Using Intrusive Advising to Improve Student Outcomes in Developmental College Courses

Thomas, Nichole Gibbs

doi:10.1177/1521025117736740

Cited by 6 publications

(7 citation statements)

References 14 publications

(30 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This quote illustrates the concern and care for student success coupled with high expectations at President Simon’s institution. While proactive advising has been found to improve student outcomes (Rodgers, Blunt, & Trible, 2014; Thomas, 2017), this example illustrates that some HBCUs are using other proactive techniques to help students succeed.…”

Section: Resultsmentioning

confidence: 92%

Stories Untold: Counter-Narratives to Anti-Blackness and Deficit-Oriented Discourse Concerning HBCUs

Williams

Burt

Clay

et al. 2018

American Educational Research Journal

View full text Add to dashboard Cite

Although there is empirical evidence concerning the value of historically Black colleges and universities (HBCUs), broader narratives about these institutions too often overemphasize challenges and depict them from a deficit perspective. We argue that such depictions elide the benefits of HBCUs within the higher education landscape and are rooted in a form of institutional anti-blackness—persistent imagery and discourse that construct Black colleges and universities as institutions devoid of value. In response to such silencing, this study employs counter-narratives rooted in a critical race methodology to illuminate the modern contributions of HBCUs as told by their chief executive officers—HBCU presidents. These contributions include transforming today’s learners into tomorrow’s leaders, a commitment to serving low-income students that is unencumbered by their financial strains, and tapping the potential of students who were marginalized in prior academic environments.

show abstract

Section: Resultsmentioning

confidence: 92%

Stories Untold: Counter-Narratives to Anti-Blackness and Deficit-Oriented Discourse Concerning HBCUs

Williams

Burt

Clay

et al. 2018

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…Students themselves have cited their inability to balance work and study as the main reason for dropping out of higher education and called for personal and motivational advising support to help them overcome their challenges as online learners (Greenland & Moore, 2021). One type of advising, intrusive or proactive advising, is a strategy that was enacted in the current study based on positive outcomes described in the literature (Bettinger & Baker, 2014;Donaldson et al, 2016;Earl, 1988;Thomas, 2020;and Varney, 2013).…”

Section: Retentionmentioning

confidence: 98%

“…Proactive advising combines aspects of developmental, prescriptive, and collaborative advising in purposefully engaging students to improve academic outcomes (Donaldson et al, 2016;Thomas, 2020;Varney, 2013). In his foundational study, Earl (1988) called for advising to be offered intrusively based on student needs.…”

Section: Proactive Advisingmentioning

confidence: 99%

“…In his foundational study, Earl (1988) called for advising to be offered intrusively based on student needs. Advocates of proactive advising have suggested it as a retention tool for at-risk and first-generation students (Donaldson et al, 2016;Schwebel et al, 2008;and Thomas, 2020). Bettinger and Baker (2014) found that first-year students who were regularly and proactively coached in goal-setting, time management, self-advocacy, and study skills were more likely to be retained during a one-year treatment period and more likely to be attending the university one year after the coaching had ended.…”

Section: Proactive Advisingmentioning

confidence: 99%

See 1 more Smart Citation

The Factors Influencing Retention of Online Adult Learners: A Case Study of a Private Institution

Preuß¹,

Bennett²,

Renner³

et al. 2023

IJRES

View full text Add to dashboard Cite

A quasi-experimental investigation assessed the impact of multiple factors, including financial aid and proactive advising, on retention of undergraduate students at a small, private university that primarily serves online learners. In-house proactive advising over three academic years was positively associated with increased retention semester-to-semester and fall-to-fall. In addition, students who received Pell Grants plus at least one other form of financial aid, completed math remediation, and transferred 30 or more credit hours persisted at higher rates semester-to-semester. Individuals identifying with historically underrepresented groups tended to persist at rates lower than their White peers’ semester-to-semester retention. These findings support the efficacy of proactive advising and financial aid, even with a population that exhibits lower retention for persons from historically underrepresented groups. Findings also suggest that students who transfer more than two full-time semesters of credit have a strong motivation to complete their course of study.

show abstract

“…For example, the City College of New York's (CUNY) intensive ASAP developmental program prioritizes intrusive advising support by virtue of mandatory and frequent individual advising-a measure that has been shown to positively influence student success (Kolenovic et al, 2013;Scrivener et al, 2015). Other studies examining the influence of intrusive advising in the community college context also reveal that this scope of advising can connote positive student-related outcomes (Donaldson et al, 2016;Hansen, 2014;Rios, 2019;Thomas, 2020). However, there are several limitations regarding the intrusive advising model.…”

Section: Developmental Advising: Support For Developmental Studentsmentioning

confidence: 99%

Journeying from academically-underprepared to prepared : exploring developmental community college students' perceptions of developmental advising at a Carribean-based community college

Joseph¹

View full text Add to dashboard Cite

This study explored how developmental students enrolled at the TTIOO community college experienced the resident developmental advising service. Emphasis was placed on ascertaining how these students perceived the role of developmental advising in enabling them to develop self-regulated behaviors inclusive of goal-setting skills and academic self-efficacy. The study also explored the extent to which this service promoted increased levels of persistence. A qualitative phenomenological case study guided the research process. The data collection methods included phenomenological interviews that were conducted with six student participants; semi-structured interviews that were conducted with two developmental advisors employed at the TTIOO; and documentary analysis. The study's major limitations include: the majority of the data analysis revolved around the phenomenological interviews; the interviews were facilitated virtually; and the participant selection procesents demonstrating varied levels of academic performance, and both male and female genders. The last limitation is that only one developmental advisor was employed at the time of the study. The findings revealed that the major challenges the participants encountered was the shame and embarrassment of being labelled a developmental student, a sense of being burdensome, difficulty managing course requirements, and personal and financial factors. Secondly, lecturers had a more pronounced effect on the participants' goal setting-competencies and levels of academic self-efficacy. Although the participants were appreciative of the guidance and support provided by their developmental advisor, they believed that the intervention had a minimal impact on their persistence levels. Keywords: developmental advising, developmental students, academic self-efficacy, goal-setting, persistence

show abstract

Using Intrusive Advising to Improve Student Outcomes in Developmental College Courses

Cited by 6 publications

References 14 publications

Stories Untold: Counter-Narratives to Anti-Blackness and Deficit-Oriented Discourse Concerning HBCUs

Stories Untold: Counter-Narratives to Anti-Blackness and Deficit-Oriented Discourse Concerning HBCUs

The Factors Influencing Retention of Online Adult Learners: A Case Study of a Private Institution

Journeying from academically-underprepared to prepared : exploring developmental community college students' perceptions of developmental advising at a Carribean-based community college

Contact Info

Product

Resources

About