Using Intrusive Advising to Improve Student Outcomes in Developmental College Courses

Autor/in	Thomas, Nichole G.
Titel	Using Intrusive Advising to Improve Student Outcomes in Developmental College Courses
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 22 (2020) 2, S.251-272 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Nichole G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025117736740
Schlagwörter	Academic Advising; Developmental Studies Programs; Remedial Mathematics; Remedial Reading; Basic Writing; At Risk Students; Intervention; Student Behavior; Outreach Programs; Community Colleges; Two Year College Students; Faculty Advisers; School Counselors; Educational Cooperation; Program Effectiveness; Homework + Suchen Sie Ihr Suchwort? Akademischer Rat; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leseförderung; Student behaviour; Schülerverhalten; Jobcoaching; Community college; Community College; School counselor; Beratungslehrer; Pädagogischer Berater; Education; cooperation; Kooperation; Hausaufgabe
Abstract	Using intrusive advising principles and the four Cs framework, the Strong-Start Program was developed and implemented to improve student outcomes in developmental math, reading, and writing courses. An intrusive advising protocol was used to help students recognize, adopt, and engage in the behaviors needed to complete instructor-assigned outside-of-class work. The intervention focused on two aspects of intrusive advising: (a) the objective to increase student academic success and (b) a set of predetermined goals to be accomplished in each academic advising session. The proportion of students who passed Strong-Start supported developmental math courses was significantly (z = 2.0, p = 0.02) greater than the proportion who passed Instructor-Matched comparison developmental math courses (49.33% vs. 33.67%), with a percentage difference of 15.66%, a 46.5% increase relative to the comparison group. The odds ratio (OR = 1.91, 95% confidence interval: 1.01-3.64) of students passing a Strong-Start supported developmental math course were 1.9 times (p = 0.03) that of students in unsupported Instructor-Matched Comparison courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01