Introduction

Any student can find themselves on academic probation. Understanding the subject
material of a class is not the only reason behind why a student struggles academically. Factors
such as family, finances, job responsibilities or personal issues can also impact a students
performance (Cruise, 2002). Typically characterized as at-risk students, first generation, minority
students and students with low socioeconomic stature often have trouble transitioning to college
and do not know what to do or where to turn when they run into academic difficulties (Molina &
Abelman, 2001). Since any student can be susceptible to an academic setback, it is crucial for
academic advising offices to have an intervention plan that is intentional, meaningful and
effective for the students overall holistic development. This proposal outlines recommendations
for Cascadia College on strategies for advising students who qualify as being in academic
jeopardy, or having a minimum of being on academic warning.
Literature Review
Intrusive advising has been the foremost recommended style of intervention used within
academic advising (Molina & Abelman, 2000), and is the basis for these recommendations.
Intrusive advising is both developmental and personalized in style. It emphasizes an advisorstudent relationship that is ongoing, which encourages deeper, exploratory and positive
conversations between advisor and student. Schultz (1989) found that the intentionality and
support found in these relationships helped probationary students earn higher GPAs, because the
students felt that there was someone on campus who genuinely cared about their academic
success. This is particularly critical at a community college where students are more likely to
leave campus when they are not in class. Earl (1988) believed that the core of intrusive advising
was the concept of teaching. Advisors help students choose a curriculum that is motivating for
them, and teaches students about how learned self-evaluation, study skills and campus
involvement leads to academic success (Earl, 1988).

Recommendations
I. Work with Admissions to identify at-risk students early.
The majority of the time, students are not aware that they are in academic jeopardy until
it is too late. That is why implementing an early and proactive academic warning system for all
college students is heavily stressed throughout existing literature. It is already known that
students who fall under specific categories, such as first generation or students with disabilities,
are more likely to face challenges in college. By identifying these students early in the
enrollment process, academic advisors are more capable of providing a friendly connection to
campus that can be a continuing resource for potentially at-risk students.
The assessment can be initiated at the point of entry for a student or by integrating the
assessment into the college success course (College 101) required by all students. If initiative at
the point of entry, students who are identified as potential at-risk students could be placed in a
special section of College 101.
One method of identifying these students is to have them complete the College Success
Factors Index (CSFI) survey upon enrollment. The CFSI is an online survey that analyzes
attitude and behavior patterns in areas that are common indicators of success in college, such as
study skills or time management. It does not measure academic content like the COMPASS
Placement Exam. Additionally, there are similar assessments available that provide the same
preemptive opportunity that the CFSI does. This allows for some flexibility when searching for a
quantitative way to proactively help students who could be at-risk at some point.
II.

Make letters informing students of academic standing more positive and developmental

by providing resources and outlining potential solutions.

Students are often not aware of how poorly they are doing in their classes. And a letter
detailing the negative consequences of being on academic warning or probation can be
discouraging and frustrating for at-risk students who may simply not know where or who to turn
to for assistance, especially on a commuter campus where they do not spend significant amounts
of time on campus outside of class (Heisserer & Parette, 2002). The intrusive or proactive style
of advising suggests to turn this into an educational growing opportunity for students. Several
institutions, such as Bellevue College and Edmonds Community College in Washington, adhere
to this view by having students complete a self-assessment. An effective self-assessment helps
advisors and students pinpoint where any underlying issues exist so that together they can find
solutions in order to create a personalized plan for academic and college success.
Cascadia College currently offers a similar self-assessment, but does not teach students
how to create specific, measurable, achievable, realistic and timely (SMART) goals. Appendix A
offers a modified version of Cascadias self-assessment that continues to assess issues and
emphasizes goal setting. Best practices recommends that advisors spend an entire meeting or at
least a substantial amount of time reviewing this assessment with students in order to most
effectively identify issues, connect students to resources and set SMART goals.
III.

Have advisors personally reach out to at-risk students via email or telephone to set up an

advising meeting.
McGuire (1998) found that students most in need of help and resources are the least
likely to seek assistance from student affairs professionals.The small act of advisors contacting
students can make a huge impact on students, because it gives the student a personal connection
to the college and campus where they attend classes. It communicates that someone cares about
their wellbeing and wants them to be successful. Studies have shown that students are more

likely to keep up with their schoolwork when they know that their academic adviser will be
contacting them about it (Heisserer & Parette, 2002; Schultz, 1989).
IV.

For probationary students, the first meeting with their advisor should be considered an

exploratory meeting that lasts longer than a typical advising appointment for the purpose of
discussing the students goals and any barriers that may exist in their academic pursuit.
This is the introductory meeting where the advisor and student begin to build a rapport
and start fostering a relationship. It is also the time when the advisor can review the advisees
self-assessment, and ask the student critical questions in an effort to engage in a proactive
conversation about what a student needs in order to excel in college. What are their academic and
career goals? What steps do they need to take to achieve those goals? What are their current
priorities? How are they balancing a social life, family, school and work? What explicit and
implicit obstacles exist in their life?
V.Advisors should meet with probationary students on a regular basis, such as every 2 weeks for
at least one quarter.
By setting up consistent meetings with probationary students, two things are being
accomplished. First, it continues to show the student that they have a personal connection to the
college outside of the classroom that cares about them and is willing to invest time into their
college experience. Additionally, studies suggest that probationary students need more
consistent, direct support in fostering beneficial relationships that will lead them to college
success (Lindsay, 2000). Through this approach, advisors can monitor how students are
progressing and can facilitate formative conversations around their academic success plan over

an extended period of time. And although these meetings should occur regularly, they should be
distinctive from the longer, more exploratory meetings between advisor and student.
Because of the large number routinely identified as students being on academic warning,
advisors can meet with these students in groups for group advising that may include specialized
workshops on topics like time management, memory strategies, etc. Studies do not differentiate a
massive disadvantage to advising individually versus in groups when it comes to advising
students about registration or discussing common challenges around academic success, like how
to prepare for exams (Garing, 1993).
VI.

Instruct probationary students to meet with a campus or community resource, such as

Counseling Services, the Math and Writing Center or Disability Support Services.
This is about connecting and educating students about what resources are available to
them while in college. The University of Colorado at Denver does this very well. And although
they may have more resources to offer, Cascadia College has its own list of resources (see
Appendix B) that can and should be utilized by administrators, faculty and students. The basic
concept is that the student on academic probation chooses one or two resources to meet with.
They schedule a meeting with a point of contact who then sits down with the student and
identifies opportunities or strategies for how that resource can help the student return to good
academic standing. Lindsay Burke of Cascadia Colleges Math and Writing Center has already
endorsed this idea in support of Academic Advisings mission to be proactive in their academic
interventions.
VII.

Implement the use of faculty and/or peer mentors as a supplementary motivational tool to

the advisor-advisee relationship.

Astin (1997) has linked a students academic achievement and college success to the
personal ties they have to the institution. In addition, Astin has also cited that one of the most
influential people a student can meet is a peer who they can model after and relate to (Astin,
1996). One way of creating this tie is by pairing a student with a peer mentor. Peer mentor
programs are utilized on many college campuses, including Edmonds Community College with
their TRIO program and the University of North Carolina at Charlotte matches academic
probation students with peer mentors for one semester based on their academic needs and
pathways. Developing and implementing a peer mentor program for students on academic
warning or probation is also a good supplementary tool for a college that is small in size and
whose academic advisors time is limited.
Future Implications
The seven recommendations discussed exemplify existing best practices research,
incorporate student development theory and are strong models of intrusive or proactive academic
advising. Factors such as budget, the campus climate and student demographics of Cascadia
College and work volume of the Academic Advising staff of Kodiak Corner have all been
critically considered in developing these ideas. Small steps, such as having probationary students
pick up their letter of notice rather than mailing it to them (Garing, 1993), have a huge impact on
how at-risk students respond to the situation. It is critical that advisors stay positive and
encouraging. They should be seen as a resource and support system rather than a method of
registration.
Many institutions are implementing an academic advising syllabus to clarify this vision
for students. An academic advising syllabus outlines what the advisors role is, what the
responsibilities of the student are, the offices mission and values, and anything else that the

advising office feels is important for their success and for the success of their students. The
advising syllabus and the peer mentorship program previously mentioned would be tremendous
opportunities for future graduate interns studying student development administration.

References
Astin, A. W. (1997). The changing American college student: Thirty-year trends, 1966-1996.
The Review of Higher Education, 21(2), 115-135.
Cruise, C. A. (2002). Advising students on academic probation. The Mentor: An Academic
Advising Journal, 4(4).Earl, W. R. (1988). Intrusive advising of freshmen in academic
difficulty. NACADA journal, 8(2), 27-33.
Garing, M. T. (1993). Intrusive academic advising. New Directions for Community Colleges,
1993(82), 97-104.
Heisserer, D. L., & Parette, P. (2002). Advising at-risk students in college and university
settings. College Student Journal, 36, 6983.
Lindsay, D. (2000). A study to determine the characteristics of effective intervention programs
for students on probation.

McGuire, B. (1998, July). Key concepts and principles regarding college student persistence.
Presentation conducted at the Noel Levitz Student Success Conference, New Orleans,
LA.
Molina, A., & Abelman, R. (2000). Style over substance in interventions for at-risk students: The
impact of intrusiveness. NACADA Journal, 20(2), 515.
Schultz, R. A. (1989). Differences between academically successful and unsuccessful students in
an intrusive academic advising program [Abstract]. Dissertation Abstracts International,
51(02A), 417.

Appendix A
Academic Success Packet
To be included with academic standing notification letter.
Table of Contents:
I.
II.

The Letter
Steps to Building Success Plan
a. Beginning the Conversation
b. Identify the Obstacle Self-Assessment
c. Seek Solutions with List of Resources
i. Resource Worksheet
d. Crafting Goals with Academic Advisor
e. Progress
i. Next Steps

The Letter

INSTRUCTIONS

The 5 Essential Steps

Step 1: Begin the Conversation
Step 2: Identify the Obstacle
Step 3: Seek Solutions
Step 4: Craft Goals
Step 5: Progress

Start Here:
Step 1-3

Step 4: Your
Hold is
Removed

Step 5:
Success

Step 1: Beginning the Conversation

Instructions: Please answer the questions below.

When I first read the notification letter, I felt:

I think this letter means:

Circle Yes or No:

I am satisfied being a student at Cascadia College.
I am satisfied being in Washington.
I want to be a college student at this time.
I am surprised I received this letter.

Step 2: Identify the Obstacle

Why are you experiencing academic difficulty?
Instructions: Please check all that apply to you.
Obstacle
Academic/Studying Related
Learning disability
Struggle with study skills
Reading skills
Math skills
Struggle with note-taking
Struggle with test-taking
Trouble concentrating
Focusing in study environment
Finding time to study
Understanding of learning style
Late to class
Dont attend class regularly
Inadequate preparation for class
Unhappy with instructor
Dont know a lot about subject
Not interested in subject/course
Trouble memorizing material
Trouble procrastinating
Not motivated
Required courses are difficult
Out of sequence with requirements

YES
YES
YES
YES

NO
NO
NO
NO

Potential Solutions

Unhappy with major

Unsure of major
Interested in too many areas
Lack confidence in ability in classes
Classes unavailable
I fear failing
I fear math
Dont know what to study first
Feel too tired or listless to study
Trouble resuming studying after breaks
Obstacle
Getting behind in 1 course because of
having to study for another
Study area faces a window, door, TV,
phone or other distractions
Studying on the bed and falling asleep
Accomplishing very little in relation to the
amount of time spent studying
Getting involved in unnecessary details
I have failed before
Poor academic advising
Unclear educational goals
Finance/Job Related
Must work for living expenses
Work too many hours
Problems with work
Time conflicts between school and work
Fear of losing financial aid or scholarships
Do not understand financial
aid/scholarship requirements
Worried about money
Inadequate financial aid/scholarships
May lose job
Problems with boss
Conflict with coworkers
No part-time work available
Family/Social
Trouble with Parental expectations
Trouble with household obligations
First time being away from home
Family health problems
Spouse/Children problems
Divorce or Separation
Loss of family/friend
Homesick/Loneliness

Potential Solutions

Roommate problems
Relationship problems
Housing problems
Spend too much time on the internet
Spend too much time on cell phone
Trouble saying No to socializing
Spend too much time playing games
Stressed out
Socially shy
Spend too much time watching TV
Diversity issues
Too many interruptions when studying
Distracted or frustrated by clutter
Emotional/Personal
Fear of not being perfect
Fear of failure
Fear of making decisions or mistakes
Fear of difficult tasks
Fear of commitment
Feelings of being depressed
Illness
Pregnancy
Value/Moral conflicts
Substance use or abuse
Emotional/Physical abuse
Overweight/Underweight
Negative Attitude
Eating disorder
Assault or rape
Experiencing anxiety

Step 3: Seek Solutions

Choose one resource from the resource list page to contact and set up an
appointment with. Take the Resource Worksheet with you to fill out
with a staff member of the resource you selected.

Resource Worksheet
Please use this worksheet to assist you with preparing for your meeting with on/off
campus resources. It will help guide your conversation with your resource contact
during your appointment.
Appointment Expectations with Resource Contact
Plan to meet with resource contact as early as possible after receiving the
Academic Success Packet.
Plan 30-60 minutes for the appointment.
o Most resources cannot meet with students without an appointment.
Inform resource contact that you are scheduling a meeting as part of your
Academic Success Packet.
Student Name: _____________________Student ID __________________
Email Address: __________________Phone: ________________________
Resource Office: _________________ Location: _____________________
Resource Contact Person: _______________________

Phone: ________________________ Date: ________

Student Responsibilities
Provide resource contact with a copy of your self-assessment.
Explain why you have selected the resource contact to be a part of your overall Academic
Success Plan.
Be prepared to answer any/all of the following questions:

How are you doing in each of your classes?

What are your grades?
Have you talked with your instructor(s)?
What are some issues going on with you?
How are you doing now?
What can you do to improve?
First-year student (freshmen) Lets talk about your high school experience.
o What did you struggle with?
o What was your academic experience like?

Resource Contact Responsibilities

To reinforce the above expectations. Resources are not expected to meet with students
without an appointment.
To provide student with guidance to meet the above student responsibilities
To identify strategies and opportunities that can assist the student with returning to
good academic standing.
To sign resource worksheet once agreement has been reached between you and the
student.

*Valcore, L. (n.d.). Academic success plan [Information Packet]. School of Public Affairs, University of Colorado, Denver, CO.

List programs/services within your operation that may best support students needs and
goals.

List the action items the student has agreed to complete along with any deadlines
established.

I acknowledge that I have established the above action items and will follow through
with the actions as indicated above.
Student Signature: __________________________________ Date: ___________________

Resource Signature: _________________________________ Date: ___________________

Step 4: Meet with your Academic Adviser. Be sure to bring your

Resource Worksheet and Self-Assessment so that you and your adviser
can create Specific, Measurable, Achievable, Realistic and Timely
(SMART) goals together.