A Case Study of an Intrusive Advising Approach for At-risk, Under-prepared and Traditionally Underrepresented College Students PDF Download
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Author: Michael Levinstein
Publisher:
ISBN:
Category : Library of Congress Subject Heading
Languages : en
Pages : 216
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Book Description
An increasing number of students, who in past generations would successfully pursued careers without a college degree, are enrolling in college and, later, dropping-out at rates nearing 50% before their second year. The failure of college students to complete degrees harms their self-esteem, saddles them with student loan debt, and prevents the development of the 21st century workforce envisioned by state and national leaders. Academic advising is one of the most effective institutional tools supporting student persistence and degree completion according to leading researchers in the field. The majority of literature surrounding academic advising suggests that many institutions employ a transactional advising approach that, while cheap and efficient, is completely ineffective in supporting at-risk students. A more effective approach is an intrusive advising strategy in which the advisor proactively supports and educates thereby facilitating the transformation of high school graduates into persisting and successful college students. While this approach is both time consuming and expensive, it yields retention results worth investigating. Using a qualitative case study methodology, this research examined an intrusive academic advising approach at a large, public, four-year research institution struggling with the retention of an at-risk population comprising first-generational and under-prepared students. Ten student participants who underwent the advising approach shared their perceptions of the role the intrusive-developmentalapproach played in their academic success and choice to remain enrolled into their second year. Results indicate that proactive, intrusive advising paired with a close advisor-student working relationship provided at-risk students with the encouragement and support necessary for their persistence and success.
Author: Michael Levinstein
Publisher:
ISBN:
Category : Library of Congress Subject Heading
Languages : en
Pages : 216
Get Book Here
Book Description
An increasing number of students, who in past generations would successfully pursued careers without a college degree, are enrolling in college and, later, dropping-out at rates nearing 50% before their second year. The failure of college students to complete degrees harms their self-esteem, saddles them with student loan debt, and prevents the development of the 21st century workforce envisioned by state and national leaders. Academic advising is one of the most effective institutional tools supporting student persistence and degree completion according to leading researchers in the field. The majority of literature surrounding academic advising suggests that many institutions employ a transactional advising approach that, while cheap and efficient, is completely ineffective in supporting at-risk students. A more effective approach is an intrusive advising strategy in which the advisor proactively supports and educates thereby facilitating the transformation of high school graduates into persisting and successful college students. While this approach is both time consuming and expensive, it yields retention results worth investigating. Using a qualitative case study methodology, this research examined an intrusive academic advising approach at a large, public, four-year research institution struggling with the retention of an at-risk population comprising first-generational and under-prepared students. Ten student participants who underwent the advising approach shared their perceptions of the role the intrusive-developmentalapproach played in their academic success and choice to remain enrolled into their second year. Results indicate that proactive, intrusive advising paired with a close advisor-student working relationship provided at-risk students with the encouragement and support necessary for their persistence and success.
Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1799895688
Category : Education
Languages : en
Pages : 417
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Book Description
There is growing pressure on teachers and other educators to understand and adopt the best ways to work with the various races, cultures, and languages that diverse learners represent in the ever-increasing culturally-diverse learning environments. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners as well as support their students to become successful global citizens. The Handbook of Research on Social Justice and Equity in Education highlights cross-cultural perspectives, challenges, and opportunities pertaining to promoting cultural competence, equity, and social justice in education. It also explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge. Covering topics such as diversity education and global citizenship, this major reference work is ideal for academicians, researchers, practitioners, policymakers, instructors, and students.
Author: Doreen B. Turnbo
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 480
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Book Description
Author: Earl Jones
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 136
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Book Description
This research study compared the effects of the intrusive form of developmental academic advising (IDAA) and the influence of additional academic support services on the mean cumulative Grade Point Averages (GPAs) of 4 randomly assembled groups of academically at-risk college students during 2 separate semesters. Academically at-risk students are defined as those students whose cumulative GPAs are below academic good standing at a university. The mean cumulative GPA of each student group was averaged prior to the beginning and at the end of the Spring 2012 and Fall 2012 semesters, respectively. All of these students were enrolled in a private university in the Mid-Atlantic region of the United States. The results of this study imply that using IDAA with a comprehensive offering of additional academic support services could provide greater academic improvement assistance to academically at-risk students than a less intrusive process.
Author: Kellie W. Slade
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 0
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Book Description
This research project used a qualitative case study design to determine the usefulness of an intrusive advisement (IA) model at a small, public, community college in southern New Jersey. The 30 participants in this research study were Academic Advisors (n = 12), who practiced IA for at least one year and students (n = 18), that were in an IA support cohort (Athletics-ATH, Educational Opportunity Program-EOF, HSI STEM – HSI, Las Vias-LV, TRIO/Student Support Services-SSS, and Workforce-WF). The participants were interviewed individually about their experience with IA and asked about various factors that could potentially be associated with IA (i.e. retention, multiple touchpoints, navigation, coping skills, leadership, career development, Starfish [early alert system], and retention). The interviews yielded 15 emergent themes from the data overall (relationship, care, career, navigation, coping/stress relief, trust, leadership, Starfish, support/guidance, goal, retention, success/education plan, communication, helpful, and staying on track). Of these themes, relationship and Starfish were the top emergent themes (stated most frequently in the data) for advisors and students. Comparatively, advisors and students were close on the following themes: support/guidance, coping/stress relief, helpful, staying on track, and communication (5% or under differential). Lastly, other themes that emerged when IA was implemented and are supportive themes comparatively are navigation, leadership, care, career, success/education plan, goal and retention. Implications for practice are centered around the top five comparable themes as stated above. Recommendations are based on these implications and center around advisor/student ratio, having a consistent advisor from inception to graduation, a comprehensive early alert/intervention system, and professional development for advisors.
Author: Matthew Allen Campbell
Publisher:
ISBN:
Category :
Languages : en
Pages : 153
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Book Description
Set in a large, urban, public university, this study explores the use of an institutionally specific risk instrument developed to identify students who had a high risk of attrition and the effectiveness of subsequent interventions deployed through advising. Though implemented throughout the institution, this study identified control and treatment groups in the University's College of Science and Technology in order to examine the impact of the risk instrument and advising interventions on first-year retention. The data were analyzed to determine the accuracy of the risk instrument in predicting risk of attrition for students, to identify alternative "tailored" models for assessing risk, and to examine an advising model employed to actively respond to the identified risk. Results are reported to inform institutions about the accuracy of the prediction instrument and the specifics of advising interventions. Special consideration is given to the social justice mission of the institution and the ethical considerations of how to respond to risk assessments.
Author: Amanda Lee Martin
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Roger Rodriguez Martinez
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This case study examines the National College Advising Corps advisers' perceptions of their preparedness to assist and encourage underrepresented and low-income students to matriculate to a postsecondary education. The methods utilized in this study were qualitative in nature. Four semistructured questions were asked of the 10 participants who were members of the National College Advising Corps (NCAC). Purposive sampling was utilized based on gender, ethnicity, and first-generation status and was reflective of the NCAC chapter's demographics. The interviews were transcribed with codes and themes assigned to the participants' responses. Peer debriefing was utilized in validating the participants' responses, which provided insight on what preparation was effective and insight on ways to improve the preparation of advisers. The participants were actively involved in coaching and mentoring students. They spent the majority of their time assisting students in the functional tasks of completing admissions, financial aid, and scholarships applications. The preparation that they received prior to assisting students in their respective high schools was sufficient for the participants to accomplish their assigned duties. Learning while performing the functions of the adviser position was critical because the initial preparation could not cover all situations that the participants could encounter. Preparation for tasks outside the functional area was noted as being deficient at varying degrees. Once advisers started working in their assigned schools, they generally had issues with managing their time in light of the numerous tasks to be completed each day, asking other school staff members for assistance in preparing students for college, ensuring that they maintained a balance between work life and personal life, and navigating the relationships between the advisor and school staff. Knowing how to handle these issues was classified into the theme of professional development and was critical to the advisers' success. Having the right balance of functional preparation versus professional preparation can improve the participants' success in assisting and encouraging underrepresented and low-income students to matriculate to a postsecondary education. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149485
Author: Josephine Robinson
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 132
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Book Description
Author: Susan H. Frost
Publisher: Jossey-Bass
ISBN:
Category : Business & Economics
Languages : en
Pages : 132
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Book Description
Covers the background and current situation in academic advising; examines the effects and use of personal contact, involvement, and persistence; and looks at the student/advisor relationship. Discusses the knowledge on advising a variety of student types in various situations, and offers strategies for future program success.
