, 1994; Creamer, 2000; Brown, 2006


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The question students should seek to answer through advising...

NOT….

“What courses do I need to take?”


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The questions students should seek to answer through advising...

“How do I want to live my life?”

“What can I do in college to help move me toward this vision of my future?”


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Big enough advising... questions…What is it you plan to dowith your one wild and precious life?The Summer Day Mary Oliver


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HIERARCHY OF ADVISING advising...

Life goals, values, abilities, interests, limitations.

Career/vocational opportunities

Academic Programs/Field of Study

Course selection

Class schedulingTerry O’Bannion, 1972, 1994


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Student Expectation of Advisors advising...

  • Availability/Accessibility

  • Knowledge

  • Care and Concern


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Why do students leave college? advising...

Isolation

Inability to connect with significant members of the campus community….


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Caring… advising...

  • Early and frequent contact

  • Comprehensive orientation

  • Intrusive advising

Buyer & Connolly, 2006


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Cultivating Intrusive/Proactive Academic Advising advising...

Take photos of students and post in their advising folders.

Follow up personally on early alerts.

Postcard, email, and/or text reminders of important deadlines, meetings, etc.

Attend co-curricular activities.

Explore opportunities for residence hall advising.

Jennifer Varney, 2007



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Adult students often “recycle” through developmental issues faced by younger students.Chickering and Reisser, 1993


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Active Outreach Strategies issues faced by younger students.

Assign an adult student advocate to identify issues, mediate problems, etc.

Facilitate formation of support groups and peer mentoring

Interactive on-line advising system (Santa Fe CC, Florida)

Proactive advising system (Friends University, KS)

Others ??


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40% of first-generation students leave college without a degree….they are more likely to come from low income families. US Department of Education, 2005


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Active Outreach Strategies degree….they are more likely to come from low income families.

First-year programs: summer bridge, orientation programs, FYE courses, Freshman Interest groups (FIGs)

Learning communities

Integrated courses clusters (e.g., Psych course linked with English and tutoring or SI)

Others?


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Students with disabilities are far less likely to finish high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage…. Johnson, 2006


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Active Outreach Strategies high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage….

Encourage full participation

Encourage appropriate disclosure

Connect with campus and community resources

Be willing to act as an advocate.

Others?


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Undecided Students high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage…. Undecidedness has been linked to low achievement, lack of involvement and attrition. Peterson & McDonough


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13% of high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage….

first-year students expect to change their major.

12.6% of first-year students expect to change their career choice. 2008 CIRP Survey

Undecided but don’t know it…


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You are not alone… high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage….

Sources of Support

Academic advisor

Faculty and department chairs

Career Services

Counseling Center

Internship,s work experience, job shadowing


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An Advising Model for Undecided Students high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage…. Peggy King, 2008

Help students analyze and understand their situation.

Support them to develop a plan for exploration

Refer students to key resources (e.g., Career Services, academic departments, faculty, internships)


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An Advising Model for Undecided Students high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage…. Peggy King, 2008

Assist students to develop action plans

Support students while they are engaged in exploration and decision making.

Follow-up


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LGBT Students high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage…. 31% of LGBT students left college for a semester or longer and 33% dropped out altogether (Hardesty, 1994)


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Active Outreach Strategies high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage….

First-year Transition Programs

Mentoring

Creating “Safe Zones” and developing Allies

Links to Career Development

Jennifer Joslin, 2007


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Multicultural Students high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage…. Students of color base their decisions on whether or not to persist on the quality of their interactions with faculty….Cabrera, Terenzini, et. al. Journal of Higher Education, 1999


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Some minority students and first-year students have not established behavioral patterns that would motivate them to seek assistance

Sharon Holmes, 2000


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Active Outreach Strategies established behavioral patterns that would motivate them to seek assistance

Peer mentoring programs

Faculty and staff mentor programs

Active outreach to connect with campus and community resources

Intrusive academic advising program


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First-year Students established behavioral patterns that would motivate them to seek assistanceMany students who leave college do so as the result of experiences they have during the first six weeks. Astin, Tinto, Crockett


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National Drop Out Rates established behavioral patterns that would motivate them to seek assistanceFreshman to Sophomore Year

nMean%

Two-year public 824 46.3

Four-year public MA 220 30.0

Four-year public PhD 227 27.1

Four-year private MA 502 27.7

Four-year private PhD 220 19.6 Overall 2582 32.7 *Source: ACT Institutional Data File, 2008

www.act.org


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Students need the support of advising programs and academic advisors as they make three critical transitions:

Moving into college

Moving through college

Moving on from college


Slide112 l.jpg

Students need the support of advising programs and academic advisors as they make three critical transitions:

Moving into college

Moving through college

Moving on from college


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Helping students move into college is far and away the most important task for academic advisors. Professor Arthur Chickering, 1994


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Students usually have a realistic understanding about the demands of academic work and what is required to be successful in their classes. (n = 1587)Strongly agree/agree 13%Disagree/strongly disagree 69%Brown Survey of Faculty, 2001-2008


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Do students understand what is required to be successful in college?

Most of them don’t have a clue! They see college work as an extension of high school, and for most of them high school involved little effort.BrownAdvisingSurvey, 2001-2008


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58% reported A/A- as their average high school grade. college?

93% earned a B average or higher.

65% expect to earn at least a B average in college.

2008 CIRP Survey Public Universities


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Do students understand what is required to be “successful”?

How many hours did you study during a typical week in your last year of high school?

36% More than 10 hours

51% Five hours or less

44% Less than two hours a week!!CIRP Freshmen Survey Public Universities, 2008


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In 1961, the average student spent 40 hours a week engaged in her/his studies—attending class and studying. By 2003, this had declined by nearly one-third…Philip Babcock & Mindy Marks National Bureau of Economic Research Chronicle of Higher Education 6/21/2010 27 hours weekly.


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Academic services may be available, but if we wait for students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.

Levitz and Noel, 1989(!!)


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Students on Probation students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.


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Factors contributing to students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.academic difficulty

Peer culture

Academic major/program

Lack of interaction with faculty

Organization and time management

Inadequate investment of time

Self-efficacy and perceived lack of control

Pascarelli & Terenzini, 2005


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Helping students get students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.back on track

Assess GPA deficit

Help develop a plan to return to good standing--concrete, tangible, doable

Reflect on factors contributing to unsuccessful academic performance

Accept responsibility for choices

Examine and [re]assess academic, career, and personal goals

Acknowledge that the past does not necessarily equal the future


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Programs vary widely… students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.

Required weekly workshops

Regular meetings with advisor and/or mentor

Group activities/Study groups

Tutorial Services

Supplemental Instruction

Contracts for Academic Success


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PROBATION CONTRACTS students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.Examples

Abiline Christian University

http://www.acu.edu/academics/cas/documents/Probation_Contract.pdf

Morehead State University

http://www.moreheadstate.edu/files/units/acs/probation/Academic_Probation_Contract_Fall_2009.pdf

University of North Carolina Chapel Hill

http://studentsuccess.unc.edu/docs/updated%20contract.pdf

Rio Hondo Community College

http://www.oncourseworkshop.com/Getting%20On%20Course008.htm


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Active outreach to students students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.

Advisors should be available

at times when,

and in places where,

students make educational decisions

Habley


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Why reach out? students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.

An academic advisor is unlike any role model the new student has encountered.

Students receive advice from all sorts of people and much of that advice is inaccurate, incomplete, or inappropriately value laden.


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Why reach out? students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.

The use of technology may supplant rather than support the advising process.

The first six weeks of transition are critical to the institution’s retention efforts.

It is easier to anticipate a problem than it is to solve one.


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Academic advising is the students to come for assistance, attrition may be the result. Students inexperienced in the ways of college—and certainly most first-year students—need to be reached out to with intrusive programs and services.onlystructured activity on campus in which all students have the opportunity for on-going one-to-one interaction with a concerned representative of the institution.Wes Habley, ACT


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We should not assume that effective advisors will simply emerge without structured pre-service and in-service professional development programs.


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Many key competencies are developed emerge without structured pre-service and in-service professional development programs.after educators arrive on campus. Therefore, colleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the classroom by providing professional development programs. Brown & Ward, 2007


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Faculty members are left to sink or swim when it comes to effective student advising—they are blamed for something they lack the professional training to do.Dr. Yolanda Moses President, AAHEFaculty Advising Examined, 2003


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When I first began to advise, I had adequate preparation and training. (n=1570)Strongly agree/agree 30%Disagree/strongly disagree 53%Brown Survey of Faculty, 2001-2008


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Strategy for Success training.

Professional development for faculty in pedagogies and practices aimed at improving retention and success…. Bunker Hill CC


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Derek Bok stresses the importance of ensuring that adjunct faculty are also properly trained in order for the university to attain its educational goals…Our Underachieving Colleges Derek Bok, 2006



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Comments? become. Questions? Challenges? Successes?


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Intrusive Academic Advising: become.An Effective Strategy to Increase Student SuccessTom BrownInnovative Educators WebinarJune 22. [email protected]


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