Interventional Advising Semester Outreach Schedule

Prior to the start of the term

• Identify students not enrolled for upcoming term; • Identify students not enrolled in math course for the upcoming term; • Identify student not repeating failed or withdrawn key courses for the upcoming term.

o Email notifications are sent encouraging students to enroll in subsequent courses and advising them of campus resources.

Start of the term • Visit EGG 101 courses to introduce myself give an overview of the WebCampus online

learning modules and emphasize that quite often the mid-semester point is too late to ask for help in a failing course.

• 4 Week Intervention: Reach out to all instructors within the College of Engineering and request they provide list of students not performing well (or exhibiting other behavior of academic concern) at the 4th week of the semester. Email communication to student advising them of their standing and campus resources and encouraging follow-up with their academic advisor if needed.

Mid-Term • Review mid-semester grades: E-mail communication based on failing grades-including

withdrawal date information and campus resources o Target students not passing multiple courses, STEM courses, or engineering-related

General Education courses. • EGG 101 Group Advising: Visit EGG 101 labs to conduct presentation on degree plan,

advanced standing, campus policies and resources. Partner with the advisor assigned for that specific major to meet with students one-on-one within group advising to review mid-semester grades and recommend courses for upcoming term.

• Math withdrawal outreach: Following the final withdrawal date for the term students that withdrew from math courses (95-182) are identified and an email communication is sent advising students discussing the importance of math, and encouraging them to repeat the course, and to come in for individual advising.

End of Term • Review grades: Email students that did not pass math or key engineering courses as

identified in via the SSC Success Marker courses. • Probation and suspension outreach and advising: Email students placed on probation or

suspension following the term. Advising them of their standing, university probation and suspension policies and encourage an immediate advising session.

Interventional Advising Student Success Stories

Interventional Advising in the College of Engineering: • The RPC specialist position for the College of Engineering is the Interventional Advising

Coordinator (IAC). Job responsibilities include coordination of the on-line learning modules created by the IAC & Director of Advising for the EGG 101 FYS course, coordination of EGG 101 mandatory group advising sessions each semester; academic advising of students on probation/suspension, and outreach to students of academic concern.

Student Case Study 1: • Fall 2015 first-time, full-time freshman – pre-Computer Science major: • Initial contact was made through the EGG 101 first year seminar in fall 2015. The student

was identified via FYS instructor’s 4 week intervention list. Interventional Advising Coordinator reached out to him to communicate that due to initial academic performance, the student might not pass the course, and recommended academic advising and campus resources to help the student get back on track.

• Student response approximately 2-3 weeks later indicated he was still struggling in the course, and asked for some guidance and assistance with campus resources. He was referred to Academic Success Center (specifically the success coaches for assistance with the high school to college transition), as well as the Engineering Tutoring lab. While he was able to improve some of his grades, he ended the fall 2015 term with a 1.65 GPA and became a probationary student.

• During follow-up in individual advising, student was advised on a schedule that would help him improve his GPA and performance by repeating courses and to continuing using the ASC and tutoring resources in the spring 2016 term. He ended the spring 2016 term with a B in his EGG 101 course and a 2.58 for the term bringing his cumulative GPA to a 2.072.

Student Case Study 2:

• Fall 2015 first-time, full-time freshman – pre-Computer Science major: • The student was identified at the end of the fall 2015 semester via the university’s probation

list. He completed the fall 2015 term with a 0.0 GPA (F’s in every class) and -22 GPB. • IAC reached out to him as part of the spring 2016 probation campaign, with no

response. Prior to spring 2016 EGG 101 FYS group advising IACI recognized he was part of the probation campaign and had not responded to outreach, so was prepared to provide probationary advising. At the time of group advising he was failing EGG 101 and Math 126 per mid-semester grades and both were courses he had previously failed.

• We discussed the repeat policy and how confident he felt in his ability to recover by the end of the term. The interventional advising focused on the fact that his balance points were currently below the suspension threshold and without a strong spring term he would be suspended. Based on this discussion he was advised to audit both EGG 101 and Math 126 and focus on earning strong grades in his other courses for the spring term.

• The student ended the spring 2016 term with a 3.150 GPA in his remaining courses and brought his cumulative GPA from 0.0 to 1.718 and his balance points from -22 to -3.10. He is currently enrolled to repeat EGG 101 and Math 126 in the fall 2016 term, and will continue to work with the IAC on improving his academic performance in the fall.