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Slide 1
Intrusive Advising: Knowing When to Parent, and When to Stand
Back Dr. Beth Walden and Krystin Deschamps USU Advising Brown Bag,
April 14, 2011
Slide 2
Students who are readmitted after poor academic standing. 62%
men, 38% women Average age at readmission is ~27 High proportion of
students eligible for Student Support Services Success rate is
about 80% Krystins Population
Slide 3
Beths Population Students readmitted to USU in less than good
standing Undeclared students with 25-48 credits including those on
Academic Probation
Slide 4
King and Kitcheners Reflective Judgment Model How people
interpret knowledge, and advances in stages (from no separation
between facts and judgment to judgment based on rational inquiry)
Students can react emotionally and reflexively to what they
perceive to be negative stimuli I used this theory to understand
where a student is emotionally Krystins Guiding Theories
Slide 5
Krystins Guiding Theories, cont. Transition Theory: Situation,
Self, Support, Strategies (Schlossberg) SituationTiming, impact,
and amount of control SelfCoping skills, experience, and outlook
SupportPeople, agencies, financial StrategiesWhere academic
advisors can make a difference
Slide 6
Krystins Guiding Theories, cont. Marginality and Mattering
(Schlossberg) Marginality: Our belief, whether right or wrong, that
we matter to someone else (p.9) Attention, Importance, Ego
extension, Dependence, Appreciation Plays an important role in
higher ed
Slide 7
Vygotsky Scaffolding Requires knowing what the student is
capable of Sufficient explanation so student can take
responsibility Beths Guiding Theories
Slide 8
Kolb Learning Styles Convergers get information on own online,
then specific answers from advisors Divergers printed information
to digest, then meet with advisor Assimilators immediate verbal
information from advisors and opportunity ask questions
Accommodators personal contact with advisor and specific
information in person Beths Guiding Theories, cont.
Slide 9
E-mail if not following contract Assisting with petitions
Requiring extra visits Second chance Walking vs. referring to
resources Specifying sections Creating a schedule Placing a hold
What is meant by intervention?
Slide 10
Checklist
Slide 11
Case Study: Charlie, Krystins perspective Gender: Male
Approximate age:27 Experience with college: 2 years, then suspended
Circumstances: First generation; pressured to be a student-athlete
to pay for school, was injured; struggled with depression, but had
a hard time admitting it. Problem presented: Do I readmit based on
the above information? Am I doing him a disservice to retain
him?
Slide 12
Gender: Male Approximate age:27 Experience with college: 2
years, then suspended Circumstances: no showed twice for his
midterm, doing poorly in my class (PSY 1220) Problem presented: I
suggested he come visit with me. Informed me that he was counting
the points and intended to be in good standing. Do I send him
another e-mail or catch him after class, again? Case Study:
Charlie, Beths perspective
Slide 13
Case Study: Earl Gender: Male Approximate age:28 Experience
with college: CC transfer student, on probation for three semesters
before suspension Circumstances: Showed up very late for one
appointment with me, was very apologetic. First generation.
Guardian of younger siblings. Multiple identities. Active in
student lifeseen as a leader. Problem presented: He is undecided
about a major. He has poor college navigational skills. He did not
meet contract; should I retain?
Slide 14
Case Study: Peter Gender: Male Approximate age: Mid/late 50s
Experience with college: Didnt finish in his youth, been out 23
years Circumstances: Laid off, mild injury precludes his previous
career; High number of credits; Major will take him as soon as his
GPA is high enough Problem presented: Hasnt a clue about how to
register, how to find classes, time required for study, etc. How
much do I show him and do for him in my office each time he runs
into a question. (scaffolding)
Slide 15
Audience Case Studies Time to practice, and ask questions
More Practice: Molly Gender: Female Approximate age: Mid 20s
Experience with college: 6 credits CE and transfer, 1 semester AW
took time off readmitted Circumstances:Parent wants her doing
nursing classes. Semester 1. K and I talk her out of physiology,
she changed another recommended class to a non-recommended class
instead. Advised for 2 nd semester, took some, changed others. Only
made one monthly required visit. Problem presented:Wants to drop a
class at the drop deadline, but doesnt want to come in for a visit.
(intrusive would require her to come in)
Slide 18
More Practice: Noah Gender: Male Approximate age: late 20s
Experience with college: 24 credits AP, 7 credits transferred, 6
semesters / 43 credits at USU Circumstances: Tends to skip classes
Problem presented: Required to meet with advisor every three weeks,
met the first one, no showed the second one. Do I send him an
e-mail reminding him to make his 3 week appts.
Slide 19
More Practice: Lilly Gender: Female Approximate age: Early 20s
Experience with college:33 transfer credits, Two semesters at USU
PR/SU Circumstances: Didnt understand that