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?