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Intrusive Advising: Knowing When to Parent, and When to Stand Back Dr. Beth Walden and Krystin Deschamps USU Advising Brown Bag, April 14, 2011

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Students who are readmitted after poor academic standing. 62% men, 38% women Average age at readmission is ~27 High proportion of students eligible for Student Support Services Success rate is about 80% Krystins Population

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Beths Population Students readmitted to USU in less than good standing Undeclared students with 25-48 credits including those on Academic Probation

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King and Kitcheners Reflective Judgment Model How people interpret knowledge, and advances in stages (from no separation between facts and judgment to judgment based on rational inquiry) Students can react emotionally and reflexively to what they perceive to be negative stimuli I used this theory to understand where a student is emotionally Krystins Guiding Theories

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Krystins Guiding Theories, cont. Transition Theory: Situation, Self, Support, Strategies (Schlossberg) SituationTiming, impact, and amount of control SelfCoping skills, experience, and outlook SupportPeople, agencies, financial StrategiesWhere academic advisors can make a difference

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Krystins Guiding Theories, cont. Marginality and Mattering (Schlossberg) Marginality: Our belief, whether right or wrong, that we matter to someone else (p.9) Attention, Importance, Ego extension, Dependence, Appreciation Plays an important role in higher ed

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Vygotsky Scaffolding Requires knowing what the student is capable of Sufficient explanation so student can take responsibility Beths Guiding Theories

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Kolb Learning Styles Convergers get information on own online, then specific answers from advisors Divergers printed information to digest, then meet with advisor Assimilators immediate verbal information from advisors and opportunity ask questions Accommodators personal contact with advisor and specific information in person Beths Guiding Theories, cont.

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E-mail if not following contract Assisting with petitions Requiring extra visits Second chance Walking vs. referring to resources Specifying sections Creating a schedule Placing a hold What is meant by intervention?

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Checklist

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Case Study: Charlie, Krystins perspective Gender: Male Approximate age:27 Experience with college: 2 years, then suspended Circumstances: First generation; pressured to be a student-athlete to pay for school, was injured; struggled with depression, but had a hard time admitting it. Problem presented: Do I readmit based on the above information? Am I doing him a disservice to retain him?

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Gender: Male Approximate age:27 Experience with college: 2 years, then suspended Circumstances: no showed twice for his midterm, doing poorly in my class (PSY 1220) Problem presented: I suggested he come visit with me. Informed me that he was counting the points and intended to be in good standing. Do I send him another e-mail or catch him after class, again? Case Study: Charlie, Beths perspective

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Case Study: Earl Gender: Male Approximate age:28 Experience with college: CC transfer student, on probation for three semesters before suspension Circumstances: Showed up very late for one appointment with me, was very apologetic. First generation. Guardian of younger siblings. Multiple identities. Active in student lifeseen as a leader. Problem presented: He is undecided about a major. He has poor college navigational skills. He did not meet contract; should I retain?

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Case Study: Peter Gender: Male Approximate age: Mid/late 50s Experience with college: Didnt finish in his youth, been out 23 years Circumstances: Laid off, mild injury precludes his previous career; High number of credits; Major will take him as soon as his GPA is high enough Problem presented: Hasnt a clue about how to register, how to find classes, time required for study, etc. How much do I show him and do for him in my office each time he runs into a question. (scaffolding)

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Audience Case Studies Time to practice, and ask questions

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Contact: Beth Walden: beth.walden@usu.edubeth.walden@usu.edu Krystin Deschamps: krystin.deschamps@usu.edukrystin.deschamps@usu.edu

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More Practice: Molly Gender: Female Approximate age: Mid 20s Experience with college: 6 credits CE and transfer, 1 semester AW took time off readmitted Circumstances:Parent wants her doing nursing classes. Semester 1. K and I talk her out of physiology, she changed another recommended class to a non-recommended class instead. Advised for 2 nd semester, took some, changed others. Only made one monthly required visit. Problem presented:Wants to drop a class at the drop deadline, but doesnt want to come in for a visit. (intrusive would require her to come in)

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More Practice: Noah Gender: Male Approximate age: late 20s Experience with college: 24 credits AP, 7 credits transferred, 6 semesters / 43 credits at USU Circumstances: Tends to skip classes Problem presented: Required to meet with advisor every three weeks, met the first one, no showed the second one. Do I send him an e-mail reminding him to make his 3 week appts.

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More Practice: Lilly Gender: Female Approximate age: Early 20s Experience with college:33 transfer credits, Two semesters at USU PR/SU Circumstances: Didnt understand that