Publication Date

2021

Document Type

Dissertation/Thesis

First Advisor

Kortegast, Carrie A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling and Higher Education (CAHE)

Abstract

This dissertation examines the relationship between academic advisor interventions and course outcomes following an academic alert raised by faculty in the Starfish Retention Solutions software program at a small, rural community college in west-central Illinois. Utilizing a quantitative correlational study, using binary logistic regression analysis, this study sought to understand if the academic advisor interventions were favorably influencing students to improve their academic performance after receiving an academic alert from their faculty. The conceptual framework for this study was based on the intrusive advising model of deliberate, structured interventions at the first indication of academic difficulty. The analysis revealed a positive relationship between academic advisor interventions and course completion. Additionally, the analysis revealed students in good academic standing were more likely to have favorable course outcomes following advisor interventions as compared to their peers on academic probation. The findings can be used to reinforce the importance of intrusive advising interventions for students experiencing academic difficulties and that intrusive advising is a viable technique to improve student retention.

Extent

74 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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