Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation

Abstract

In this study, I examined the effectiveness of adding insight-oriented strategies to an intrusive academic-advising approach with students on academic probation. Twenty males and 22 females at a comprehensive private university participated in the study. Students who attended three to eight meetings had a significant improvement in semester GPA compared to students who attended one or two meetings or no meetings. This study suggests that insight-oriented intrusive advising had a positive affect on academic achievement; however, other factors, such as motivation, may also play a role and are worthy of future investigation. Relative Emphasis: research, practice, theory

Persisting past probation : an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis

“…Once this pattern has been established, the advisor and student can begin to develop a plan that addresses issues that are specifically distracting the student from reaching and completing his or her educational goals. (Vander Schee, 2007). Simon, Tovar and Edson (2003) conceptualized and pilot tested their "re-orientation" (p. 553) on probationary students by incorporating and monitoring a student's academic difficulties through intrusive advisement.…”

“…The results of their re-orientation efforts indicated statistically significant higher motivation, a favorable attitude toward educators, an increase in verbal confidence, and an increase in receptivity to institutional assistance, personal counseling and social engagement on campus. The researchers suggested that a comprehensive approach to advising, such as insight-oriented intrusive advising, appears to be effective in increasing the academic achievement of students on academic probation (Tutty & Ratliff, 2012;Gordon, Habley, & Grites, 2008;Vander Schee 2007;Tovar & Simon, 2006;Braxton, Hirschy, McClendon, 2004;Hunter & White, 2004;Simon, Tovar & Edson, 2003;Kadar, 2001;Gordon & Steele, 1992;Crockett, 1985).…”

“…These included time management, note taking, awareness of campus resources, career exploration, learning style, and, short-and long-term goal setting. Having a counselor as an instructor was viewed by the students as advantageous since they believed counselors, while being professionals and effective instructors, were also approachable about different issues students might discuss, whether academic related to personal issues (Martinez, Kelsey, & Brown, 2011;Vander Schee 2007;Tovar & Simon, 2006;Simon, Tovar & Edson, 2003).…”

“…College success courses seek to identify and accommodate the needs of community college students on academic probation with diverse educational and socioeconomic backgrounds. It is within this environment that students find a safe place to ask questions and discuss issues such as academic fears, familial concerns, and support services (Arcand & LeBlanc, 2012;Tutty & Ratliff, 2012;Vander Schee 2007;Tovar & Simon, 2006;Simon, Tovar & Edson, 2003). These success courses can become an anchor in their new environment as these introduce students to institutional resources and co-curricular opportunities.…”

“…Assisting these students in their return to good academic standing via such interventions will positively impact their long-term careers while increasing the probationary students' success and educational experiences (Vander Schee 2007;Tovar & Simon, 2006;Braxton, Hirschy, & McClendon, 2004;Hunter & White, 2004;Simon, Tovar & Edson, 2003;Tharp, 1998).…”