A special population requires special attention

 Academically disadvantaged or underprepared  Ethnic and racial minorities  Low socio-economic status  First generation  Non-traditional students  Probationary students  Transfer students  Lesbian, Gay, Bisexual, Transgendered  Undecided students  ESL students  International students  Students with disabilities (learning and physical)

 Skill set, knowledge, motivation, and/or academic ability below typical college student  Low academic self-concept  Unrealistic grade and career expectations  Unfocused career objectives  Extrinsic motivation  Inadequate study skills  History of passive learning

 Three specific skills:  Communication: eye contact, allow students to express concerns, sensitive to body language, focus on content/tone of student’s words, provide verbal and non-verbal feedback, reflect on what student has said  Questioning: open-ended questions communicate interest in student. Closed-ended questions communicate interests in facts.  Referral: Clearly communicate why student should seek outside assistance.

 Deliberate, action-oriented intervention  Meet with students on a regular basis  Collaborative process:  Partnership to develop plan for success  Understand causes of current situation  Identify what needs to change  Implement the plan  Designed to:  Facilitate informed, responsible decision making  Enhance student’s academic motivation  Involve students in their personal success plan  Assist with goal planning/implementation of strategies for academic improvement  Promote student’s self-awareness, self-determination, & self- reliance

 Literature clearly suggests that the single most important factor in advising students who are at-risk is helping them to feel that they are cared for by the institution.  (Bray, 1985; Braxton et al., 1995; Holmes, 2000; Tinto, 1993; Wyckoff, 1999)  Use of intrusive advising leads to students feeling a greater sense of connectedness.  (Reiff, 1997)

Conduct regular intrusive advising sessions:  Give accurate academic information and guidance  Understand student’s purpose and goals  Encourage academic planning  Assist them with forming campus connections  Connect students with resources

 Focus on personal attention: help students gain sense of belonging  Assist students with development of personal & academic self-confidence and ability to make good decisions  Ensure that they understand the value of seeking help when needed  Be willing to act as an advocate

 Students on academic probation can enroll in a maximum of 13 credit hours  Any failed courses should be repeated as soon as possible  Ensure that students are aware of consequences (academic dismissal)

 Classes they are interested in  Classes with lower failure rates  Classes with professors who have good track records

 Coordinator, Academic Opportunity Program:  Cynthia Evans:  Gillum Hall, 203A   AOP Probation Advising:  Christina Cantrell:  Gillum Hall, 202B   Peer Mentoring:  Ashley Gard:  Gillum Hall, 202C   Tutoring & Supplemental Instruction:  Brad Byers:  Gillum Hall, 201B   Student Support Services:  Rita Worral:  Gillum Hall, 201F 

 Writing Center: CML, first floor,  Math lab: Root Hall, lower level  Career Center: HMSU, 7 th floor,