Implementing Intrusive Advising Principles for Adult Learners in Online

Programs

CAEL 2013Dr. Jeff AulgurDr. Beth Giroir

“Commuters are ghost students, and nobody remembers them.”

-Lubrano (2004, p. 83)

“Northark or ATU is fine with me, just whichever AA degree will be quicker to achieve. I really just want to finish a bachelor's degree as quick as possible. When I found out that I had so many meaningless hours, I became really frustrated. My life has been miserable the past 2 years. All I do is work all day and study all night. Something with my name on it is all that I want at this point. I'm so thankful that my mom found you though. So far, you have been the most help to me. Thanks again for taking your time to help me achieve this.”

Today’s Agenda

• Introduction to the Accelerated Degree Program

• Overview of the Student Intake Process• Why our department uses intrusive advising• Scenario Discussions• Closing

Introduction to the Accelerated Degree Program

Arkansas’ Current Status

• Increase 2 and 4 year degrees by 2025: 383,000

• 351,000 adults (23.2%) have some college but have not earned a 2-year or 4-year degree

• Degree attainment rate of the working population (25-64): 28.2%

• National average: 38.7%

Arkansas’ Current Status

• Associate’s Degree: 6.61%

• Bachelor’s Degree: 14.33%

• Graduate or Professional:7.24%

Income

Real Median Household Income in Arkansas

2012 1 Year 3 Year US $51,371 -0.36% -4.44%Arkansas $40,112 +1.37% -0.93%

Per Capita Income

Real Per Capita Income in Arkansas

2012 1 Year 3 Year US $27,319 +0.19% -3.36%Arkansas $21,643 -0.01% -1.91%

Quick History• The Bachelor of Professional Studies Program– Initiative– Enrollment growth– Graduated student growth– Six concentration areas– All online

• Demographic of our students– Working, Age 26+, Have children, Began a degree

but never finished

Enrollment Growth

2006 2007 2008 2009 2010 2011 SP 2012 FA 2012 SP 2013 Fall 20130

100

200

300

400

500

600

700

800

900

16 24 33 41 57 46 5832 28 3439 28

86

164

247

556

652

810

760

855

ECEBPSBA-GS

School Semester Credit Hours

2008-09 2009-10 2010-11 2011-12 2012-13 2013-20140

1000

2000

3000

4000

5000

6000

7000

431

785447 399 422

210

648

1219

2456

3502

6070

3255

1079

2004

2903

3901

6499

3465ECEBPSTotal

Enrollment and Graduation

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-20140

100

200

300

400

500

600

700

800

900

0 3 21 1045 56

108

222

281

28 36 36 28

86

164

247

556

810 855

GraduatesMajors

Historical Data

• New and unduplicated students enrolled May 2011 – September 2013: 1,320

• Bachelor of Professional Studies Graduates Fall 2010 – December 2013*: 611

• *Fall 2013 anticipated: 130 graduates (Pending Cumulative Total December 2013: 747 graduates)

Overview of Student Intake Process

Prospective student becomes aware of the program and

contacts our office.

Advisor completes a degree plan prior to student

applying for admission.

Prospective student applies for admission and is either

accepted or denied admission.

Admitted student is assigned an advisor.

Student has an advising appointment with advisor

either in person, by phone, or virtually.

Student is registered for classes and is sent new

student guide.

Student begins classes.

What is Intrusive Advising

• Definition of Intrusive Advising– What is it?

• Principles– Care– Proactivity– Knowledge– Holistic

Intrusive Advising at Arkansas Tech• Current research• Relationships– Advising relationships with students– University Relationships

• Safeguards– Early Alert

• Holistic Approach– What’s happening with our students– What roadblocks are in front of our students and how can

we help them get around or through those road blocks

Perception is as Real as Origin

“The middle class . .. is solipsistic, seeing nothing its own culture. That’s made easier by the fact that the middle class literally writes our culture. Movies, books, news media, and television are creations of the middle class. Working-class people see little of themselves in popular culture. As such, the middle class gets to see complex depictions of itself, while working-class people view mostly stereotypes of themselves.” Lubrano (2xxx, p. 28)

Straddlers

“Straddlers lurch awkwardly out of the sheltering enclaves into unknown realms. On their sometimes troubled way, they become educated, and awaken to differences between the past and would-be future. Priorities shift. Some values change, while some remain constant. Unlike many they meet in the new, white-collar world, these people are hybrids. That duality is their strength and their struggle, and will comfort and vex them throughout their days.”

Advising is a Culture

“I was told I should go to college because I was smart. The goal was to go to college, but there was never the goal to finish. My parents never went to college, so I just did it all by myself. They were supportive because I was being successful, but they really could not relate to me since they had never experienced college.”

Advising is a Culture

“I always knew that I wanted to teach, but my parents couldn't afford to send me to college. After my job played out in the financial industry I decided to go to college and get my degree in education. I enjoyed teaching young people but felt a closer connection to adults and single parents trying to provide a better life for their children. Earned my MSEd degree and began teaching at ATU. ”

What are students saying about our program?

Here are some student testimonials…

Breakout Scenarios• Now it is time for you to practice your intrusive

advising skills…• For this activity, please get into groups of 5-10

people. • Your group is going to receive a scenario which you

must determine what you as a group feel is the best way to use intrusive advising. Also, how are you going to maintain the intrusive advising practice with the student?

• Go ahead and get in your groups!

Intrusive Advising Skills

• Care• Proactivity• Knowledge• Holistic

• Remember, how are you going to use intrusive advising with your student, as well as, how are you going to maintain the intrusive advising practice with the student?

Who is Charlie Ball?

Scenario 1

• Hector is 34 years old, a single dad, and owns his own DJ business. He is trying to finish his degree online and has great intentions every semester to enroll full time (12 hours) and successfully complete those classes. Every semester, he starts with 12 hours and will withdraw from a course the first day, then another the second week, and then eventually he will withdraw from all his classes for the semester or he might keep one and finish it. Right now, he only needs to complete 9 hours to graduate and he has good intentions to finish a degree, but always is dropping classes. How can you help Hector?

Scenario 2

• Lilly is enrolled in a Professional Studies course this semester, but has never accessed the course through Blackboard. The instructor has now sent you (you’re her advisor) an email regarding Lilly’s lack of participation in the course. In order to keep Lilly from being dropped from the course for non-attendance, she needs to access the course and complete an assignment. How can you help Lilly?

Scenario 3

• Morgan is 50 years old and just was laid off from her job at the computer manufacturing company. She has worked at the company for 15 years and was planning to retire from the company in 12 years. She saw the commercial for the BPS program on TV and has called you to enroll in some classes. She has college credit, but never finished her degree. How can you help Morgan?

Scenario 4

• With a father who didn’t get beyond sixth grade and a mother who didn’t finish high school, Christine suffered from what she and other Straddlers kept calling “imposter syndrome.” It was hard to believe in yourself when you got into close proximity of the kings and queens of Jersey. Most Princeton people Christine new were supremely self-confident. After a while she realized that these contented souls were not necessarily any smarter. Things for them would unfold in a way that was almost pre-ordained. They were all children of college graduates, exactly where they were supposed to be.

Using Intrusive Advising

• Based on what we have discussed this morning, what do you feel are some pro’s and some con’s to using Intrusive Advising?

• What are some best practices you could use at your institution?

References• Albecker, A. (2005). The history of intrusive advising in the General College.

University of Minnesota eNewsletter. • Cannon, J. (2013, March). Intrusive advising 101: How to be intrusive

without intruding. Academic Advising Today, 36(1). Retrieved from http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Intrusive-Advising-101-How-to-be-Intrusive-Without-Intruding.aspx

• Glennon, R. E. and Baxley, D. M. (1985). Reduction of attrition through intrusive advising. NASPA Journal, 2 (3), 10-14.

• Heisserer, D.L. and Parette, P. (2002, March). Advising at-risk students in college and university settings. College student journal, 36(1), 69-84.

• Upcraft, M and Kramer, G. (Ed.). (1995). First-year academic advising: Patterns in the present, pathways to the future(Monograph No. 18) University of South Carolina, National Resource Center for the Freshman Year Experience.

Thank you!

• Thank you for attending this session. We hope you enjoyed learning more about intrusive advising.

• Dr. Jeff Aulgur, jaulgur@atu.edu