First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

Abstract

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.

Insider Information: Advisors' Perspectives on the Effectiveness of Enhanced Advising Programs for Community College Students

“…The importance of establishing rapport is supported by the relational component of the NACADA (2017) Core Competency Model. Furthermore, advisors echoed the finding from Donaldson et al (2016) that advisor assignment combined with establishing rapport allows an opportunity for more meaningful conversation between advisor and advisee. Rapport between advisor and advisee relates back directly to Earl's (1988) belief that academic integration is a strong factor in persistence.…”

“…In a survey, NACADA (2011b) found that 31.8% of two-year college respondents reported assigning academic advisors, compared to 56.0% of public baccalaureate institution respondents. A study by Donaldson et al (2016) reported that students attributed rapport with an advisor to the assignment of and multiple meetings with a single advisor.…”

Examining the Relationship Between College Advising and Student Outputs: A Content Analysis of the NACADA Journal

“…The student outputs linked to advising in qualitative studies were transfer progress for community college students, student success for students in an intrusive advising program, and persistence for minority students. Data for each of those outputs were collected through individual interviews (Donaldson et al, 2016;Museus & Ravello, 2010;Packard & Jeffers, 2013).…”

Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

“…6) Proactive, or intrusive, advising has been found especially beneficial because, using this strategy, advisors approach students to offer insights and options before problematic issues arise (Varney, 2012). Proactive advising is associated with helpseeking behavior and confidence building among students (Donaldson, McKinney, Lee, & Pino, 2016) and improved retention (Rodgers, Blunt, & Trible, 2014).…”