Wednesday, May 11 ~ 1:00-2:30pm EDT
Overview
This session will examine the concept of “intrusive academic advising”, which was formulated by Robert Glennan in the mid-1970s. Intrusive (or “proactive”) advising has been found to have a positive impact on student success. Intrusive advising means that colleges and universities—through instructional faculty, academic advisors, counselors and others—take the initiative to reach out to students to offer advice, support and assistance, rather than waiting for students to seek help. For example, intrusive academic advising expects that advisors will schedule meetings with their advisees at critical junctures, especially during the first-year of enrollment, following receipt of notifications of academic difficulty, planning academic programs, changing majors, etc.
Intrusive advising does not mean “hand holding” or the return of in loco parentis. Rather, it suggests that faculty, counselors, academic advisors and others demonstrate an active concern for students‘ academic progress and a concomitant willingness to assist students to understand and utilize programs and services that can increase the likelihood for their success. Intrusive advising programs and advisors understand that many students, especially those who may be at greater risk for dropping out, often do not seek assistance in time for the assistance to have a positive impact on their progress.
Objectives
Principles and philosophy of intrusive advising: What do we mean by intrusive advising?
How and why intrusive advising impacts student achievement, persistence and success
How to implement intrusive advising programs and interventions
Professional development for intrusive academic advising programs and advisors
Best practices in intrusive academic advising
Who should attend?
Faculty
Vice-Presidents and Deans
Advising administrators
Student affairs professionals
Student affairs leaders
University 101 instructors
Retention coordinators
Anyone interested in improving student retention and engagement
Who is the speaker?
Thomas Brown-- a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary’s College of California, was a member of the Board of Directors and Vice President of the National Academic Advising Association, and was chairperson of the Prelaw Advisors National Council.
Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com). He also writes an occasional column, The Advising Dean, for The St. Helena Star newspaper in California’s Napa Valley (http://www.sthelenastar.com/sharedcontent/search/index.php?search=go&o=0&l=20&s=relevance&r=Author&d1=01-06-2006&d2=01-20-2009&q=Tom+Brown)
His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.
A consultant to more than 350 colleges and universities in the US and abroad
Regularly invited to deliver keynote addresses at national conferences, campus colloquia, and professional development workshops for faculty and staff.
Nationally recognized author and expert in retention, academic advising, promoting the success of at-risk students, international education, and diversity/inclusivity training.
Recent publications include: “Critical Concepts in Academic Advising” in The Academic Advising Handbook, Jossey Bass, 2008; “Preparing Providers to Foster Student Success”, in Fostering Student Success in the Campus Community, 2008; “Advising Students of Color”, in Academic Advising for Student Success and Retention, 1997, 2004
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