Intrusive Academic Advising:

An Effective Strategy to Increase Student Success

Tom BrownInnovative Educators Webinar

June 22, 2010

www.tbrownassociates.comtom@tbrownassociates.com

Intrusive Academic Advising

1. What is it?2. Why consider using it?3. What does it involve?4. Is it effective?5. Can it work for your students, your work, and your campus?

The context for today’s workshop:

A continued focus on student learning, engagement and success.

Shift in emphasis….

1970s and 80s1970s and 80s AccessAccess1980s and 90s 1980s and 90s RetentionRetentionTodayToday SuccessSuccess

Alfredo de los SantosAlfredo de los Santos

The core question is not about basic “access” to

higher education…

It is not about persistence…

It is about completion of academic credentials—the culmination of opportunity, guidance, choice, effort and commitment.

Paths to Degree Completion, 2/14/2006

A continuing shift….

TeachingLearning

Student Success

Vincent Tinto, Syracuse University, 2007

The Challenge

Enhancing student persistence is an increasing concern in higher education…

Higher retention rates matter to policy makers, including federal and state legislators, who have a concern about low college graduation rates….

USA Today, 10/12/05

National Graduation* Rates

n Mean%Two-year publicTwo-year public 442442 29.3 29.3Four-year public MAFour-year public MA 166166 38.8 38.8Four-year public PhDFour-year public PhD 173173 48.6 48.6Four-year private MAFour-year private MA 348348 55.4 55.4Four-year private PhDFour-year private PhD 173173 63.4 63.4OverallOverall 1661 1661 46.2 46.2

Completion in 3 years for Associates; 5 years for BA/BSCompletion in 3 years for Associates; 5 years for BA/BS **Source: ACT Institutional Data File, 2008Source: ACT Institutional Data File, 2008

www.act.org

Retention practices with greatest impact

1. First-year programs

2. Advising interventions for specific student populations

3. Learning support Habley & McClanahan, WWISR 2004Habley & McClanahan, WWISR 2004

Retention practice with greatest impact

Two-year colleges:

Mandatory Assessment

Habley & McClanahan, WWISR 2004Habley & McClanahan, WWISR 2004

Next to the quality of instruction, academic advising is consistently the next most important area of the college experience to students.

Five Year Trend Study- National Student Satisfaction

ReportNoel Levitz 2006

National Student Satisfaction Report 2009Four-year Private Institutions

Instructional effectiveness (6.34) Academic advising (6.30) Safety and security (6.18) Student centeredness (6.18) Registration effectiveness (6.18) Recruitment and financial aid (6.18) Campus climate (6.16) Concern for the individual (6.16) Campus support services (6.04)

National Student Satisfaction Report 2009Four-year Public Institutions

Academic advising (6.35) Instructional effectiveness (6.33) Safety and security (6.32) Registration effectiveness (6.21) Recruitment and financial aid (6.16) Concern for the individual (6.13) Campus climate (6.12) Student centeredness (6.11) Campus support services (6.07)

Community CollegeStudent Priorities 2009

Instructional effectiveness 6.18 Registration effectiveness 6.16 Academic Advising/Counseling 6.14 Concern for the individual 6.09 Academic services 6.05 Admissions and financial aid 6.03 Safety and security 6.02 Student centeredness 5.98 Campus climate 5.98 Service excellence 5.64 Campus Support Services 5.48

National Adult Student Priorities Report

Noel-Levitz, 2008.

1. Instructional effectiveness2. Academic

Advising/Counseling3. Registration Effectiveness4. Campus Climate5. Service excellence

TRIAD FOR STUDENT SUCCESS

High Quality Teaching

Comprehensive Support Programs

Developmental Academic Advising

The context for today’s workshop:

Does academic advising matter to student success?

Research has shown that advising improves student retention rates through the establishment of relationships with faculty or staff members who help students to clarify their academic and career goals.

Noel Levitz 2006

Quality interaction with faculty seems to be more important that any other single college factor in determining minority student persistence.

Levin and Levin, 1991

Academic advisors have long known what presidents and policy makers are learning: there is a wealth of important research which has found a significant correlation between quality academic advising, student satisfaction, and enhanced persistence.

John Gardner & Tom Kerr, 1995

Making the Most of College

Good advising may be the single most underestimated characteristic of a successful college experience….

Richard Light, 2001

For community college students, frequent interaction with faculty and advisers outside of class all had a positive impact on preventing students from dropping out….

Regina Deil AmenChronicle of Higher Education

8/17/05

There is a relationship between advising and retention. (n=1594)

Agree/strongly agree86%Disagree 4%

Brown Survey, 2001-2008

Academic advising is the only structured activity on campus in which all students have the opportunity for on-going one-to-one interaction with a concerned representative of the institution.

Wes Habley, ACT

Redefining academic advising:

From an event to a process

that is integrally linked to student engagement and learning.

Much more than a service that supports

registration….

How does XYZ Tech define advising?

The advising staff offers The advising staff offers support to all XYZ Tech support to all XYZ Tech students in the selection students in the selection of the liberal education of the liberal education courses required for their courses required for their degrees.degrees. XYZ TechXYZ Tech Undergraduate Bulletin 2008 (pg. 96) Undergraduate Bulletin 2008 (pg. 96)

How does Local CC define advising?

Students meet with Students meet with academic advisors to academic advisors to choose a major, select choose a major, select courses, review degree courses, review degree requirements….requirements…. Local CCLocal CC 2007-2008 Academic Bulletin (Pg. 21) 2007-2008 Academic Bulletin (Pg. 21)

Academic Advising is… a systematic process based on aclose advisor student relationship intended to aid students in

achieving their personal, educational, and career

goals….

focuses on helping students to acquire skills and attitudes that promote their intellectual and personal development.

assists students to make full use of campus and community resources in the process.

Developmental Academic AdvisingWinston, Miller, Ender, Grites & Associates.

1984

Is academic advising on your campus a process?

If not, why? How might this be changed?

What can you do to help make this happen?

Academic Advising assists students to make full use of campus and community resources…

Academic Advising

Counseling

Financial Aid

Assessment Learning Center

Faculty

TRIO/SSS

Orientation

Registration

MulticulturalAffairs

Career Center

Retention

Counseling

Financial Aid

Assessment Learning

Center

Faculty

TRIO/SSS

Orientation

Registration

MulticulturalAffairs

Career Center

Academic Academic AdvisingAdvising

The Hub of the Campus Wheel W. Habley

Attributes of an environment that supports student success:

IntentionalStructured

Proactive

Tinto, 2007

What happens to students after they enroll frequently has a more powerful impact on whether they stay and achieve their goals or leave.

Tinto 1987, 1993

Why do students leave college?

IsolationIsolation

Inability to connect with Inability to connect with significant members of the significant members of the campus community….campus community….

The more interaction students have with faculty and staff, the more likely they are to learn effectively and persist toward achievement of their educational goals.

Transforming Students Through Validation

Success appears to be Success appears to be contingent on whether contingent on whether faculty and staff can faculty and staff can validate students in an validate students in an academic or academic or interpersonal way.interpersonal way.

Rendon, 1994Rendon, 1994

Why do students leave college?

IncongruenceIncongruence

What I experienced is What I experienced is not what I expected.not what I expected.

Academic advisors can mediate the gap between student experiences and their expectations.

Habley

Some Institutions seem to be more effective than others in helping students from a wide range of abilities and backgrounds succeed…

Pascarelli & Terenzini, 2005

College being more proactive…

“College Move to Organize Retention Efforts”*

More students participating in orientation70% collect midyear grades for first-year studentsEven more flag courses with high rates of Ds, Fs, and withdrawalsHalf offer some form of Supplemental Instruction80% require first-year students to meet with an advisor at least once a term

*Chronicle of Higher Education 10/25/2009

Intrusive Academic Advising

What is intrusive academic advising??

Aggressive Academic Advising?

Invasive Academic Advising?

Intrusive Advising?

Intrusive Advising?

Active Outreach Advising??

Origins of Intrusive Advising

“Reduction of Attrition Through Intrusive Advising”

Robert Glennen & Dan BaxleyNASPA Journal, v22 n3 p10-14 Win 1985

The 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

The theoretical framework of intrusive advising is based on three postulates:

1. Advisors can be trained to identify students who need and can benefit from this kind of intervention.

2. Students DO respond to direct contact in which a problem in their academic life is identified and a resource or assistance is offered.

The theoretical framework of intrusive advising is based on three postulates:

3. Deficiencies in the necessary "fit" of a student to his/her academic environment are treatable.

Students can be taught and can learn the skills needed to be successful.

Guiding Principles of Intrusive

Advising:

Academic and social integration are keys to persistence.

Motivation is not the cause but rather the result of intrusive intervention activities.

Sharon Holmes, 2000

There are some distinct advantages of an intrusive mode of advising.

1. A direct contact is established with an advisor who deals openly with the student's academic situation when the student has maximum motivation to accept assistance.

Earl, 1987

The Intrusive Advising model is valuable because it assumes that some students will not take the initiative in resolving academic concerns, therefore, assigned counselors operate intrusively.

Holmes, 2000

At-risk students have difficulty:

Recognizing that a problem Recognizing that a problem existsexists

Asking for help once they Asking for help once they realize that they have a problemrealize that they have a problem

Asking for help in time for the Asking for help in time for the assistance to be of benefitassistance to be of benefit

Levin & Levin, 1991Levin & Levin, 1991

Advantages of intrusive advising

2. the student is intrusively placed in a position where s/he must do academic planning within the parameters of self-motivation.

3. structured advising programs are enhanced by a student's involvement in contract modules.

Intrusive advising has been shown to improve the effectiveness of advising, enhance student academic skills and increase retention. Earl, 1987

Studies have shown that probationary students have higher GPAs when intrusive advising is used.

Heisserer & Parette,

2002

There is compelling evidence regarding the importance students place on the value of intrusive advising relationships in the context of their ability to persist.

DeAnna Burt, 2009

Intrusive Advising

Intrusive advising does not Intrusive advising does not mean “hand holding” or mean “hand holding” or parenting. Rather, it does parenting. Rather, it does mean mean active concernactive concern and a and a willingness to assist students willingness to assist students to explore programs and to explore programs and services to improve their services to improve their skills and motivate them to skills and motivate them to persist toward their goals.persist toward their goals.

Intrusive AdvisingIntrusive advising means taking a personal interest in students and approaching them with an open caring attitude.

A personal relationship with a concerned member of the campus community can reduce the psychological distance that hinders academic integration.

The intrusive model is proactive and seeks to address problems as they emerge, rather than being reactive. Essentially, advisors reach out to help students instead of waiting for students to seek help.

University of Minnesota General

College

Active Outreach Advising:

People AND Programs

Intrusive Advising Strategies

Assessment and placementMandated orientation programsRequired advising meetingsLearning communitiesFirst-year seminar coursesEarly alert systems

Required Advising Meetings

Structured contentWhat should be discussed and when?What would be discussed at a first advising meeting?At a meeting three weeks into the first term?At a meeting following midterms?Prior to registration for the following term?At the first meeting of the following term?

Early alert systemsIdentify students who are having difficulty and also provide recommended sources of assistance.

These were originally sent to faculty through campus mail, but they are increasingly available in web-based formats.

Intrusive Advising Strategies

Midterm grades/progress reports Supplemental InstructionPeer Support/Study groupsClear statements of responsibilitiesAdvising “contracts”Mentor/Peer mentor programsOthers??

Mentor ProgramThe value of the mentoring relationship seems to be long lasting. “We have found that our mentees from two or three semesters ago are still our students. We still hear from them. It has worked beautifully….”

Gale Lammers, Phillips CC (Ark.)

FYE Peer MentorsAttend FYE classesMonitor student progressProvide study skills assistanceOrganize study groupsConnects to campus resourcesSupport faculty to motivate students toward academic goals

Midterm Semester Evaluations

(MSEs) target low SES and first year students and is one of the most successful initiatives at CSU San Marcos pertaining to identifying and assisting at-risk students before they find themselves in difficulty.

Parisa Soltani, 2007

Professor

A B C D

Tutor A Tutor B Tutor C Tutor D

Supplemental Instruction Study Groups

Course:Chemistry I

Supplemental Instruction

http://web2.umkc.edu/cad/SI/

Your turn to teach…

What are some examples of activities on your campus that could be called intrusive or active outreach advising?

Why Intrusive Advising Works: Students who know that an

advisor will contact them are motivated to keep up with their work. (Heisserer & Parette, 2002)

Intrusive advising helps students make connections to campus services.

Referrals to sources of assistance informs students that some one cares about them.

Earl, 1998; Backus, 1989; Holmes, 2000

Academic Advising: A Shared Responsibility

Student Responsibilities

Ohio UniversityContact your advisor and every instructor regularly.Read email and Blackboard postings carefully and follow instructions.Utilize instructor and advisor office hours.Make appointments in advance and keep them.Follow-up on advice and referrals

In loco parentis has been replaced by the philosophy that students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environments…

While functioning relatively well for [many] services, it is not functioning well in the campus environment for the delivery of academic assistance services.

Earl, 1987

A Shared Responsibility:

A Model

Changing Environment & Changing Students

1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

Creamer, 2000

Need for Information

Need for ConsultationChanging Needs for Advising

Changing Environment & Changing Students

1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

Creamer, 2000; Lynch, 1989

Need for Information

Need for ConsultationChanging Needs for Advising

Moving In Moving Through Moving On

Changing Environment & Changing Students

1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

Lynch, 1989; Creamer, 2000; Brown, 2006

Need for Information

Need for ConsultationChanging Needs for Advising

Moving In Moving Through Moving On

I I/S I/S S/I SI = Faculty, advisors, etc.S = Student

Changing Environment & Changing Students

1st Year 2nd Year 3rd Year 4th, 5th, 6th Year

PRESCRIPTIVE DEVELOPMENTAL

Lynch, 1989; Brown& Rivas, 1994; Creamer, 2000; Brown, 2006

Need for Information

Need for ConsultationChanging Needs for Advising

Moving In Moving Through Moving On

I I/S I/S S/I SI = Faculty, advisors, etc.S = Student

The question students should seek to answer through advising...

NOT….NOT….

““What courses do I need to What courses do I need to take?”take?”

The questions students should seek to answer through advising...

““How do I want to live my life?”How do I want to live my life?”

““What can I do in college to What can I do in college to help move me toward this help move me toward this vision of my future?”vision of my future?”

Big enough questions…

What is it you plan to dowith your one wild and precious life?

The Summer Day Mary Oliver

HIERARCHY OF ADVISINGLife goals, values, abilities, Life goals, values, abilities, interests, limitations.interests, limitations.

Career/vocational opportunitiesCareer/vocational opportunities

Academic Programs/Field of Academic Programs/Field of StudyStudyCourse selectionCourse selection

Class schedulingClass scheduling

Terry O’Bannion, 1972, 1994Terry O’Bannion, 1972, 1994

Student Expectation of Advisors

•Availability/Accessibility

•Knowledge

•Care and Concern

Why do students leave college?

IsolationIsolation

Inability to connect with Inability to connect with significant members of the significant members of the campus community….campus community….

Caring…

•Early and frequent contact

•Comprehensive orientation

•Intrusive advising

Buyer & Connolly, 2006

Cultivating Intrusive/Proactive Academic Advising

Take photos of students and post in their advising folders.Follow up personally on early alerts.Postcard, email, and/or text reminders of important deadlines, meetings, etc.Attend co-curricular activities.Explore opportunities for residence hall advising.

Jennifer Varney, 2007

Using Active Outreach Advising with Specific Student Cohorts

Adult students often “recycle” through developmental issues faced by younger students.

Chickering and Reisser, 1993

Active Outreach Strategies

Assign an adult student Assign an adult student advocate to identify issues, advocate to identify issues, mediate problems, etc.mediate problems, etc.Facilitate formation of support Facilitate formation of support groups and peer mentoringgroups and peer mentoringInteractive on-line advising Interactive on-line advising system system (Santa Fe CC, Florida)(Santa Fe CC, Florida)

Proactive advising system Proactive advising system (Friends University, KS)(Friends University, KS)

Others ??Others ??

40% of first-generation students leave college without a degree….they are more likely to come from low income families.

US Department of Education, 2005

Active Outreach Strategies

First-year programs: First-year programs: summer summer bridgebridge, orientation programs, FYE , orientation programs, FYE courses, Freshman Interest groups courses, Freshman Interest groups (FIGs)(FIGs)Learning communitiesLearning communitiesIntegrated courses clusters (e.g., Integrated courses clusters (e.g., Psych course linked with English Psych course linked with English and tutoring or SI)and tutoring or SI)Others?Others?

Students with disabilities are far less likely to finish high school or college, far more likely to be unemployed, and, when they find work, to be paid less than minimum wage….

Johnson, 2006

Active Outreach StrategiesActive Outreach StrategiesEncourage full participationEncourage full participationEncourage appropriate Encourage appropriate disclosuredisclosureConnect with campus and Connect with campus and community resourcescommunity resourcesBe willing to act as an Be willing to act as an advocate.advocate.Others?Others?

Undecided Students

Undecidedness has been linked to low achievement, lack of involvement and attrition.

Peterson & McDonough

Undecided but don’t know it…

13% of 13% of

first-year first-year students expect students expect to change their to change their major.major.

12.6% of 12.6% of first-year first-year students students expect to expect to change their change their career choice.career choice.

2008 CIRP Survey2008 CIRP Survey

You are not alone…

Sources of Support• Academic advisor

• Faculty and department chairs

• Career Services

• Counseling Center

• Internship,s work experience, job shadowing

An Advising Model for Undecided Students

Peggy King, 2008

•Help students analyze and Help students analyze and understand their situation.understand their situation.

•Support them to develop a plan for Support them to develop a plan for explorationexploration•Refer students to key resources Refer students to key resources (e.g., Career Services, academic (e.g., Career Services, academic departments, faculty, internships)departments, faculty, internships)

An Advising Model for Undecided Students

Peggy King, 2008

•Assist students to develop Assist students to develop action plansaction plans

•Support students while they are Support students while they are engaged in exploration and engaged in exploration and decision making.decision making.

•Follow-upFollow-up

LGBT Students

31% of LGBT students left college for a semester or longer and 33% dropped out altogether (Hardesty, 1994)

Active Outreach StrategiesFirst-year Transition ProgramsFirst-year Transition ProgramsMentoringMentoringCreating “Safe Zones” and Creating “Safe Zones” and developing Alliesdeveloping AlliesLinks to Career DevelopmentLinks to Career Development

Jennifer Joslin, 2007Jennifer Joslin, 2007

Multicultural Students

Students of color base their decisions on whether or not to persist on the quality of their interactions with faculty….

Cabrera, Terenzini, et. al.Journal of Higher Education,

1999

Some minority students and Some minority students and first-year students have not first-year students have not established behavioral established behavioral patterns that would motivate patterns that would motivate them to seek assistancethem to seek assistance

Sharon Holmes, 2000Sharon Holmes, 2000

Active Outreach Strategies

Peer mentoring programsPeer mentoring programsFaculty and staff mentor Faculty and staff mentor programsprogramsActive outreach to connect with Active outreach to connect with campus and community resourcescampus and community resourcesIntrusive academic advising Intrusive academic advising programprogram

First-year Students

Many students who leave college do so as the result of experiences they have during the first six weeks.

Astin, Tinto, Crockett

National Drop Out RatesFreshman to Sophomore Year

n Mean%

Two-year public 824 46.3Four-year public MA 220 30.0Four-year public PhD 227 27.1Four-year private MA 502 27.7Four-year private PhD 220 19.6Overall 2582 32.7

*Source: ACT Institutional Data File, 2008

www.act.org

Students need the support of advising programs and academic advisors as they make three critical transitions:

Moving into collegeMoving into college

Moving through collegeMoving through college

Moving on from collegeMoving on from college

Students need the support of advising programs and academic advisors as they make three critical transitions:

Moving into collegeMoving into college

Moving through collegeMoving through college

Moving on from collegeMoving on from college

Helping students move into college is far and away the most important task for academic advisors.

Professor Arthur Chickering, 1994

Students usually have a realistic understanding about the demands of academic work and what is required to be successful in their classes.

(n = 1587)Strongly agree/agree

13%

Disagree/strongly disagree 69%

Brown Survey of Faculty, 2001-

2008

Do students understand what is required to be successful in college?

Most of them don’t have a clue! Most of them don’t have a clue! They see college work as an They see college work as an extension of high school, and for extension of high school, and for most of them high school most of them high school involved little effort.involved little effort.

BrownBrown AdvisingAdvising Survey, 2001-2008Survey, 2001-2008

58% reported A/A- as their average high school grade.

93% earned a B average 93% earned a B average or higher. or higher.

65% expect to earn 65% expect to earn at at leastleast a B average in a B average in college.college.

2008 CIRP Survey Public Universities2008 CIRP Survey Public Universities

Do students understand what is required to be “successful”?

How many hours did you study during How many hours did you study during a typical week in your last year of high a typical week in your last year of high school?school?

36%36% More than 10 hoursMore than 10 hours 51% 51% Five hours or lessFive hours or less 44% 44% Less than two hours a Less than two hours a

week!!week!!

CIRP Freshmen Survey Public UniversitiesCIRP Freshmen Survey Public Universities, 2008, 2008

In 1961, the average student spent 40 hours a week engaged in her/his studies—attending class and studying. By 2003, this had declined by nearly one-third…

Philip Babcock & Mindy Marks National Bureau of Economic Research Chronicle of Higher Education 6/21/2010 27 hours weekly.

Academic services may be Academic services may be available, but if we wait for available, but if we wait for students to come for students to come for assistance, attrition may be the assistance, attrition may be the result. Students inexperienced result. Students inexperienced in the ways of college—and in the ways of college—and certainly most first-year certainly most first-year students—need to be reached students—need to be reached out to with intrusive programs out to with intrusive programs and services.and services.

Levitz and Noel, Levitz and Noel, 1989(!!)1989(!!)

Students on Probation

Factors contributing to academic difficulty

Peer culturePeer cultureAcademic major/programAcademic major/programLack of interaction with facultyLack of interaction with facultyOrganization and time managementOrganization and time managementInadequate investment of timeInadequate investment of timeSelf-efficacy and perceived lack of Self-efficacy and perceived lack of controlcontrol

Pascarelli & Terenzini, 2005Pascarelli & Terenzini, 2005

Helping students get back on track

Assess GPA deficitAssess GPA deficitHelp develop a plan to return to good Help develop a plan to return to good standing--concrete, tangible, doablestanding--concrete, tangible, doableReflect on factors contributing to Reflect on factors contributing to unsuccessful academic performanceunsuccessful academic performanceAccept responsibility for choicesAccept responsibility for choicesExamine and [re]assess academic, career, Examine and [re]assess academic, career, and personal goalsand personal goalsAcknowledge that the past does not Acknowledge that the past does not necessarily equal the futurenecessarily equal the future

Programs vary widely…Required weekly workshopsRequired weekly workshopsRegular meetings with advisor Regular meetings with advisor and/or mentorand/or mentorGroup activities/Study groupsGroup activities/Study groupsTutorial ServicesTutorial ServicesSupplemental InstructionSupplemental InstructionContracts for Academic SuccessContracts for Academic Success

PROBATION CONTRACTSExamples

Abiline Christian UniversityAbiline Christian University

http://www.acu.edu/academics/cas/documents/http://www.acu.edu/academics/cas/documents/Probation_Contract.pdfProbation_Contract.pdf

Morehead State UniversityMorehead State University

http://www.moreheadstate.edu/files/units/acs/http://www.moreheadstate.edu/files/units/acs/probation/probation/Academic_Probation_Contract_Fall_2009.pdfAcademic_Probation_Contract_Fall_2009.pdf

University of North Carolina Chapel HillUniversity of North Carolina Chapel Hill

http://studentsuccess.unc.edu/docs/updatedhttp://studentsuccess.unc.edu/docs/updated%20contract.pdf%20contract.pdf

Rio Hondo Community CollegeRio Hondo Community College

http://www.oncourseworkshop.com/Getting%20Onhttp://www.oncourseworkshop.com/Getting%20On%20Course008.htm %20Course008.htm

Active outreach to students

Advisors should be available

at times when,

and in places where,

students make educational decisions

Habley

Why reach out? An academic advisor is unlike

any role model the new student has encountered.

Students receive advice from all sorts of people and much of that advice is inaccurate, incomplete, or inappropriately value laden.

Why reach out? The use of technology may

supplant rather than support the advising process.

The first six weeks of transition are critical to the institution’s retention efforts.

It is easier to anticipate a problem than it is to solve one.

Academic advising is the only structured activity on campus in which all students have the opportunity for on-going one-to-one interaction with a concerned representative of the institution.

Wes Habley, ACT

We should not assume that effective advisors will simply emerge without structured pre-service and in-service professional development programs.

Many key competencies are developed after educators arrive on campus. Therefore, colleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the classroom by providing professional development programs.

Brown & Ward, 2007

Faculty members are left to sink or swim when it comes to effective student advising—they are blamed for something they lack the professional training to do.

Dr. Yolanda MosesPresident, AAHEFaculty Advising Examined,

2003

When I first began to advise, I had adequate preparation and training.

(n=1570)

Strongly agree/agree 30%

Disagree/strongly disagree 53%

Brown Survey of Faculty, 2001-2008

Strategy for SuccessStrategy for Success

Professional development for faculty in pedagogies and practices aimed at improving retention and success…. Bunker Hill CC

Derek Bok stresses the importance of ensuring that adjunct faculty are also properly trained in order for the university to attain its educational goals…

Our Underachieving Colleges

Derek Bok, 2006

There are within each of us the seeds of who we might become. Thich Nhat Hanh

Comments?

Questions?

Challenges?

Successes?

Intrusive Academic Advising:

An Effective Strategy to Increase Student Success

Tom BrownInnovative Educators Webinar

June 22. 2010

www.tbrownassociates.comtom@tbrownassociates.com