INTRUSIVE ADVISING FOR ALL FRESHMEN STUDENTS

PRESENTED BY TRACENE MARSHALL

SENIOR ACADEMIC ADVISORUNIVERSITY OF MINNESOTA

COLLEGE OF FOOD AGRICULTURAL AND NATURAL RESOURCE SCIENCES

My Premises Are:

• All traditional freshmen - not just At Risk students - go through various developmental changes.

• A major milestone for freshmen - transition from high school to college.

• All Students- regardless of GPA and ACT/SAT – encounter transitions.

• Therefore- they need to be supported -with an intrusive/proactive advising structure.

Developmental Theories

Non-Cognitive Factors

Intrusive Advising For All

Freshmen

• Developmental Theories

• Non- cognitive Predictors

• Intrusive Advising Theory

• Georgia Regents University Intrusive Advising

• Participants Activity

Overview

Developmental Theories

Erikson Stage of Psychosocial Development

Period in Life Crisis Infancy Trust vs. Mistrust Toddlerhood Autonomy vs. Shame Preschool Initiative vs. Guilt Childhood Industry vs. Inferiority Adolescence Identity vs. Role confusion Young adulthood Intimacy vs. Isolation Middle adulthood Generativity vs. Stagnation Late adulthood Integrity vs. Despair

Dunkel,, Defcek (2009)

Identity vs. Confusion; 12-18 years of age

• Adolescents explore their independence and develop a sense of self

• Encouragement and reinforcement will lead to a strong sense of self, independence, and control

• Successful completion of this stage can lead to accepting society’s standards and expectation.

Cherry, K. A. (2005)

Intimacy vs. Isolation; 18-35 years of age

• Young adults are exploring personal relationships

• Vital for people to develop close relationships

• Those who are successful will have strong- healthy, committed and secure relationships

Cherry, K. A. (2005)

Stages of Black Identity Development

Nigrescence Model

William E. Cross (Cross 1971,1991)

• Pre-Encounter

• Encounter

• Immersion- Emersion

• Internalization

•

Encounter Stage

• An individual encounters a major experience or experiences that challenges how they feel about their reference group orientation (RGO)

• The experience can be a blatant racist event or a series of events that challenge their RGO

• The evaluation of self will produce a certain amount of cognitive and emotional discomfort

William Perry (1970) Intellectual and Ethical Development

• Dualism - view the world in Black/White; Right/Wrong

• Multiplicity - multiple perspectives are recognized and equal

• Relativism - authorities opinion can be scrutinized; looking for meaning

• Commitment - recognizes a pluralistic world and establish one’s own identify; values and commitment are established

King (1978)

Arthur Chickering’s Seven Vectors

• Competence - Intellectual, manual, interpersonal• Manage Emotions - Balance self-awareness and self-control of

emotions• Autonomy towards Interdependence - Students find emotional and

instrumental independence• Mature Interpersonal Relationships -Ability to accept and celebrate

unique differences• Establishment of Identity - Formation of identity and how other view

you• Purpose -Discover what fulfills you and give you energy• Integrity - Grounding one’s value and belief system

Chickering (2007)

Non-Cognitive Predictors

“Historically, the traditional predictors of high school GPA and ACT/SAT account for a modest 25% of a student’s academic performance in college is reflected in their GPA”

(Sparkman, Maulding, Roberts, 2012)

“The desire to improve the prediction of college success—have led to an increased focus on the identification of additional predictors, specifically non-cognitive measures, of college success”

Mattern, Shaw (2010)

Enhancing College and Career Readiness and Success

( ENGAGED by ACT )

Formally the Student Readiness Inventory (SRI)

• Motivation and Skills - Personal characteristics of students that helps them stay focused and goal directed activities

• Social Engagement - Students’ interpersonal skills that can help them integrate into their environment

• Self–regulation - The cognitive and affective processes students can use to control, monitor and regulate their behavior as it relates to learning

Other Non-cognitive Predictors that can Influence

a Student’s Success

• Support - Involvement in activities, staff and faculty interaction

• Motivation – Student ability to set academic/social goals and become engaged

• Coping Strategies – Student ability to transition from HS to college and develop strategies that will help them become successful in college

Witz, Woolsey, Walsh (2009)

Intrusive Advising

Intrusive Advising

• Intrusive academic advising is a model where the advisor is actively engaged in the academic affairs of the student

• The model does not depend on the student seeing the advisor voluntarily

• There is a mandatory appointment requirement, i.e. mid-term alert, registration, probation

• Intrusive advising should have structured protocols where students are motivated to seek help and/or the advisor reaches out to students

• Students should receive immediate feedback and identifiable support mechanisms

Glennen & Baxley (1985); Earl (1988)

Prescriptive Advising

Prescriptive academic advising is “almost a clerical function,” according to McCabe (2003, p. 3). The advisor’s role is giving advice based on authority. It is the advisor making the decisions for the students based on an institutional policies or a list of requirements

( Earl, 1988: Schee,2007)

The Pillars of Intrusive Advising

• Advisors can be trained to Identify students who need assistance

• Students DO respond to direct contact by advisor when they are in need of assistance

• Student’s negative perception of FIT can be addressed and resolved

Earl ( 1987)

Glennen and Baxley Intrusive Advising Model ( 1987)

Western New Mexico University

Student Category Week of Semester

High Risk Students 1-2

All Other Students 3-7

Students with Mid-Term alerts 8-10

Registration 11-14

Distinct Advantages of Intrusive Advising

• Direct contact inspires candid conversations with students

• The student is placed in a position where they have to work with their advisor - at least around academic planning

• Student have to make a conscious decision to say yes or no to the information they receive regarding their academics

• Advising programs are strengthened by students’ involvement

Earl ( 1988)

Tips for Intrusive Advising

• truly know the school and its resources

• know the staff of school programs

• available to be reached by students whenever or wherever reasonably possible

• trained in all relevant areas (academic and non-academic) that have a direct impact on students’ well-being and success

monitor advisee progress with or without student presence

• maintain clear boundaries with students: show genuine care, including a positive attitude, openness and honestly, but maintain professionalism at all times (Thomas & Minton, 2004)

• Not afraid to contact students before they contact you e.g., email, IM, telephone, and personalized mail. College students today have many distractions from academics: compete with those distractions!

Varney 2007)

Questions Advisors Can Ask First

Semester Freshman

These are the questions you can ask in addition to the typical academic inquiries:

• What are your goals five years from now?

• Where are you from?

• Do you have any siblings?

• If so, how many?

• Are you commuting or living on campus?

• Are you involved in any activities on or off campus?

• How has the transition from high school to college been for you?

• What is your favorite class? What class do you find challenging?

“Habley (1994) tells us that academic advising is the only structured activity on the campus in which all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution.“

Georgia Regents University (GRU)

Intrusive Advising Structure

Why?

• Less than 4 out of 10 student from the 2006 entering class graduated in four years

• Less than 6 in 10 graduate in 6 years• Fall 2012 - 8% of the freshman class attempted 15 credits• Spring 2013 - 15 % of that class completed 30 credits• Pressure from funding sources to increase the graduation

rate

Patel (2014)

GRU Intrusive Advising Structure Effective Fall 2013

• Freshmen and Sophomores

• Three weeks into the semester the advising office ask faculty to report on students struggling and not attending classes

• Advisors contact the student to have a meeting and discuss resources

• Mandatory advising appointments, each advisee once a semester for two years

• Advisors must sign off on the paperwork when a student drops a class

• Advising was centralized and the number of advisors went from 8 to 14

Scenario

The president of Spock University, a state research institution of 25,000 students, has been trying to navigate the pressure of the state legislators and other stakeholders. They all want to see a significant change in retention and graduation rate in the next three years or they promise the funding and donations will reflect their dissatisfaction.

You have been tasked with the responsibility of building an intrusive (proactive) advising structure for this institution. The group has been given $500,000, although many in the executive cabinet believe academic advising offices have not utilized their personnel and financial recourses effectively. The President, Dr. Nimoy, wants your group to take the next ninety days to develop this new advising structure. The following points must be addressed:

• The Centralization of 10 advising offices

• Organizational Chart

• A detailed outline of the intrusive (proactive) structure for all freshmen students

• Break down of how the budget will be used

Reference List Cannon, J. (2013). “Intrusive Advising 101: How to be Intrusive without Intruding.” Academic Advising Today, 36 (1) Cherry, K.A. (2005). “Erikson’s States of Psychosocial Development.” Retrieved from

http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm DeWitz, S.J., Woolsey, L.M., & Walsh, B.W. (2009). “College Student Retention: An Exploration of the Relationship between

Self- Efficacy Beliefs and Purpose in Life among College Students.” Journal of College Student Development, 50, (1) 19-34 Dunkel, C.S., & Sefcek, J.A. (2009). ”Eriksonian Lifespan Theory and Life History Theory: An Integration Using the Example

of Identity Formation” American Psychological Association, 13 (1) pp1 3-23 Earl, W. R. (1988). “Intrusive Advising of Freshmen in Academic Difficulty.” NACADA Journal, 8, 27-33 Glennen, R.E. (1975). “Intrusive College Counseling.” College Student Journal, 9 (1), pp 2-4 King, P.M. (1978). “William Perry’s Theory of Intellectual and Ethical Development.” New Directions for Student Services, 4,

pp 35-49 Mattern, K.D., & Shaw, E.J. (2010 Nov/Dec). “A look Beyond Cognitive Predictors of Academic Success: Understanding the

Relationship between Academic Self- Beliefs and Outcomes.” Journal of College Student Development, 51 (6), pp 665-678 Patel, V. (2014). “To Improve Graduation Rates, Advising Gets Intrusive by Design.” The Chronicle of Higher Education, 61

(14), pp A6-A6

Robbins, S.B., Allen, J., Casiillas, A., .Peterson, C.H., & Huy, L. (2006). ”Unraveling The Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes.” Journal of Educational Psychology, 98 (3), pp 598-616

Skipper, T.L. (2005). Student Development in the First College Year: A Primer for College Educators.” National Resource Center for the First Year Experience & Students in Transition, pp 13-37

Sparkman, L., Maulding, W.S., & Roberts, J.G. (2012). “Non-Cognitive Predictors of Student Success in College.” College Student Journal, published September 1, 2012

Vandiver, B.J., Cross, W.E., Jr., Worrell, F.C., & Fhagen-Smith, P.E. (2002). “Validating the Cross Racial Identity Scale.” Journal of Counseling Psychology, 49(1), pp 71-85

Varney, J. (2012, September). “Proactive (Intrusive) Advising!” Academic Advising Today, 35

Varney, J. (2007, September). “Intrusive Advising.” Academic Advising Today, 30 (3)

Widick, C., Parker, C.A., & Knefelkamp, I.L. (1978). ”Arthur Chickering’s Vectors of Development.” New Directions for Student Services, 4, pp19-34

Williams, S. (2007). ”From Theory to Practice: The Application of Theories of Development to Academic Advising Philosophy and Practice.” NACADA Clearinghouse of Academic Advising