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Intrusive Academic Advising An Effective Strategy to --------~-
Increase Student Success
Tom Brown Innovative Educators Webinar
June 22 2010
wwwtbrownassociatescom tomtbrownassociatescom
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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
studer -5 lour work and your rJn Jus
2raquo1
Redefining academic j+tew~-~~~~
From an event to a ~rocess that is integrally lin ed to stud~nt engagement and learning
Much more than a service that supports registrationbullbull
tj y J
Changing Environment 8t Changing Students
4th 5th1st Year 2nd Year 3rd Year 6th Year
Changing Needs for Advising
Moving In
I lIs I = Faculty advisors etc S = Student
Moving Through Moving On
lIS SII S
PRESCRIPTIVE QEVELOPMENTAL
Lynch 1989 Brownamp Rivas 1994 Creamer 2000 Brown 2006
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How College Affects Pascarelli 8t Terenzini 2005
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
tj tJ j
~
Academic advising is the only 1 structured activity on campus iywhich all students have the LJ1~ opportunity for on-going one-to-one interaction with a concerned representative of the institution ~ _
V~lrj~ l umiddotmiddot ACTV~n~~~ e~ fI2 iey~
National Student Satisfaction Report Four-year Public Institutions
cademic advising (635) ~I p~
bull Instructional effectiveness (633)-r~
bull Safety and security (632)
bull Registration effectiveness (621)
bull Recruitment and financial aid (616)
bull Concern for the individual (613)
bull Campus climate (612)
bull Student centeredness (611 )
bull Campus support services (607)
~ ~ J
~ ~ ~
National Student Satisfaction Report Four-year Private Institutions
Instructional effectiveness (634)shy
Academic advising (630)bull Safety and security (618)bull Student centeredness (618)bull Registration effectiveness (618)bull Recruitment and financial aid (618) bull Campus climate (616)bull Concern for the int ~dmiddot 1i (616)bull Campus support se ric (604)bull
Community College Student Priorities 2009
-nstructional effectiveness eglstratlon enectlveness
Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull
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Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
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The Challenae -
Enhancing student persistence is an Increasing concern In higher education
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prescriptive advising (expertise awareness of student needs structured programs) and of developmental advising (relationship to a students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
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Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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here is compelling evidence regarding the importance students place on the value of intrusive advisin r I middot nships in the con ext of their ability to persist
~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
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40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Habley
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o J
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We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
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Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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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
studer -5 lour work and your rJn Jus
2raquo1
Redefining academic j+tew~-~~~~
From an event to a ~rocess that is integrally lin ed to stud~nt engagement and learning
Much more than a service that supports registrationbullbull
tj y J
Changing Environment 8t Changing Students
4th 5th1st Year 2nd Year 3rd Year 6th Year
Changing Needs for Advising
Moving In
I lIs I = Faculty advisors etc S = Student
Moving Through Moving On
lIS SII S
PRESCRIPTIVE QEVELOPMENTAL
Lynch 1989 Brownamp Rivas 1994 Creamer 2000 Brown 2006
j j j
t-
I
I
fItII
m
(ft
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_bullbullbullEi ons seem to be more effective than others in helping students from a wide range of abilities and backgrounds succeed bull
How College Affects Pascarelli 8t Terenzini 2005
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
tj tJ j
~
Academic advising is the only 1 structured activity on campus iywhich all students have the LJ1~ opportunity for on-going one-to-one interaction with a concerned representative of the institution ~ _
V~lrj~ l umiddotmiddot ACTV~n~~~ e~ fI2 iey~
National Student Satisfaction Report Four-year Public Institutions
cademic advising (635) ~I p~
bull Instructional effectiveness (633)-r~
bull Safety and security (632)
bull Registration effectiveness (621)
bull Recruitment and financial aid (616)
bull Concern for the individual (613)
bull Campus climate (612)
bull Student centeredness (611 )
bull Campus support services (607)
~ ~ J
~ ~ ~
National Student Satisfaction Report Four-year Private Institutions
Instructional effectiveness (634)shy
Academic advising (630)bull Safety and security (618)bull Student centeredness (618)bull Registration effectiveness (618)bull Recruitment and financial aid (618) bull Campus climate (616)bull Concern for the int ~dmiddot 1i (616)bull Campus support se ric (604)bull
Community College Student Priorities 2009
-nstructional effectiveness eglstratlon enectlveness
Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull
tj tj
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618 616 614 609 605 603 602 598 598 564 548
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n~--- n~nnlln~-TpoundJ students after they enroll frequently has a more powerful impact on whether they stay and achieve their goals or leave
Tinto 1987 1993
Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
bullbull bull
~ ~ ~
The Challenae -
Enhancing student persistence is an Increasing concern In higher education
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The intrusive model of advising is action-oriented in involving and motivating student~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 students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
- (~1JJ ~~~ I)~
~-~
f~ cuMm-~ p) ~
3) ~- _)~J J Ih~
S shy~
P~n-Aj-~
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here is compelling evidence regarding the importance students place on the value of intrusive advisin r I middot nships in the con ext of their ability to persist
~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
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af
ft
c lt
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rt
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r
Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Active outreach to students
Advisors should be available
at times when
and in places where
students make educational decisions
Habley
j j ~
e r
lt tD
DI
n r
o J
C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
(
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2raquo1
Redefining academic j+tew~-~~~~
From an event to a ~rocess that is integrally lin ed to stud~nt engagement and learning
Much more than a service that supports registrationbullbull
tj y J
Changing Environment 8t Changing Students
4th 5th1st Year 2nd Year 3rd Year 6th Year
Changing Needs for Advising
Moving In
I lIs I = Faculty advisors etc S = Student
Moving Through Moving On
lIS SII S
PRESCRIPTIVE QEVELOPMENTAL
Lynch 1989 Brownamp Rivas 1994 Creamer 2000 Brown 2006
j j j
t-
I
I
fItII
m
(ft
n m e
c lt
_ a
r
tDtD
m
)I
IfIt
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a n
-~
I
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U
lta
a
lt_ (
ft
_ I
Ul
~
~ ~I~~~~ )
_bullbullbullEi ons seem to be more effective than others in helping students from a wide range of abilities and backgrounds succeed bull
How College Affects Pascarelli 8t Terenzini 2005
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
tj tJ j
~
Academic advising is the only 1 structured activity on campus iywhich all students have the LJ1~ opportunity for on-going one-to-one interaction with a concerned representative of the institution ~ _
V~lrj~ l umiddotmiddot ACTV~n~~~ e~ fI2 iey~
National Student Satisfaction Report Four-year Public Institutions
cademic advising (635) ~I p~
bull Instructional effectiveness (633)-r~
bull Safety and security (632)
bull Registration effectiveness (621)
bull Recruitment and financial aid (616)
bull Concern for the individual (613)
bull Campus climate (612)
bull Student centeredness (611 )
bull Campus support services (607)
~ ~ J
~ ~ ~
National Student Satisfaction Report Four-year Private Institutions
Instructional effectiveness (634)shy
Academic advising (630)bull Safety and security (618)bull Student centeredness (618)bull Registration effectiveness (618)bull Recruitment and financial aid (618) bull Campus climate (616)bull Concern for the int ~dmiddot 1i (616)bull Campus support se ric (604)bull
Community College Student Priorities 2009
-nstructional effectiveness eglstratlon enectlveness
Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull
tj tj
~ ~
618 616 614 609 605 603 602 598 598 564 548
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US De~Jr ent f Education 2005
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lohnson2006
~ ~ j
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Noel Levitz 2006
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Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
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tj ~ tj
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
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Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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How College Affects Pascarelli 8t Terenzini 2005
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
tj tJ j
~
Academic advising is the only 1 structured activity on campus iywhich all students have the LJ1~ opportunity for on-going one-to-one interaction with a concerned representative of the institution ~ _
V~lrj~ l umiddotmiddot ACTV~n~~~ e~ fI2 iey~
National Student Satisfaction Report Four-year Public Institutions
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bull Instructional effectiveness (633)-r~
bull Safety and security (632)
bull Registration effectiveness (621)
bull Recruitment and financial aid (616)
bull Concern for the individual (613)
bull Campus climate (612)
bull Student centeredness (611 )
bull Campus support services (607)
~ ~ J
~ ~ ~
National Student Satisfaction Report Four-year Private Institutions
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Community College Student Priorities 2009
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Tinto 1987 1993
Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
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~ ~ ~
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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US De~Jr ent f Education 2005
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~ ~ j
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National Student Satisfaction Report Four-year Public Institutions
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Ear 1987
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Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
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tj ~ tj
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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mtdeveo 1t programsshyBrown It Ward 2007
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Noel Levitz 2006
tj tJ j
~
Academic advising is the only 1 structured activity on campus iywhich all students have the LJ1~ opportunity for on-going one-to-one interaction with a concerned representative of the institution ~ _
V~lrj~ l umiddotmiddot ACTV~n~~~ e~ fI2 iey~
National Student Satisfaction Report Four-year Public Institutions
cademic advising (635) ~I p~
bull Instructional effectiveness (633)-r~
bull Safety and security (632)
bull Registration effectiveness (621)
bull Recruitment and financial aid (616)
bull Concern for the individual (613)
bull Campus climate (612)
bull Student centeredness (611 )
bull Campus support services (607)
~ ~ J
~ ~ ~
National Student Satisfaction Report Four-year Private Institutions
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Community College Student Priorities 2009
-nstructional effectiveness eglstratlon enectlveness
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Tinto 1987 1993
Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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j j ~
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lt tD
DI
n r
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C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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V~lrj~ l umiddotmiddot ACTV~n~~~ e~ fI2 iey~
National Student Satisfaction Report Four-year Public Institutions
cademic advising (635) ~I p~
bull Instructional effectiveness (633)-r~
bull Safety and security (632)
bull Registration effectiveness (621)
bull Recruitment and financial aid (616)
bull Concern for the individual (613)
bull Campus climate (612)
bull Student centeredness (611 )
bull Campus support services (607)
~ ~ J
~ ~ ~
National Student Satisfaction Report Four-year Private Institutions
Instructional effectiveness (634)shy
Academic advising (630)bull Safety and security (618)bull Student centeredness (618)bull Registration effectiveness (618)bull Recruitment and financial aid (618) bull Campus climate (616)bull Concern for the int ~dmiddot 1i (616)bull Campus support se ric (604)bull
Community College Student Priorities 2009
-nstructional effectiveness eglstratlon enectlveness
Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull
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instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
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OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
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Ear 1987
jy j
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Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
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y Jy
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ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
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In loco parentis has been
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tj ~ tj
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
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Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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bull Instructional effectiveness (633)-r~
bull Safety and security (632)
bull Registration effectiveness (621)
bull Recruitment and financial aid (616)
bull Concern for the individual (613)
bull Campus climate (612)
bull Student centeredness (611 )
bull Campus support services (607)
~ ~ J
~ ~ ~
National Student Satisfaction Report Four-year Private Institutions
Instructional effectiveness (634)shy
Academic advising (630)bull Safety and security (618)bull Student centeredness (618)bull Registration effectiveness (618)bull Recruitment and financial aid (618) bull Campus climate (616)bull Concern for the int ~dmiddot 1i (616)bull Campus support se ric (604)bull
Community College Student Priorities 2009
-nstructional effectiveness eglstratlon enectlveness
Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull
tj tj
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n~--- n~nnlln~-TpoundJ students after they enroll frequently has a more powerful impact on whether they stay and achieve their goals or leave
Tinto 1987 1993
Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
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prescriptive advising (expertise awareness of student needs structured programs) and of developmental advising (relationship to a students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
- (~1JJ ~~~ I)~
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3) ~- _)~J J Ih~
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Habley
j j ~
e r
lt tD
DI
n r
o J
C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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National Student Satisfaction Report Four-year Private Institutions
Instructional effectiveness (634)shy
Academic advising (630)bull Safety and security (618)bull Student centeredness (618)bull Registration effectiveness (618)bull Recruitment and financial aid (618) bull Campus climate (616)bull Concern for the int ~dmiddot 1i (616)bull Campus support se ric (604)bull
Community College Student Priorities 2009
-nstructional effectiveness eglstratlon enectlveness
Academic AdvisingCounseling vbull Concern for the individual bull Academic services bull Admissions and financial aid bull Safety and securitybull Student centered ness bull Campus climate bull Service excellence bull Campus Support Services bull
tj tj
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618 616 614 609 605 603 602 598 598 564 548
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n~--- n~nnlln~-TpoundJ students after they enroll frequently has a more powerful impact on whether they stay and achieve their goals or leave
Tinto 1987 1993
Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
bullbull bull
~ ~ ~
The Challenae -
Enhancing student persistence is an Increasing concern In higher education
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
- (~1JJ ~~~ I)~
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3) ~- _)~J J Ih~
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~eAnna Burt 2009
y Jy
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Earl 1987
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Ear 1~ 17
j J~
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tj ~ tj
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
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jy j
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Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
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y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Tinto 1987 1993
Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
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af
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nn
n
r
Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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Tinto 1987 1993
Next to the quality of _______~c_Ccmiddotcmiddot
instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
bullbull bull
~ ~ ~
The Challenae -
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prescriptive advising (expertise awareness of student needs structured programs) and of developmental advising (relationship to a students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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y Jy
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ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
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Ear 1~ 17
j J~
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
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3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
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Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
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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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
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Source ACT Institutional Data File 2008 wwwactorg
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Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
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~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
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jy j
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Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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mtdeveo 1t programsshyBrown It Ward 2007
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Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
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~ ~ ~
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Habley
j j ~
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lt tD
DI
n r
o J
C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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instruction academic advising is consistently the next most important area of the college experience to students
Five Year T~~ Stl- -Iy-National StL enrt cisfaction Report Noel Levitzt 16
l ~
~ National Graduation Rates ~
n MeanOo-~Two-year public 442 293~~~
Four-year public MA 166 388~ Four-year public PhD 173 486 Four-year private MA 348 554 Four-yea rrivrg PhD 173 63~4
OV~II 1661 462 Completio~ II L 3 trs Associates 5 years for BAIBS
middotJr( CT titutional Data File 2008
wwwactorg ~Y tJ
bullbull bull
~ ~ ~
The Challenae -
Enhancing student persistence is an Increasing concern In higher education
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prescriptive advising (expertise awareness of student needs structured programs) and of developmental advising (relationship to a students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
- (~1JJ ~~~ I)~
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3) ~- _)~J J Ih~
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here is compelling evidence regarding the importance students place on the value of intrusive advisin r I middot nships in the con ext of their ability to persist
~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
c
af
ft
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tn
c(f
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nn
n
r
Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
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Source ACT Institutional Data File 2008 wwwactorg
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shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
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40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
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Many key competencies are developed after educators arrive on
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prescriptive advising (expertise awareness of student needs structured programs) and of developmental advising (relationship to a students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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j j ~
e r
lt tD
DI
n r
o J
C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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Ear 1987
jy j
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Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
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y Jy
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shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
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j J~
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tj ~ tj
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
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Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
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In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
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Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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prescriptive advising (expertise awareness of student needs structured programs) and of developmental advising (relationship to a students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
- (~1JJ ~~~ I)~
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3) ~- _)~J J Ih~
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
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af
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r
Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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at times when
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j j ~
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lt tD
DI
n r
o J
C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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The intrusive model of advising is action-oriented in involving and motivating student~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 students total needs) intrusive advising is a direct response to an identified academic crisis with a specific progran Jf c tion
Ear 1987
jy j
~ ~ )
Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
- (~1JJ ~~~ I)~
~-~
f~ cuMm-~ p) ~
3) ~- _)~J J Ih~
S shy~
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here is compelling evidence regarding the importance students place on the value of intrusive advisin r I middot nships in the con ext of their ability to persist
~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
c
af
ft
c lt
_
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I
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tD a~
1
1raquo
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rt
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1
tn
c(f
t -a
tD
n tD
_leu
nn
n
r
Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Active outreach to students
Advisors should be available
at times when
and in places where
students make educational decisions
Habley
j j ~
e r
lt tD
DI
n r
o J
C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
(
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Origins of Intrusive Advising
Reduction of Attrition Through Intrusive Advising
Robert Glennen 8t Dan Baxley NASPA Journal v22 n3 pl0-14 Win 1985
- (~1JJ ~~~ I)~
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f~ cuMm-~ p) ~
3) ~- _)~J J Ih~
S shy~
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US De~Jr ent f Education 2005
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lohnson2006
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~~
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Peterso 1t t Donough
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3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
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Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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Many students who leave college do so as the result of experiences they have during the first six weeks
Astin Tinto Crockett
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Earl 1987
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40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
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Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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y Jy
~ ~
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shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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~eAnna Burt 2009
y Jy
~ ~
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shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
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af
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r
Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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DI
n r
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C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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~eAnna Burt 2009
y Jy
~ ~
ntrusive advisina has been r ~~
shown to improve the effectiveness of advising enhance student academic skills and increase retention
Earl 1987
While functioning relatively well for [manyJ_services it is not functioning well in the campus environment for the delivery of academic assistance services
Ear 1~ 17
j J~
1) ~
In loco parentis has been
ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
tnraquo
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tn
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nn
n
r
Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Earl 1987
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Ear 1~ 17
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ilosophy hat students are responsible for their own survival and relate to their experiences in the same way that other adults relate to their environment
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Chickering and Reisser 1993
tj ~ tj
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40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
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mtdeveo 1t programsshyBrown It Ward 2007
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Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
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Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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Adult students often recycle through developmental issues faced by younger students
Chickering and Reisser 1993
tj ~ tj
~ ~ ~
40 of first-generation students leave college without a degree bullbullbullthey are more likely to come from low income families
US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Habley
j j ~
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DI
n r
o J
C
We should not assume ___lgti-~--gt bull
that effective advisors will simply emerge without structured preshyservice and in-service professional development programs
~ j J
)~~
Many key competencies are developed after educators arrive on
campus Thereforecolleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the ciassIT1m y providing professional
mtdeveo 1t programsshyBrown It Ward 2007
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US De~Jr ent f Education 2005
udents 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 wagebullbullbullbull
lohnson2006
~ ~ j
~~
Undecided Students
Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
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Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Undecidedness has been linked to low achievement lack of involvement and attrition
Peterso 1t t Donough
LGBT Students
3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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3100 of LGBT students left college for a semester or longer and 3300 dropped out altogether (Hardesty1994)
~ J J
~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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~
~ Multicultural Students
Students of color base their decisions on whether or not to persist on the quality of their interactions with facultybullbullbullbull
C 4er Tercnzini et al lOI nal f Higher Education 1999
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
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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Many students who leave college do so as the result of experiences they have during the first six weeks
Astin Tinto Crockett
tJ rJ J
~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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~ ~ ~
National Drop Out Rates Freshman to Sophomore Year
n MeanOO-Two-year public 824 463 Four-year public MA 220 300
yenti~~~f ~- -
Four-year public PhD 227 271 Four-year private MA 502 277 Four-year private PhD 220 196 Overall 2582 327
Source ACT Institutional Data File 2008 wwwactorg
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