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Intrusive Academic Advising An Effective Strategy to --------~-

Increase Student Success

Tom Brown Innovative Educators Webinar

June 22 2010

wwwtbrownassociatescom tomtbrownassociatescom

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Intrusive Academic Advising

1 What is it 2 Why consider using it 3 What does it involve 4 Is it effective 5 Can it work for your

studer -5 lour work and your rJn Jus

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Redefining academic j+tew~-~~~~

From an event to a ~rocess that is integrally lin ed to stud~nt engagement and learning

Much more than a service that supports registrationbullbull

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Redefining academic j+tew~-~~~~

From an event to a ~rocess that is integrally lin ed to stud~nt engagement and learning

Much more than a service that supports registrationbullbull

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Changing Environment 8t Changing Students

4th 5th1st Year 2nd Year 3rd Year 6th Year

Changing Needs for Advising

Moving In

I lIs I = Faculty advisors etc S = Student

Moving Through Moving On

lIS SII S

PRESCRIPTIVE QEVELOPMENTAL

Lynch 1989 Brownamp Rivas 1994 Creamer 2000 Brown 2006

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How College Affects Pascarelli 8t Terenzini 2005

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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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Academic advising is the only 1 structured activity on campus iywhich all students have the LJ1~ opportunity for on-going one-to-one interaction with a concerned representative of the institution ~ _

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Academic advising is the only 1 structured activity on campus iywhich all students have the LJ1~ opportunity for on-going one-to-one interaction with a concerned representative of the institution ~ _

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National Student Satisfaction Report Four-year Public Institutions

cademic advising (635) ~I p~

bull Instructional effectiveness (633)-r~

bull Safety and security (632)

bull Registration effectiveness (621)

bull Recruitment and financial aid (616)

bull Concern for the individual (613)

bull Campus climate (612)

bull Student centeredness (611 )

bull Campus support services (607)

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National Student Satisfaction Report Four-year Private Institutions

Instructional effectiveness (634)shy

Academic advising (630)bull Safety and security (618)bull Student centeredness (618)bull Registration effectiveness (618)bull Recruitment and financial aid (618) bull Campus climate (616)bull Concern for the int ~dmiddot 1i (616)bull Campus support se ric (604)bull

Community College Student Priorities 2009

-nstructional effectiveness eglstratlon enectlveness

Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull

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Community College Student Priorities 2009

-nstructional effectiveness eglstratlon enectlveness

Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull

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instruction academic advising is consistently the next most important area of the college experience to students

Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16

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~ National Graduation Rates ~

n MeanOo-~Two-year public 442 293~~~

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OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS

middotJr( CT titutional Data File 2008

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n MeanOo-~Two-year public 442 293~~~

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OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS

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The Challenae -

Enhancing student persistence is an Increasing concern In higher education

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The intrusive model of advising is action-oriented in involving and motivating student~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 students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion

Ear 1987

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Origins of Intrusive Advising

Reduction of Attrition Through Intrusive Advising

Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985

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~eAnna Burt 2009

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ntrusive advisina has been r ~~

shown to improve the effectiveness of advising enhance student academic skills and increase retention

Earl 1987

While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services

Ear 1~ 17

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In loco parentis has been

ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

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40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

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Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

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~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many 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 Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

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~eAnna Burt 2009

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ntrusive advisina has been r ~~

shown to improve the effectiveness of advising enhance student academic skills and increase retention

Earl 1987

While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services

Ear 1~ 17

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In loco parentis has been

ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

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40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

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here is compelling evidence regarding the importance students place on the value of intrusive advisin r I middot nships in the con ext of their ability to persist

~eAnna Burt 2009

y Jy

~ ~

ntrusive advisina has been r ~~

shown to improve the effectiveness of advising enhance student academic skills and increase retention

Earl 1987

While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services

Ear 1~ 17

j J~

1) ~

In loco parentis has been

ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

tj ~ tj

~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

here is compelling evidence regarding the importance students place on the value of intrusive advisin r I middot nships in the con ext of their ability to persist

~eAnna Burt 2009

y Jy

~ ~

ntrusive advisina has been r ~~

shown to improve the effectiveness of advising enhance student academic skills and increase retention

Earl 1987

While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services

Ear 1~ 17

j J~

1) ~

In loco parentis has been

ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

tj ~ tj

~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

~ ~

ntrusive advisina has been r ~~

shown to improve the effectiveness of advising enhance student academic skills and increase retention

Earl 1987

While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services

Ear 1~ 17

j J~

1) ~

In loco parentis has been

ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

tj ~ tj

~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services

Ear 1~ 17

j J~

1) ~

In loco parentis has been

ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

tj ~ tj

~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

1) ~

In loco parentis has been

ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

tj ~ tj

~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

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Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

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~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

Adult students often recycle through developmental issues faced by younger students

Chickering and Reisser 1993

tj ~ tj

~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

~ ~ ~

40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families

US De~Jr ent f Education 2005

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

udents 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 wagebullbullbullbull

lohnson2006

~ ~ j

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

~~

Undecided Students

Undecidedness has been linked to low achievement lack of involvement and attrition

Peterso 1t t Donough

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

LGBT Students

3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)

~ J J

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

~

~ Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull

C 4er Tercnzini et al lOI nal f Higher Education 1999

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks

Astin Tinto Crockett

tJ rJ J

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

~ ~ ~

National Drop Out Rates Freshman to Sophomore Year

n MeanOO-Two-year public 824 463 Four-year public MA 220 300

yenti~~~f ~- -

Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327

Source ACT Institutional Data File 2008 wwwactorg

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