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Connect to College Success: Pairing Intrusive Advising with a New Student Experience Course 2012 IACRAO . Lewis and Clark Community College Godfrey, Illinois. Introductions. We are… Mary Hough Special Learning Needs Counselor Kathy Haberer Director, Student Development and Counseling

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Connect to College Success: Pairing Intrusive Advising with a New Student Experience Course2012 IACRAO

Lewis and Clark Community College

Godfrey, Illinois


We are…

Mary Hough

Special Learning Needs Counselor

Kathy Haberer

Director, Student Development and Counseling

Who are you?

a little bit about our college
A little bit about our college….
  • 42 years old
  • 13,500 (8500 credit) students – longest continual growth trend of all community colleges in Illinois
  • Average class size 12.6
  • 7 county region, mostly rural with higher than state average unemployment
  • 70% test into dev ed math, 50% dev reading or English
we plan to talk about
We plan to talk about…..
  • The rationale for combining our student success course with intrusive advising for students weak in all three developmental areas (Wi3)
  • The plan we developed
  • A few preliminary statistics
  • The curriculum for our student success course
  • The role of the intrusive advisor
  • The instructor’s perspective
we needed a change
We needed a change.

Many students who entered the college weak in all three developmental areas (Wi3) received minimal support:

  • Some students were in programs that provided support like TRIO, Supported College Transition, Special Learning Needs.
  • Many students took classes requiring skills not yet acquired in order to be a full-time student.
  • Students were not aware of campus resources.
  • In the Fall 2010, there were approximately 250 Wi3 full-time students enrolled.
we wanted to develop a program based on research
We wanted to develop a program based on research.

Read literature:

Targeted Intervention for Developmental Education Students (T.I.D.E.S.) article by Hunter Boylan

Intrusive Advising: A Model for Success at John A. Logan College by Cheryl Thomas and Jane Minton

Went to presentations at NADE:

Intrusive Academic Advising and the Underprepared Student: An Award Winning Model for Increasing Student Success

Dr. Paul Fowler at Louisiana State University - Eunice

we knew students were taking courses they weren t ready to take
We knew students were taking courses they weren’t ready to take.

Students Wi3 passed general education courses at a statistically significant lower rate (academic year 2010 data)

Connect to College Success Begins!!COLL 130 New Student Experience and Intrusive Advising Pre-pilot semester FALL 2011


  • COLL 130 was an established course.
  • Grant money was available for training and materials.
  • Experienced instructors available.
  • A culture of change in Academic Advising.


  • COLL 130 was only one credit – 16 contact hours.
  • Registration started early March but enrollment wasn’t “pushed” until training in mid May.
course success connect to college success students
Course Success Connect to College Success Students

Fall 2011 Pre-pilot – all 86 Students

Course success (A,B, or C) was 66%, which aligns with the College’s average course success rate of 65%.

Note: Fall 2011 students who were WI3 and registered after August 1 have a course success rate of 55%.

coll 130 to coll 131 starting fall 2012
COLL 130 to COLL 131 starting FALL 2012

Course changes include:

  • 1 credit → 2 credits
  • First 8 week course → semester-long course
  • Web enhanced course materials required
  • More standardized curriculum across course sections

Other changes:

  • Wi3 students limited to 12 credits

Reading (3), English (3), Math (4), COLL 131 (2)


FALL 2011 & SPR 2012 FIPSE Grant

  • instructor cost
  • staff/instructor time for training & meetings
  • training/instruction materials

FALL 2012 & SPR 2013 – shared

  • Instructor cost covered by priority budget
  • All other costs by FIPSE grant

Starting FALL 2013 – Priority Budget

actual costs
Actual Costs

LASSI = $3 per student

Meetings/Training for part-time instructors and advisors = $1000 per year including lunch on training day

Training Materials and Photocopy costs = $600

Instructor cost = $690 per credit


Topics Covered:

  • Making the Transition to College
  • Education Financing/Financial Literacy
  • Degree Requirements
  • College Policies and Procedures
  • Faculty Expectations
  • Support Services and College Resources
  • Test-Taking/Test Preparation Skills
more topics covered
More Topics Covered
  • Effective Note Taking
  • Learning Styles
  • Personal and Academic Goal Setting
  • Time Management Skills
  • Stress Management Skills
  • Career Assessment
  • Health
  • Communication Skills

What we like:

  • The style– not your “typical” textbook
  • Easy to read
  • Relates relevant student issues to topics covered
  • Built in planner—no excuses!!
  • COLL 131 is web-enhanced
  • Students use Blackboard to access the class calendar and course materials for each class meeting
  • Students can access their current grade at any time in the semester (they can also see at any time if they are missing assignments)
  • Using Blackboard better prepares students for many other college courses that will be web-enhanced
  • Learning and Study Strategies Inventory
  • Students must complete the LASSI in class, then they will meet one-on-one with their intrusive advisor to discuss their individual results and how those results pertain to them.
  • This is their first required meeting with their advisor (high # of points assigned to reiterate importance)
an advisor s perspective
An Advisor’s Perspective
  • More one-on-one contact with students.
  • More follow-through from students.
  • More student familiarity with program courses, pre-requisites, etc.
  • More informed and engaged students throughout the advising process.
  • Intrusive techniques lead to action and results
advisor responsibilities
  • Treat each student with respect, empathy and compassion.
  • Respond to phone calls, emails, etc. in a timely manner.
  • Understand and communicate the degree requirements at Lewis and Clark and refer students to appropriate services as needed.
  • Maintain contact with student throughout the semester and beyond and express concern if student misses class or coursework and grades are insufficient.
student advisor meetings
Student/Advisor meetings
  • Withdrawal dates/Spring schedule
  • Advisors “push in” for certain curriculum such as Career Assessment
  • More required meetings with advisors would be better but time and advisor availability is limited.
instructor perspective
Instructor Perspective
  • To provide a supportive and inclusive learning environment
  • To encourage personal growth both in and out of the classroom
  • To establish a rapport that continues even after the course ends
contact information
Contact information

Kathy Haberer Mary Hough

*Email for power point

Lewis and Clark Community College

5800 Godfrey Road

Godfrey, IL 62035