Improving Freshman Retention With Intrusive Advising Interventions

Abstract

This work in progress describes an effort to identify at-risk freshmen and provide enhanced advising support through intrusive academic advising interventions. This mixed method, action research study explores quantitative and qualitative assessment of identification of at-risk students and intrusive advising interventions. Our institution provides a breadth and depth of student support resources designed to improve freshman retention, yet retention rates of freshmen in engineering remained flat, year over year. New approaches for addressing retention are needed. Data was gathered on engineering students not retained to the university after one year from the fall 2014 first-time freshman cohort. Analysis of the data indicated certain enrollment behaviors were predictors of attrition. In addition, the university provides several early-warning indicators suggesting that students may be at risk or facing academic challenges.The analysis uncovered the opportunity to refine intrusive advising principles. Research on the impact of advising reflects the correlation which exists between successful academic advising and an increase in student retention and graduation rates. Intrusive advising involves the mandatory requirement for a student to meet with the academic advisor. Through the requirement of the advising discussion, advisors can collaboratively develop strategies for engagement with resources that will promote academic success. Theories and research focusing on academic advising approaches and student engagement guide advising discussions. We hope to realize a significant improvement in freshmen retention after one year as a result of intrusive academic advising interventions and we will measure the influence advising interactions had on at-risk freshman students.