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 Models
Developmental Advising Model
Process of Developmental Advising
1.
Exploring Life Goals
Know students’ characteristics and development
Understand decision-making process
Know principles of psychology and sociology
Possess skill in counseling techniques
Appreciate individual differences
Believe in worth and dignity of all people
Believe that all people have potential
Advising Models
Developmental Advising Model-Cont’d
Process of Developmental Advising
2. Exploring Career Goals
Know vocational fields
Possess skill in test interpretation
Understand the changing nature of work in society
Accept all fields of work as worthy and dignified
Advising Models
Developmental Advising Model-Cont’d
3. Choosing Programs
Know programs available at University
Know requirements of programs (special entrance
requirements, fees, time commitments, etc.)
Understand the changing nature of work in society
Accept all fields of work as worthy and dignified
Advising Models
Developmental Advising Model-Cont’d
4. Selecting Courses
Know available courses
Know special information about course (prerequisites,
etc.)
Know rules and regulations of the University
Know honors and developmental courses
Know instructors and their teaching styles
Know course content
Know advisee’s demonstrated abilities
Advising Models
Developmental Advising Model-Cont’d
5. Scheduling Courses
Know course schedule
Know all registration procedures
Know 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.
Advising Models
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 Monitoring
Intrusive Advising as a Model for Retention
By Sharon Holmes, Iowa State University
Advising Models
WHY INTRUSIVE ADVISING WORKS
Students 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 Models
Intrusive 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 Models
The intrusive model of advising is actionoriented 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
PASS Model
•
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 Flowchart
PASS Fall Timeline
PASS Spring Timeline
PASS Contract
Supporting Research
Studies have shown that
probationary students have higher
GPAs when intrusive advising is
used.
Heisserer & Parette, 2002
Program Assessment
36.26
34.44
36.70
47.6
33.22
37.97
40
33.07
50
47.41
47.62
50.00
60
54.84
55.06
Percentage of students who achieved good academic standing of
those who partially completed a contract
10-11 AY
30
11-12 AY
20
10
0
General Studies
FAC
EDU
A&S
BUS
ENG
Program Assessment
GPA comparison of students on academic probation
2.30
Students who never met
with a PASS advisor
N=106
2.16
2.10
1.90
Students who made a
contract with a PASS
advisor N=723
1.70
1.55
1.57
1.54
1.50
1.42
1.30
Students who completed
their contract N=408
1.33
1.10
Before semester
After semester
Students who never met with a PASS advisor
Students who made a contract with a PASS advisor
Students who completed their contract
.24
.12
.61
18% increase in GPA
8% increase in GPA
39% increase in GPA
Program Proposal
•
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?
Conclusion
A Message from
VINCENT TINTO:
“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?