Intrusive Academic Advising:An Effective Strategy To Increase Student Success Tom Brown firstname.lastname@example.org
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?
The context for today’s workshop:A continued focus on student learning, engagement and success.
Increasing student persistence is a continuing concern in higher education…
U.S. Graduation* Rates HighestLowestCurrent Two-year public 38.8 (’89) 25.4 (’12) 25.4 Four–year public BA/BS 46.7 (’86) 39.6 (’12) 39.6 Four-year private BA/BS 57.5 (’06) 53.3 (’01) 54.7 Four-year public MA 46.7 (’86) 37.0 (’00) 38.3 Four-year private MA 58.4 (’88) 53.1 (’01) 55.7 Four-year public PhD 50.6 (’89, ’90) 45.0 (’01) 48.0 Four-year private PhD 68.8 (’86) 62.9 (’12) 62.9 Completion in 3 years for Associates; 5 years for BA/BS *Source: ACT Institutional Data File, 1983-1012 http://www.act.org/research/policymakers/pdf/12retain_trends.pdf
Retention MattersCollege student retention has been the most intensely studied issue in academic over the past several decades.Ward, Siegel, & Davenport, 2012
RULE OF THE UNIVERSEThe center of community college work is student learning, persistence and success. Kay McClenney, 2011
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 What matters to students?
National Student Satisfaction Report 2012Four-year Private Institutions Instructional effectiveness (6.36) Academic advising (6.33) Student centeredness (6.21) Recruitment and financial aid (6.21) Registration effectiveness (6.20) Safety and security (6.19) Concern for the individual (6.18) Campus climate (6.18) Campus support services (6.06)
National Student Satisfaction Report 2012Four-year Public Institutions Academic advising (6.38) Instructional effectiveness (6.37) Safety and security (6.32) Registration effectiveness (6.25) Recruitment and financial aid (6.21) Concern for the individual (6.17) Campus climate (6.16) Student centeredness (6.14) Campus support services (6.10)
Community & Technical CollegesStudent Priorities 2012 Instructional effectiveness 6.22 Registration effectiveness 6.20 Academic Advising/Counseling 6.18 Concern for the individual 6.12 Academic services 6.09 Admissions and financial aid 6.09 Safety and security 6.05 Student centeredness 6.02 Campus climate 6.01 Service excellence 6.00 Campus Support Services 5.51
National Adult Student Priorities ReportNoel-Levitz, 2012 Instructional Effectiveness Academic Advising/Counseling Campus Climate Registration Effectiveness Service Excellence
TRIAD FOR STUDENT SUCCESS Comprehensive Support Programs High Quality Teaching Developmental Academic Advising
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
There is a relationship between advising and retention. Agree/strongly agree 86%Disagree 4% Brown Faculty Survey, 2001-2012
Academic advising is the onlystructured activity on campus in whichall studentshave the opportunity for on-going one-to-one interactionwith aconcerned representativeof the institution.Wes Habley, ACT
Academic Advising is… a systematic process based on a close advisor student relationshipintended 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
HIERARCHY OF ADVISING Life goals, values, abilities, interests, limitations. Career/vocational opportunities Academic Programs/Field of Study Course selection Class schedulingTerry O'Banion, 1972, 1994
Academic Advising assists students to make full use of campus and community resources…
Academic Advising Counseling Registration Financial Aid Orientation Career Center TRIO/SSS MulticulturalAffairs Faculty Assessment Learning Center
What happens to students after they enroll frequently has a more powerful impact on whether they stay and achieve their goals or leave.Tinto 1987, 1993
Transforming Students Through Validation Success appears to be contingent on whether faculty and staff can validate students in an academic or interpersonal way. Rendon, 1994, 2002
Some Institutions seem to be more effective than others in helping students from a wide range of abilities and backgrounds succeed…How College Affects Students Pascarella & Terenzini, 2005
Origins of Intrusive Advising “Reduction of Attrition Through Intrusive Advising” Robert Glennen & Dan Baxley NASPA Journal, v22 n3 p10-14 Win 1985
The intrusive model 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
Active Outreach 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.
Active Outreach Advising 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.
Proactive Advising Involves • deliberate interventions to enhance student motivation, • using strategies to show interest and involvement with students, • intensive advising designed to increase the probability of student success, • working to educate students on all options, • approaching students before situations develop. Jennifer Varney, 2012
The theoretical framework of intrusive advising is based on these postulates:
The theoretical framework of intrusive advising is based on these postulates:
Does Intrusive Advising work? Intrusive advising has been shown to improve the effectiveness of advising, enhance student academic skills and increase retention. Earl, 1987
Promising Practices The application of principles and theories leads to effective individual and institutional practices that produce increased persistence and success.
Colleges being more 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
Intrusive Advising Strategies • Mandated assessment and placement • Required orientation programs • Required advising meetings • Early alert systems • Mentors including peer mentors • Midterm grade reports • Supplemental Instruction
Intrusive Advising Strategies • Clear statements of responsibility • Interventions for specific student cohorts • Advising contracts
In loco parentis 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…
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