From Theory to Practice: How Columbia Southern University is Putting Theory to Work to Help Students Achieve Academic Success in an Online Environment Bethany Marshall, Director of Academic Advising John Hargadon, Faculty, College of Business

From Theory to Practice – CSU Overview Columbia Southern University –Located in Orange Beach, AL –Online Institution –Centralized Advising Model 40 Professional Advisors –Approximately 36,000 students -High percentage of students are working adults -Rolling admission and enrollment process Term (Structured) Life Pace/Per Course (Flexible)

From Theory to Practice - Theory Theories –Intervention Theory (Argyris, 1970) –Self-Efficacy (Bandura, 1997) –Learner Autonomy (Ponton & Carr, 2000)

From Theory to Practice - Theory Argyris’ Intervention Theory (1970) –Three primary tasks Generate valid and useful information Produce free choices Client (student) have strong internal commitment toward the chosen course of action

From Theory to Practice - Theory Self-Efficacy (Bandura, 1997) –Mastery Experiences Personal Vicarious –Social Persuasion/Verbal Encouragement –Physiological and Psychological Health

From Theory to Practice - Theory Learner Autonomy (Ponton & Carr, 2000) –Desire –Initiative –Resourcefulness –Persistence

From Theory to Practice - Practice Intervention Theory – Gather Useful Data –Initial Advising Session Educational Experience Comfort with course content, such as math, writing Online experience Plan for enrollment – full-time, part-time Motivation for educational pursuit

From Theory to Practice - Practice Intervention Theory – Produce Free Choice –Initial Advising Session Once information is gathered, create viable options Course selection Remediation Tutoring Explain implications of all choices, such as timeframes, unsuccessfully completing courses, etc. Student then makes informed choice

From Theory to Practice - Practice Intervention Theory – Create Strong Internal Commitment to Option Chosen –Initial Advising Session Set up follow-up sessions –During Follow-up Sessions Refer to motivation for pursuing education (Desire) Accountability for student in that deviations from plan will result in difficulty of achieving stated goals

From Theory to Practice - Practice Learner Autonomy –Desire Motivation –Initiative Contacted us and enrolled –Resourcefulness Selected formal education as learning strategy We have an obligation to do what we can to make the student successful –Persistence Ponton & Carr (2000) explain that individuals with high levels of self-efficacy tend to persist longer on difficult tasks

From Theory to Practice - Practice Self-Efficacy –Personal mastery experience Based on information gathered during IAS Practice course –Peer mastery experience I did it, and if I can do it anyone can Others who have similar backgrounds have been successful –Verbal persuasion/social encouragement System to refer to Success Center/Writing or Math Center

From Theory to Practice - Practice Self-Efficacy –Blackboard Practice Course (personal mastery) Provide opportunities to see the platform Interactive, allow students to turn in different types of assessments and assignments Tutorials will work in concert, guide student through steps –myCSU tutorial » –Blackboard tutorial » Academic Advisor is ready to assist during IAS and beyond

From Theory to Practice - Practice Self-Efficacy –Relationship building (peer mastery/verbal persuasion) Initial Advising Session establishes relationship Commonalities between students are recognized (time since last math class, same profession, etc.) When commonalities are identified, point out that others in similar situations have been successful Stress that we are here to help and together we can get them through it

From Theory to Practice - Practice Operations Focused Reports – Purpose –Identify intervention points –Establish standard processes for referring students to resources –Establish follow-up processes

From Theory to Practice - Practice Operations Focused Reports - Examples –Students Struggling –Unsuccessful Course Completion –Not Enrolled

From Theory to Practice - Practice Students Struggling –Grades –Participation Unsuccessful Course Completion –Withdraw –Drop –Failing grade Not Enrolled –Time parameters –Successful or unsuccessful

From Theory to Practice - Practice

Call List Reasons

From Theory to Practice - Practice Reached

From Theory to Practice - Practice Not Reached

From Theory to Practice - Practice Contact Summary

From Theory to Practice - Practice Theories of Operational Reports –Intervention: Identified need for contact –Self-Efficacy: Verbal Encouragement Identification and delivery of needed resources –Autonomy Refer back to motivation for pursuing education (desire leading to persistence)

From Theory to Practice - Practice “Angela, thank you very much for the call and support you have offered. To be honest, I was a little apprehensive about pursuing an online degree at 48 years of age, however everyone I have encountered, yourself included, has been extremely helpful. So thank you so much.” - Steven “Thanks for the information, Brittney. I think we’re off to a great start.” - Tiffany “It was nice speaking with you as well today. Thank you so much for helping me. I really appreciate it. And thank you for the degree advisement. It really helps me out a lot.” - Amber “Just wanted to say thank you for all of the help today!! I will be sure to contact you with any questions that I may have through this process.” - Chris

From Theory to Practice - Practice References Argyris, C. (1970). Intervention theory and method: A behavioral science view. Reading, MA: Addison-Wesley. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company. Ponton, M., & Carr, P. (2000). Understanding and promoting autonomy in self-directed learning. Current Research in Social Psychology, 5(19),

From Theory to Practice- Questions? Bethany Marshall John Hargadon