Intrusive Advising: Knowing When to Parent, and When to Stand Back

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

2. Krystin’s Population 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%

3. Beth’s Population • Students readmitted to USU in less than good standing • Undeclared students with 25-48 credits including those on Academic Probation

4. Krystin’s Guiding Theories • King and Kitchener’s 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

5. Krystin’s Guiding Theories, cont. • Transition Theory: Situation, Self, Support, Strategies (Schlossberg) • Situation—Timing, impact, and amount of control • Self—Coping skills, experience, and outlook • Support—People, agencies, financial • Strategies—Where academic advisors can make a difference

6. Krystin’s 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

7. Beth’s Guiding Theories Vygotsky – Scaffolding • Requires knowing what the student is capable of • Sufficient explanation so student can take responsibility

8. Beth’s Guiding Theories, cont. 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

9. What is meant by intervention? • 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

10. Checklist

11. Case Study: Charlie, Krystin’s 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?

12. Case Study: Charlie, Beth’s perspective • 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?

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 life—seen 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?

14. Case Study: Peter • Gender: Male • Approximate age: Mid/late 50’s • Experience with college: Didn’t 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: Hasn’t 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)

15. Audience Case Studies • Time to practice, and ask questions

16. Contact: • Beth Walden: beth.walden@usu.edu • Krystin Deschamps: krystin.deschamps@usu.edu

17. More Practice: Molly • Gender: Female •  Approximate age: Mid 20’s • 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 2nd semester, took some, changed others.  Only made one monthly required visit. • Problem presented:Wants to drop a class at the drop deadline, but doesn’t want to come in for a visit. (intrusive would require her to come in)

18. More Practice: Noah • Gender:  Male • Approximate age: late 20’s • 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. 

19. More Practice: Lilly • Gender: Female • Approximate age: Early 20’s • Experience with college:33 transfer credits, Two semesters at USU PR/SU • Circumstances: Didn’t understand that <2.0 while on probation meant suspension – retained • Problem presented: Has definite opinions about what she wants to take and how many credits (15)