Helping Fifth Year Students Learn the Path to Graduation Through Intrusive Advising Christina Bluck Academic & Career Counselor California State University – East Bay Christina.bluck@csueastbay.edu

Outline of Presentation What is intrusive advising? A portrait of California State University – East Bay Pre-Assessment Advising Cohort Interventions (advising meetings, e-mail, phone calls, etc.) Workshops Participant Feedback and Outcomes Improvements for the Future

What is Intrusive Advising? An "intensive advising intervention that is designed to (a) facilitate informed, responsible decision-making, (b) increase student motivation toward activities in his/her social/academic community, and (c) ensure the probability of the student's academic success." (Heisserer & Parette, 2002). Initiates early contact and helps students develop plans for academic and social improvement (Smith, 2007). Also known as “Proactive Advising” (Varney, 2012). Proactive Advising involves: deliberate intervention to enhance student motivation using strategies to show interest and involvement with students intensive advising designed to increase the probability of student success working to educate students on all options approaching students before difficult/negative situations develop

What Is intrusive Advising (CONT.) In a practical sense “intrusive advising” includes: Reaching out to students before they reach out to you. Anticipating when students may have difficulties and reaching out to students to help them navigate these difficulties in a proactive manner, rather than a reactive manner. Meeting with and contacting students frequently.

Characteristics of an Intrusive Advisor A genuine desire to help students and see them grow and succeed in school. An understanding of “institutional barriers” and other obstacles that college students face. Persistence Not being afraid of rejection/being ignored An encouraging, non-judgmental attitude. Strong administrative/record keeping skills Strong interpersonal skills.

California State University – East Bay Located in Hayward, CA in the San Francisco Bay Area Enrollment of 15,528 (Fall 2015) 13,008 Undergraduate Students Majority of students from San Francisco Bay Area – most commute to campus Quarter System 4 year graduation rates Fall 2008 = 10% Fall 2009 = 12.3% Fall 2010 = 10.9% 5 year graduation rates Fall 2008 = 28.9% Fall 2009 = 30.2% 6 year graduation rates Fall 2008 = 36.8%

Demographics of the Fall 2011 freshman class 1,225 first time freshman 54% Pell grant eligible 74% Required remedial coursework in math and/or English Majority are first generation college students Ethnicity Breakdown 35% Hispanic 19% Asian 18% Black, non-Hispanic 12% White 7% Multiple Ethnicities 1% Hawaiian/Other Pacific Islander <1% American Indian or Alaska Native

Assessment Sent Survey to 504 Students Entering 5th Year (Fall 2011 Cohort) 90 Responses (18% Response Rate) What Would Assist You in Graduating From CSU – East Bay in the Next Year #1 #2 #3

The Intrusive Advising Cohort Students with 100 – 159 Units (not including remedial units) Intrusive Advising WST Workshops Grade/Registration Monitoring Time Management/Study Skills Workshops

Outreach to Students Initial E-mail in Summer Phone Call in Summer Subject “My role is to help you graduate!” #4, #5, #6 Phone Call in Summer E-mail at Beginning of Fall Quarter Phone Call in Fall Quarter E-mail @ Beginning of Winter & Spring Quarters Not Registered E-mail After Registration Date Each Quarter (if applicable) D/F Grade E-mail at the end of each quarter (if applicable)

Individual Advising Meetings GE Worksheet Go over Fifth Year Cohort Academic Advising Agreement Meet with Academic Advisor at least once a quarter. Stay in Touch with Academic Advisor Meet with Major Advisor at least once Take the University Writing Skills Test (if needed) Complete GE Requirements (if needed) Apply for Graduation (if needed/applicable) Utilize University Resources (tutoring, counseling, accessibility services, etc.) Discuss Career/Graduate School Plans #7, #8

E-mail/Phone Contact Reminder E-mails Follow up E-mails 1 day prior to appointment Follow up E-mails 1 week after appointment No Show E-mails For all no shows. Offering to reschedule. E-mail to set up appointment @ beginning of each quarter Follow up phone call for students who don’t respond to e-mail to set up appointment Good luck on finals e-mail each quarter #9, #10, #11

Grade & Course Registration Checks Grade check at the end of each quarter E-mail to all students receiving Ds/Fs E-mail to 4.0 students Course Registration Check the day after registration date E-mail students who haven’t registered Follow up phone call 1 week later for those still not registered Graduation Application Reminders E-mail about 4 weeks before deadline Follow up phone call about 2 weeks before deadline

Writing Skills Test Workshops Go over basics of test Talk about a 5 step writing process Practice a pre-write and thesis activity Answer frequently asked questions Show other preparation resources #12, #13

Study Skills & Time Management Workshops Very few students Participated 2 students attended each workshop Students who did attend gave positive feedback

Participation Numbers

Graduation Numbers Participants Non-Participants

Intrusive Advising Program Feedback: Survey #14 Survey sent to all participants – 28 Responses 89.3% of respondents said yes to “Did the 5th Year Advising Program assist you in moving towards graduation at CSU - East Bay?” 100% of respondents either responded “strongly recommend” or “recommend” when asked if they would recommend the 5th Year Advising Program to a friend. 92.6% said the advisor was “very responsive” to their individual needs. 100% of respondents said the advisor was “very accessible or accessible”. #15, #16, #17

Improvements for the Future Increased Staff Expanding program and starting it earlier (maybe in the fourth year to help increase 4 year grad rates as well) #18 Expanding the program to included 3rd year transfer students

References Heisserer, D.L. & Parette, P. (2002, March). Advising at-risk students in college and university settings. College student journal,36(1), 69-84. Smith, J. S. (2007). Using data to inform decisions: intrusive faculty advising at a community college. Community College Journal of Research and Practice, 31, 813-831. Varney, J. (2012, September). Proactive (Intrusive) Advising! Academic Advising Today, 35(3). Retrieved from http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Proactive-(Intrusive)-Advising!.aspx

Questions