Engaging the Academically Lost:

A Model for Academic Accountability Through Intrusive Advising

Presented by:

Dr. Sherri Shoefstall, Director of Student Advising and Retention Services, Lamar University

Erin Tabor, Director of Student Support Services, Lamar University

Advising ModelsDevelopmental Advising Model

Process of Developmental Advising

1. Exploring Life GoalsKnow students’ characteristics and developmentUnderstand decision-making processKnow principles of psychology and sociologyPossess skill in counseling techniquesAppreciate individual differencesBelieve in worth and dignity of all peopleBelieve that all people have potential

Advising ModelsDevelopmental Advising Model-Cont’d

Process of Developmental Advising

2. Exploring Career GoalsKnow vocational fieldsPossess skill in test interpretationUnderstand the changing nature of work in societyAccept all fields of work as worthy and dignified

Advising ModelsDevelopmental Advising Model-Cont’d

3. Choosing ProgramsKnow programs available at UniversityKnow requirements of programs (special entrance requirements, fees, time commitments, etc.)Understand the changing nature of work in societyAccept all fields of work as worthy and dignified

Advising ModelsDevelopmental Advising Model-Cont’d

4. Selecting CoursesKnow available coursesKnow special information about course (prerequisites, etc.)Know rules and regulations of the UniversityKnow honors and developmental coursesKnow instructors and their teaching stylesKnow course contentKnow advisee’s demonstrated abilities

Advising ModelsDevelopmental Advising Model-Cont’d

5. Scheduling CoursesKnow course scheduleKnow all registration proceduresKnow advisee’s work and commuting schedule

Source: Noel, L. and Levitz, R. (1989). Managing Retention Through Early Intervention. (adapted from T. O’Banion Developmental Advising Model). Iowa: Noel Levitz Centers for Institutional Effectiveness and Innovation, Inc. p 20.

INTRUSIVE ADVISING “Many student support programs are designed based upon the assumption that students will self-identify academic and developmental needs and seek assistance. Some minority students and entering first-year college students have not established behavioral patterns that would motivate them to seek the assistance of these services. The Intrusive Advising model is valuable because it assumes that some students will not take the initiative in resolving their academic concerns, therefore, assigned counselors operate intrusively.”

Student Recruitment, Retention and MonitoringIntrusive Advising as a Model for Retention

By Sharon Holmes, Iowa State University

Advising Models

WHY INTRUSIVE ADVISING WORKS

Advising ModelsStudents who know that an academic advisor will contact them are more motivated to keep up with their work.

Financial worries, which account for a large percentage of student attrition are of less concern to students who are advised and helped to fill out their applications.

Intrusive advising provides the necessary nexus to make connections to the university retention services

Referrals to needed student services, along with the ongoing attention which informs students that someone at the University cares about them, are the major contributions of intrusive advising.

Advising ModelsIntrusive 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.

Advising ModelsThe 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

• Created to serve students falling into academic probation and suspension. These students were unable to maintain good academic standing or satisfactory academic progress.

• Designed to retain students and boost graduation rates.

• Contract centered

• Learning and study skill focus

• Proactive and intrusive advising

• Program assessment and evaluation

• Data driven changes

PASS Model

• Identification of probation and suspension students

• Student notification

• Intake appointment• Needs Assessment Questionnaire• Academic performance review• Contract creation

• Assessment of learning and study skills

• Referral to resources based on student need

• University policy and procedure education

PASS Model

PASS Model Flowchart

PASS Fall Timeline

PASS Spring Timeline

PASS Contract

Supporting ResearchStudies have shown that probationary students have higher GPAs when intrusive advising is used. Heisserer & Parette, 2002

Program Assessment

General Stud-ies

FAC EDU A&S BUS ENG0

10

20

30

40

50

60

33.0

7 37.9

7

47.4

1

33.2

2 36.7

36.2

6

50

47.6

2

55.0

6

47.6

34.4

4

54.8

4

Percentage of students who achieved good academic standing of those who partially completed a contract

10-11 AY11-12 AY

Program Assessment

Before semester After semester1.10

1.30

1.50

1.70

1.90

2.10

2.30

1.33

1.57

1.421.54

1.55

2.16

GPA comparison of students on academic probation

Students who never met with a PASS advisor N=106

Students who made a con-tract with a PASS advisor N=723

Students who completed their contract N=408

Students who never met with a PASS advisor .24 18% increase in GPAStudents who made a contract with a PASS advisor .12 8% increase in GPAStudents who completed their contract .61 39% increase in GPA

• Consider your audience• President, Vice-Presidents and Provosts• Deans

• Sections of a proposal• Need – why do we need this program?• Program goals – what will the program do?• Program design – how will the goals be accomplished?• Implementation plan – how will the program be incorporated

into the institution?• Adequacy of resources – what resources are necessary to

ensure a quality program? • Assessment plan – how will the program be evaluated?

Program Proposal

A Message from VINCENT TINTO:

Conclusion

“Students are more likely to succeed when they are placed in SUPPORTIVE educational settings that hold HIGH EXPECTATIONS for their success, provide FREQUENT FEEDBACK about their performance, and require them to be ACTIVELY INVOLVED IN LEARNING WITH OTHERS.”

Questions?