1. Engaging the Academically Lost:
A Model for Academic Accountability Through Intrusive Advising
Presented by:
Dr. Sherri Shoefstall, Director of Student Advising and Retention Services, Lamar University
Erin Tabor, Director of Student Support Services, Lamar University

2. Developmental Advising Model
Advising Models
Developmental Advising Model
Process of Developmental Advising
1. Exploring Life Goals
Know students’ characteristics and development
Understand decision-making process
Know principles of psychology and sociology
Possess skill in counseling techniques
Appreciate individual differences
Believe in worth and dignity of all people
Believe that all people have potential

3. Developmental Advising Model-Cont’d
Advising Models
Developmental Advising Model-Cont’d
Process of Developmental Advising
2. Exploring Career Goals
Know vocational fields
Possess skill in test interpretation
Understand the changing nature of work in society
Accept all fields of work as worthy and dignified

4. Developmental Advising Model-Cont’d
Advising Models
Developmental Advising Model-Cont’d
3. Choosing Programs
Know programs available at University
Know requirements of programs (special entrance requirements, fees, time commitments, etc.)
Understand the changing nature of work in society
Accept all fields of work as worthy and dignified

5. Developmental Advising Model-Cont’d
Advising Models
Developmental Advising Model-Cont’d
4. Selecting Courses
Know available courses
Know special information about course (prerequisites, etc.)
Know rules and regulations of the University
Know honors and developmental courses
Know instructors and their teaching styles
Know course content
Know advisee’s demonstrated abilities

6. Developmental Advising Model-Cont’d
Advising Models
Developmental Advising Model-Cont’d
5. Scheduling Courses
Know course schedule
Know all registration procedures
Know advisee’s work and commuting schedule
Source: Noel, L. and Levitz, R. (1989). Managing Retention Through Early Intervention. (adapted from T. O’Banion Developmental Advising Model). Iowa: Noel Levitz Centers for Institutional Effectiveness and Innovation, Inc. p 20.

7. Advising Models INTRUSIVE ADVISING
“Many student support programs are designed based upon the assumption that students will self-identify academic and developmental needs and seek assistance. Some minority students and entering first-year college students have not established behavioral patterns that would motivate them to seek the assistance of these services. The Intrusive Advising model is valuable because it assumes that some students will not take the initiative in resolving their academic concerns, therefore, assigned counselors operate intrusively.”
Student Recruitment, Retention and Monitoring
Intrusive Advising as a Model for Retention By Sharon Holmes, Iowa State University

8. Advising Models WHY INTRUSIVE ADVISING WORKS
Intrusive advising provides the necessary nexus to make connections to the university retention services
Referrals to needed student services, along with the ongoing attention which informs students that someone at the University cares about them, are the major contributions of intrusive advising.
Students who know that an academic advisor will contact them are more motivated to keep up with their work.
Financial worries, which account for a large percentage of student attrition are of less concern to students who are advised and helped to fill out their applications.

9. Advising Models
Intrusive advising does not mean “hand holding” or parenting. Rather, it does mean active concern and a willingness to assist students to explore programs and services to improve their skills and motivate them to persist toward their goals.

10. Advising Models
The intrusive model of advising is action-oriented in involving and motivating students 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 student's total needs), intrusive advising is a direct response to an identified academic crisis with a specific program of action… Earl, 1987

11. PASS Model
Created to serve students falling into academic probation and suspension. These students were unable to maintain good academic standing or satisfactory academic progress.
Designed to retain students and boost graduation rates.
Contract centered
Learning and study skill focus
Proactive and intrusive advising
Program assessment and evaluation
Data driven changes

12. PASS Model Identification of probation and suspension students
Student notification
Intake appointment
Needs Assessment Questionnaire
Academic performance review
Contract creation
Assessment of learning and study skills
Referral to resources based on student need
University policy and procedure education

13. PASS Model Flowchart

14. PASS Fall Timeline

15. PASS Spring Timeline

16. PASS Contract

17. Supporting Research
Studies have shown that probationary students have higher GPAs when intrusive advising is used Heisserer & Parette, 2002

18. Program Assessment

19. Program Assessment Students who never met with a PASS advisor .24
18% increase in GPA
Students who made a contract with a PASS advisor
.12
8% increase in GPA
Students who completed their contract
.61
39% increase in GPA

20. Program Proposal Consider your audience
President, Vice-Presidents and Provosts
Deans
Sections of a proposal
Need – why do we need this program?
Program goals – what will the program do?
Program design – how will the goals be accomplished?
Implementation plan – how will the program be incorporated into the institution?
Adequacy of resources – what resources are necessary to ensure a quality program?
Assessment plan – how will the program be evaluated?

21. Conclusion A Message from VINCENT TINTO:
“Students are more likely to succeed when they are placed in SUPPORTIVE educational settings that hold HIGH EXPECTATIONS for their success, provide FREQUENT FEEDBACK about their performance, and require them to be ACTIVELY INVOLVED IN LEARNING WITH OTHERS.”

22. Questions?