PERCEPTIVE & PROACTIVE STUDENT ADVISING TO REDUCE STUDENT ATTRITION AND IMPROVE UNIVERSITY GRADUATION RATES
BY : RUKIYA DEETJEN-RUIZ MED , FHEA categories which impact retention :
This article is written as a proposed improvement strategy to address high student attrition and untimely graduation rates found at Universities . Historically speaking , atrisk students disproportionally come from marginalized demographics and low-socioeconomic backgrounds . Students ' reasons for dropping out include academic matters , financial difficulties , motivational problems , personal considerations , dissatisfaction with college , military service , and fulltime jobs ( Ramist , 1981 ). Although there are many reasons contributing to high student turn-over , delayed degree progression , or / and persistent low performance ; we focus on the impact intuitive and effective advising has on at-risk students .
Institutions aiming to reduce the prevalence of these negative factors on their demographic profiles should be keen to unlock the potential of the Student Affairs departments when devising targeted efforts . One perceived root cause for attrition is the delayed or non-identification of at-risk students . At many higher education
institutions , student advising is automated and reactionary , using warning flags only after significant academic decline . This can be directly combated by creating a culture of intentional and intuitive advising . Colleges can weave a student support network that does not duplicate efforts or complicate the communication loop between support services . The first step is to identify which students are considered “ at-risk ”, which programs or departments are dutybound to provide support , and when interventions should take place . Next , operational lenses are applied to these areas to create a practical framework determining the performance criterion for each stakeholder in the process : advisors , administration , and most importantly students .
Perceptive Advising Approach
I have devised the Perceptive Advising Approach ( PAA ), which is a targeted , proven pathway to academic stability within 1-2 semesters . The PAA tracks and reviews at-risk students for the following warning flags and risk
1 . Recently diagnosed disabilities ( medium risk )
2 . Consistently poor academic performance for 2 semesters ( high risk )
3 . Dropping a class in first semester of enrollment ( low risk )
4 . Repeated failure in specific content area ( medium risk )
5 . Prior academic dismissals ( high risk ) 6 . Drastic drops in GPAs ( high risk )
7 . Mental health issues and emotional disturbances ( low risk )
8 . Entering freshman with disabilities / transferring-in students ( low risk )
9 . Attendance issues ( medium risk )
Advisors are able to apply 3 types of student intervention strategies depending upon a student ’ s identified needs or achievement gaps :
1 . Point Value Interventions focus on the task at hand , which can be defined as a specific topic in a class or impending assessments , but the emphasis is always on academic content . This intervention includes workshops such as academic support and effective reading skills .
2 . Perspective Shift Interventions focus on the challenges that students may face during academic transitions and help students cope with adversity by reimaging challenges as common and improvable . This intervention includes workshops such as time management and conquering exam anxiety .
3 . Personal Interest Interventions explore students ’ core values and uses them as fuel for academic progress . This intervention includes workshops such as discovering one ’ s learning style , and also coordinates with other departments such as student counseling services , sororities / fraternities and athletic programs .
42 Term 1 Sep - Dec 2021
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