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Intrusive Advising: Strategies for Success with Underrepresented Populations

Learn how the Pathway to the Baccalaureate Program has successfully implemented a case-management, intrusive advising model to increase retention and success. The program's design and practical implementable, and scalable strategies are discussed

Alex Coppelman

on 11 April 2017

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Transcript of Intrusive Advising: Strategies for Success with Underrepresented Populations

Intrusive Advising: Strategies for Success with Underrepresented Student Populations
Current Pathway Program Consortium

85% of students transition from high school directly into post-secondary education

90% of students at NOVA are retained from the first to the second semester

81% of students at NOVA are retained from year-to-year

73% of students are in good academic standing after the first semester

98% of students earn college credit in the first year

Associate-level graduation rate is double NOVA’s average

Are you a student who…
Thinks about college, but is confused by the process?
Worries that you are not on track for college?
Needs extra help in preparing for college?

We invite you to apply to
Pathway is a highly successful, award-winning initiative that addresses barriers to college access, success and completion for thousands of at-risk students in Northern Virginia through an effective collaboration among
K-12, community college and university partners.
Are you a senior…
Thinking about college, but confused by the process?
Planning to complete a bachelor’s degree?
Thinking about starting at NOVA and then transferring to George Mason or another 4-year university?

If you answered yes to these questions, apply to Pathway to the Baccalaureate!
What are some at-risk populations?
93% of Pathway students meet one or more US Department of Education criteria known to adversely affect academic persistence in college:

Immigrant or child of immigrant parents
Member of a minority group
Low income or single parent household
First generation college student
Presence of a disability
Ward of the state
Pathway Connection
Research based college-readiness pilot program
Launched in 2011 - 2012
Focus on reducing need for remediation among at-risk students by 50%
Pathway Connection uses a one-stop, case management approach to early remediation of lagging academic skills
Studies confirm that Pathway students exceed both college and national benchmarks in:

Transition from high school to college


Academic success

Community college graduation
Alex Coppelman M.Ed., NCC
Amanda Gordon M.S.

Presentation co-developers:
Meredith Ayala
Alex Coppelman
Lacey Rosenbaum
Transition Counselors start identifying student barriers to college success with the student intake process.
Use One-Stop Case Management Approach
Starts with initial commitment!
Barriers to College Success for Underrepresented Students
Legal Status
Low Socioeconomic Status
Disabilities: Access & Cultural resistance to services
Lack of Knowledge about the college process
Provide regular workshops and individual meetings on college transition
College Information and Application Process
Cost of college and applying for financial aid and scholarships
Early placement testing, academic advising and early course registration occur on-site at high schools
Transition Students from High School to College
Pathway Counselors follow up to ensure Students graduate from High School and get transcripts to college
Serve as liaison between college departments and student
Available to students during summer months to navigate any remaining concerns before classes start
Ensures students are linked to campus resources and campus Retention Counselor
Student Success Courses
Students take a mandatory, one-credit Student Success Skills Course with their Pathway Counselor their first semester covering:

Academic and career exploration
Stress management
Goal setting
Study skills
Financial literacy
Communication and critical skills
Advising and transfer planning
Application Process
Students apply in the Fall of Senior Year
Counselor does outreach to Senior classes to present program to all students
Counselor gives out paper application to differ from online NOVA application
Key Questions: What are you future plans? Attend NOVA and transfer, NOVA technical/ certificate program, 4 year school
What obstacles have you overcome?
What assistance will you need to be successful in college?
Strict with deadlines to start setting college standards
Life of Pathway Application
First the applications are given to high school counselors and/or students directly.

The student then completes the application and submits it to their individual high school counselor.

The counselor completes the student recommendation portion of the application and attaches an unofficial copy of the student’s transcript to the application.

The application is then submitted to the Pathway Liaison.

The Pathway Liaison submits all Pathway applications to the Pathway Counselor, who will then review all applications.

The students are notified via mail of their application status. If accepted, they begin working with their designated Pathway Counselor in December or January.
Red Flags
The Retention and Transfer Process:
Summer after High School Graduation
Introduce students to on-campus “retention counselors”
Resolve pending financial aid and domicile issues
Finalize semester course load
How we do it!
Pathway breakout sessions at NSO
Retention counselors attend SOAR sessions
Individual Meetings
The Retention and Transfer Process:
1st semester / 0-12 credits
Begin career and transfer college exploration and create tentative AS/AA completion plan
Understand college vs. high school expectations
Build relationships with counselors and peers
Complete developmental coursework
Teach “professional” communications skills; email, phone, in-person, etc.
Track student progress and intervene if necessary
How we do it!
Intrusive/proactive advising
Registration holds on all student accounts
Mid-Semester Progress Reports
SDV 100
4-year college visits
Workshops and volunteer opportunities
The Retention and Transfer Process:
3rd Semester / 31-45 credits
Finalize major selection
Transfer school(s) identified
Help students become self-advocates
Provide leadership opportunities
How we do it!
Less structured individual meetings (the counselor will let the student be the guide)
Peer mentoring programs
The Retention and Transfer Process:
2nd Semester / 13-30 credits
Continue to foster counselor/student relationship
Increase student autonomy (we are not going to complete registration for them after transfer)
Further clarification of (realistic) career goals and transfer plan
Multicultural focus
Re-apply for financial aid
How we do it!
Individual meetings, registration holds are placed on student accounts every semester
Group FAFSA registrations
The Retention and Transfer Process:
4th Semester / 46-30 credits
Complete all requirements for graduation
Apply to 4-year schools
Apply for financial aid at 4-year schools
Foster a sense of pride in academic accomplishment
How we do it!
Individual meetings – assistance with college application and essays
Group college application workshops
More intimate Pathway-only graduation ceremony (before the main ceremony)
Graduation and Transfer
Pathway Connection Benefits
Individual Meetings
College Readiness Workshops
College Placement Tests
Guaranteed Admission into the Pathway to the Baccalaureate Program
Program Introduction and Demographics
Where Our Students Go
Retention Process
The Pathway to College Access, Success
and Excellence!
Graduation and Transfer
Pathway Connection
Minority Status
Incongruent family expectations & pressure
Introduction and Demographics
While Pathway students outperform their peers in most measures of success, they continue to lag behind in college readiness.
This gap in college readiness of incoming freshmen lead to the creation of a college readiness pilot program.
To access our resources visit:
Search: Pathway Program
Additional Prevention and Remediation
No late course registration
8-wk, dynamic sessions
Pathway contract for students on academic probation and warning
mandatory bi-weekly meetings
mandatory monthly academic workshops and/or tutoring
Follow-up phone calls for unregistered students
Intrusive Advising
What is Intrusive Advising?
"Programs utilizing proactive academic advising build structures that incorporate intervention strategies mandating advising contacts for students who otherwise might not seek advising."
Source: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Proactive-(intrusive)-advising-resource-links.aspx#sthash.wM4yyIUZ.dpuf
In your experience, what barriers to degree completion could benefit from "intruding"?
Topics Covered
NOVA application and related documents
Placement testing
FAFSA/financial aid
Major and career exploration
Degree completion requirements
Transfer school requirements
Psychology Specialization Code: 8821 Catalog Year: 2013-2014
Associate of Science Degree AL, AN, LO, MA, WO

BIO 101 General Biology I 4
BIO 102 General Biology II 4
CST 110 Intro to Communication or 3 or CST 126 Interpersonal Communication
ENG 111 College Composition I 3
3ENG 112 College Composition II 3
ENG 200-Level Literature Elective 3
ENG 200-Level Literature Elective 3
HIS Elective 3
5___ ___ Humanities/Fine Arts Elective 3
ITE 115 Intro to Computer Applications & Concepts 3
1MTH 151 Mathematics for the Liberal Arts I 3
1MTH 152 Mathematics for the Liberal Arts II 3

PED 116 Lifetime Fitness & Wellness 1
PSY 201 Introduction to Psychology I 3
PSY 202 Introduction to Psychology II 3
PSY 211 Research Methodology for Behavioral Sciences 3
PSY 213 Statistics for Behavioral Sciences 3
4PSY 231 Life Span Human Development I or any 200-level psychology course 3
4PSY 232 Life Span Human Development II or any 200-level Psychology course 3
6___ Social Science Elective 3
2SDV 100 College Success Skills 1
Total 61
Total credits for the Social Sciences Psychology Specialization=61

May substitute any higher-level mathematics course
. MTH 151 and MTH 152 are not sufficient for the B.S. degree at George Mason and possibly other colleges where higher-level math might be required. Students planning to transfer to some B.S. degree programs may take any two courses from the following: MTH 173, MTH 174, MTH 181, MTH 182, MTH 241, MTH 270, MTH 271, MTH 272, MTH 273, and MTH 274. Credit will not be awarded for both MTH 173 and MTH 271. Credit will not be awarded for both MTH 174 and MTH 272. Seek advice of a counselor or academic advisor to meet requirements of other transfer institutions.

2 May substitute the SDV 101 Orientation section related to this program.

3 May substitute ENG 125 with the advice of a counselor or academic advisor according to the requirements of the transfer institution.

4 Psychology majors can either take the sequence of PSY 231 and PSY 232 or choose any two 200-level psychology courses (with the exception of PSY 200) to fulfill this requirement.

5 See humanities/fine arts courses listed under General Education Electives. Elective should be selected with advice of a counselor or academic advisor to meet requirements of the transfer institution.

6 See social/behavioral science courses listed under General Education Electives.

Transfer is Confusing!
Full transcript