Intrusive advising involves intentional contact with students with the goal of developing a caring and beneficial relationship that leads to increased academic motivation and persistence.
Research literature on student retention suggests that contact with a significant person within an institution of higher education is a crucial factor in a student’s decision to remain in college (Heisserer & Parette, 2002). Habley (1994) tells us that academic advising is the only structured activity on the campus in which all students have the opportunity for ongoing, one-to-one interaction with a concerned representative of the institution (p. 10). Therefore, advisors often are the people best suited to make important student connections. When advisors make connections and show interest in students, they can become the reason a student decides to stay in school. In addition, contacting students in a preventative mode may help them anticipate problem and learn problem-solving skills and strategies (Upcraft & Kramer, 1995).
As advisors it is important to be intrusive without intruding, and be warm, friendly and inviting while still providing the tough love and information that students need to hear. It is a delicate balance; though when done right, intrusive advising can enhance the advising relationship while also encouraging student responsibility and participation.
1. Begin Building Relationships on Day 1. This is as simple as being active on campus in new student orientations or campus events and welcome week activities. Also, reaching out to advisees early in the semester and introducing yourself through text/email and encouraging them to introduce themselves can be effective in building relationships.
2. Be Prepared for Advising Appointments . Advisees will feel more welcome if advsors are prepared. Making your office warm and inviting is a great way to start creating a therapeutic environment for the advisee. Reviewing the advisee's past advisement history, degree plan and your notes prior to the appointment will allow you to ask follow-up questions, plus it will make the student feel that you are person who care about their academic success.
3. Ask Questions and Make Appropriate Referrals . The more an advisor knows about his or her students, the more personal and specific the referrals will be. Advisors should ask pointed and detailed open-ended questions to really get to know their students and make a connection. The object is to obtain detailed responses requiring more than simple ‘yes’ or ‘no’ answers.
Sample Questions could be:
Do you work or have a family in addition to going to school? How many hours do you work? This will allow us to select an appropriate number of courses.
What do you plan to do with your degree and what do you plan to do after graduation?
What do you consider a “good” course schedule?
Are you happy with your grades from last semester?
What challenges did you face last semester?
4. Maintain Regular Contact With Advisees . Maintaining regular contact with students by sending texts/emails and following up regarding mid-term grades will help build and foster strong relationships with advisees which allow advisors the opportunity to be intrusive without intruding.
**Information taken from: https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Intrusive-Advising-101-How-to-be-Intrusive-Without-Intruding.aspx