The Impact of Intrusive Advising on Probation students’ behavior and trends
toward learning
Maha Al ThaniHead of CBE Academic Advising Office Qatar UniversityNACADA Conference 19‐20 Nov,14
Center of Academic Advising,Qatar University,20/11/14
Methodology
Qualitative • Focus Groups, Interviews
Quantitative•Data pulled from Student banner and Cognos, cGPA Cumulative Grade Point Average
Center of Academic Advising,Qatar University,20/11/14
Paper Questions
Shall we continue with the same
advising methods on probation
students or not?
Center of Academic Advising,Qatar University,20/11/14
Is the time and efforts spent on advising each
probation student effective or not?
Center of Academic Advising,Qatar University,20/11/14
Interview Questions
What is your goal?
What are you going to do right after you leave my office?
How are you going to study?
What is the steps you intend to do to achieve your goal?
What is the grades you expect to get by the end of this semester?
What are you going to do differently after our meeting? And why?
Center of Academic Advising,Qatar University,20/11/14
Focus Group Questions
Describe what did you benefit from the Advising Session?
What is your preferred media tool ? Why?
At the end of the advising session, how did you feel?
What is the first thing you want to do immediately after the advising session?
Does the advising session has an impact on your academic or non academic behavior? Can you explain?
What recommendations you can give for future advising session on probation students?
Center of Academic Advising,Qatar University,20/11/14
Study Hypothesis
The more proactive advising on probation student , The better The student’s behavior and trends toward learning
Center of Academic Advising,Qatar University,20/11/14
• students with low academic standing• students who usually make poor choices• don’t have clear vision• or struggle to meet the minimum requirements for academic success.
• 2014,By Pat Walsh, Advising At Risk Students, NACADA
At Risk Students
Center of Academic Advising,Qatar University,20/11/14
At risk students at Qatar University ”QU”
are students who repeat failed courses
or has cGPA below 2 on a scale of 4.00 with GPA
hours below 25
or transfer student from community
college” CCQ”
Center of Academic Advising,Qatar University,20/11/14
Probation Students
students who fail to get cGPA above 2 on a scale of 4.0, with GPA hours above 24.
This paper studies students on probation at the College of business” CBE” for the Academic Year, fall 2013‐Spring
2014. The study examines the advisors’ invasion on probation students and the currently used methods impact on student’s behavior and
satisfaction
Center of Academic Advising,Qatar University,20/11/14
adopts psychosocial developmental theories to help in understand and motivate students.
There is no advising theories but many socio and psycho human developmental theories that an advisor can use to deeply understand the student cognitive and moral developmental stages for college students
Developmental advising model Advisors
Center of Academic Advising,Qatar University,20/11/14
. (Checkering & Raiser, 1993).
Chickering’s, Seven Vectors of student development(1993)
• students Developing Competence• Managing Emotions• Moving through Autonomy towards Interdependence
• Developing Mature Interpersonal Relationships
• Establishing Identity• Developing Purpose• and Developing Integrity
Center of Academic Advising,Qatar University,20/11/14
Perry’s theory(1960’s and 1970’s)
Students Four Stages
Dualism multiplicity relativism commitment
Center of Academic Advising,Qatar University,20/11/14
Actions taken to Encourage Students on Probation come voluntarily
Email is sent at the end of the
semester after exam results is out
Phone calls at the beginning of the
following semester
A pin is placed on the entire
probationary population
Center of Academic Advising,Qatar University,20/11/14
Probation letter is sent to all students on probation by email
A workshop is conducted for probation students only
Mandatory one to one meeting with each probation students
Online assessment
Follow up session
Actions taken After placing the pin
Center of Academic Advising,Qatar University,20/11/14
Video on developmental advising session
• http://www.youtube.com/watch?v=uwWSnjw8pcU
• http://www.youtube.com/watch?v=8mzVLHw6fEg
Center of Academic Advising,Qatar University,20/11/14
Fall 2013
73%
Spring 2014
62%
probationary students met at early registration
Center of Academic Advising,Qatar University,20/11/14
Number of students met Fall 2013 (Met) Fall 2013 (Total) Percentage Spring 2014 (Met) Spring 2014 (Total) Percentage
Male 40 62 65% 73 225 32%Female 100 129 78% 212 237 89%
Total 140 191 73% 285 462 62%
Probation Students Who Met at early registration with an Adviosr in Fall 2013 and Spring 2014
Center of Academic Advising,Qatar University,20/11/14
Total Number of Students
Number Percentage Number Percentage Number Percentage
Increase in GPA 14 24% 58 33% 72 31%
Decrease in GPA 15 26% 38 21% 53 23%
Good Standing 24 41% 54 31% 78 33%Academic Dismissal 5 9% 27 15% 32 14%
Active Probation Students for Fall 2013
Male Female Total
62 129 191
Center of Academic Advising,Qatar University,20/11/14
Total Number of Students
Number Percentage Number Percentage Number Percentage
Increase in GPA 54 24% 132 56% 186 40%
Decrease in GPA 23 10% 49 21% 72 16%
Good Standing 23 10% 48 20% 71 15%Academic Dismissal 5 2% 15 6% 20 4%
Active Probation Students for Spring 2014
225 237 462
Male Female Total
Center of Academic Advising,Qatar University,20/11/14
Number of students met Fall 2013 (Met) Increase AGPAMale 40 13Female 109 37Total 149 50Percentage 34%
Fall 2013(not met)1520
35
Increase AGPA12
35 39%
Number of students met and not met and managed to increase the cGPA in Fall 2013
Center of Academic Advising,Qatar University,20/11/14
Number of students met Spring 2014 (Met) increase AGPA Increase AGPAMale 73 43 11Female 212 127 6Total 285 170 17
Percentage 60% 10%
Number of students met and not met and managed to increase the cGPA in Sping 2014Spring 2014(not met)
15225177
Center of Academic Advising,Qatar University,20/11/14
Fall 2013
34% Met Managed to Increase cGPA
9% Not Met
Spring 2014
60% Met Managed to Increase
cGPA
10% Not Met
Center of Academic Advising,Qatar University,20/11/14
The % of Students who managed to get good standing After Meeting an advisor at early registration
Fall 2013
• Male 41%• Female
31%• Total 33%
Spring 2014
• Male 10%• Female
23%• Total 16%
Center of Academic Advising,Qatar University,20/11/14
Focus Group
Intervention is necessary
guidance and goal
The earlier the better
student success and commitment toward learning
Usefulness of activities and resources
The feel of importance
Center of Academic Advising,Qatar University,20/11/14
InterviewFollow up session
Effective course planning
Increased motivation
Give solutions to challenges
Increased efficacy
Usefulness of resources and
activities
Commitment and success
Center of Academic Advising,Qatar University,20/11/14
Tinto Stated(1999)
Students do best in setting where expectations are
clear and consistent. This is in the domain of academic
advising,(Drake,Jordan,Miller,2013)
Center of Academic Advising,Qatar University,20/11/14
Tinto stated(1993)
Effective retention programs reflect policy maker understand that
academic advising underpin student success
Center of Academic Advising,Qatar University,20/11/14
Center of Academic Advising,Qatar University,20/11/14