Intrusive Advising: Knowing When to Parent, and When to Stand Back

Krystin Deschamps, MEdStephanie Hamblin, MSNACADA, October 5, 2011

Who We Are and Why are We Doing ThisWho We Are and Why are We Doing This

Krystin Deschamps

Stephanie Hamblin

Who are you?Who are you?

A. Not an advisor

B. In my first three years of advising

C. 3-10 years of advising

D. 10+ years of advising

E. Just an awesome human being!

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%

Krystin’s PopulationKrystin’s Population

University Advising PopulationUniversity Advising Population

• Students readmitted to USU in less than good standing

• Undeclared, Undeclared Nursing Allied Health, Undeclared Business, and Associate Degree students.

• King and Kitchener’s 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

Krystin’s Guiding TheoriesKrystin’s Guiding Theories

Krystin’s Guiding Theories, Krystin’s Guiding Theories, cont.cont.

Transition Theory: Situation, Self, Support, Strategies (Schlossberg)

Situation—Timing, impact, and amount of control

Self—Coping skills, experience, and outlook

Support—People, agencies, financial

Strategies—Where academic advisors can make a difference

Krystin’s Guiding Theories, Krystin’s Guiding Theories, cont.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

Vygotsky – Scaffolding

• Requires knowing what the student is capable of

• Sufficient explanation so student can take responsibility

Stephanie’s Guiding TheoriesStephanie’s Guiding Theories

Kolb – Learning Styles• A. Convergers – get information on own online,

then specific answers from advisors

• B. Divergers – printed information to digest, then meet with advisor

• C. Assimilators – immediate verbal information from advisors and opportunity ask questions

• D. Accommodators – personal contact with advisor and specific information in person

Stephanie’s Guiding Theories, Stephanie’s Guiding Theories, cont.cont.

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 What is meant by interventionintervention??

Case Study: EarlCase 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 life—seen 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?

ChecklistChecklist

Case Study: NoahCase Study: Noah

Gender: Male Approximate age: late 20’s 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.

What to do with NoahWhat to do with Noah

A. Send an e-mail or call to remind him to make his visits

B. Allow Natural Consequences

ChecklistChecklist

Did you get the same result for Noah?Did you get the same result for Noah?

A. Yes

B. No

Return to Case StudyReturn to Case Study

Time to practice, and ask questions

Case Study: MollyCase Study: Molly Gender: Female Approximate age: Mid 20’s Experience with college: 6 credits CE and transfer, 1

semester AW took time off readmitted Circumstances: Parent wants her doing nursing

classes. Semester 1. We talked her out of physiology in a three way call. At that point, she changed another recommended class to a non-recommended class. Advised for 2nd semester, took some, changed others. Only made one monthly required visit.

Problem presented: Wants to drop a class at the drop deadline, but doesn’t want to come in for a visit.

What to do with MollyWhat to do with Molly

A. Require her to come in before allowing her to drop

B. Allow her to drop without a visit at this time

Did you get the same result for Molly?Did you get the same result for Molly?

A. Yes

B. No

ReferencesReferencesEvans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college:

Theory, research, and practice. San Francisco, CA: Jossey-Bass

Hagen, P.L., Jordan, P. (2008). Theoretical foundations of academic advising. In V.N. Gordon et. Al. (Eds.), Academic advising: A comprehensive handbook, 2nd Ed. (pp.17-35). San Francisco: Jossey-Bass.

Kitchener, K.S., &King. P.M. (1990). The reflective judgment model: Ten years of research. In M. L. Commons et al. (Eds.), Adult development: Vol. II. Models and methods in the study of adolescent and adult thought (pp. 63-78). New York: Praeger.

Schlossberg, N. K. (1981). A model for analyzing human adaptation to transition. Counseling Psychologist, 9 (2), 2-18.

Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. In D. C. Roberts (Ed.), Designing campus activities to foster a sense of community (New Directions for Student Services, No. 48

(pp.5-15). San Francisco, CA: Jossey-Bass.

Contact:

Krystin Deschamps: krystin.deschamps@usu.edu

Stephanie Hamblin: stephanie.hamblin@usu.edu