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Levinstein Dissertation Final 3.pdf (3.1 MB)

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A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FOR AT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS

Levinstein, Michael
http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058

Abstract Details

2018, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
An increasing number of students, who in past generations would successfully pursued careers without a college degree, are enrolling in college and, later, dropping-out at rates nearing 50% before their second year. The failure of college students to complete degrees harms their self-esteem, saddles them with student loan debt, and prevents the development of the 21st century workforce envisioned by state and national leaders. Academic advising is one of the most effective institutional tools supporting student persistence and degree completion according to leading researchers in the field. The majority of literature surrounding academic advising suggests that many institutions employ a transactional advising approach that, while cheap and efficient, is completely ineffective in supporting at-risk students. A more effective approach is an intrusive advising strategy in which the advisor proactively supports and educates thereby facilitating the transformation of high school graduates into persisting and successful college students. While this approach is both time consuming and expensive, it yields retention results worth investigating. Using a qualitative case study methodology, this research examined an intrusive academic advising approach at a large, public, four-year research institution struggling with the retention of an at-risk population comprising first-generational and under-prepared students. Ten student participants who underwent the advising approach shared their perceptions of the role the intrusive-developmental approach played in their academic success and choice to remain enrolled into their second year. Results indicate that proactive, intrusive advising paired with a close advisor-student working relationship provided at-risk students with the encouragement and support necessary for their persistence and success.
Martha Merrill (Committee Chair)
Jarrod Tudor (Committee Member)
Eboni Pringle (Committee Member)
216 p.
Education; Higher Education; Higher Education Administration
academic advising; intrusive; prescriptive; at-risk; college students;

Recommended Citations

Citations

  • Levinstein, M. (2018). A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FOR AT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058

    APA Style (7th edition)

  • Levinstein, Michael. A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FOR AT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058.

    MLA Style (8th edition)

  • Levinstein, Michael. "A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FOR AT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Kent State University and OhioLINK.