Advising at-Risk Students:

1. Advising at-Risk Students: A special population requires special attention

2. Who may be at-risk? • 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)

3. Some typical characteristics include: • 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

4. Effective one-to-one advising • 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.

5. Intrusive advising • 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

6. Did you know? • 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)

7. Successful strategies for advising at-risk students 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

8. Successful strategies • 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

9. Academic policies • 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)

10. Helpful tips attempt to place students in: • Classes they are interested in • Classes with lower failure rates • Classes with professors who have good track records

11. Student Academic Services Center: Resources • Coordinator, Academic Opportunity Program: • Cynthia Evans: Cynthia.Evans@indstate.edu • Gillum Hall, 203A • 237-2221 • AOP Probation Advising: • Christina Cantrell: Christina.Cantrell@indstate.edu • Gillum Hall, 202B • 237-4572 • Peer Mentoring: • Ashley Gard: Ashley.Gard@indstate.edu • Gillum Hall, 202C • 237-3290 • Tutoring & Supplemental Instruction: • Brad Byers: Brad.Byers@indstate.edu • Gillum Hall, 201B • 237-8393 • Student Support Services: • Rita Worral: Rita.Worrall@indstate.edu • Gillum Hall, 201F • 237-2301

12. Additional academic services • Writing Center: CML, first floor, 237-2989 • Math lab: Root Hall, lower level • Career Center: HMSU, 7th floor, 237-5000