To intrude or not to intrude; Persistence is the question? | Comprehensive Assessment Tracking System

Submitted by Juan Medrano on Thu, 09/13/2018 - 1:25pm

Monday, August 21, 2017 to Friday, December 15, 2017

What is the Need/Assessment?:

Our need is to increase persistence rates through intrusive advising support. Fall 2016 to Fall 2017 persistence rates for developmental education students were at 57%.

Describe the necessity for this change:

The necessity for this change is to improve Fall to Spring and Fall to Fall persistence rates.

Describe what will be (or was) implemented to affect change:

Intrusive advising services were provided to students in randomly selected developmental courses in Fall 2017. 33 sections received services for a total of 767 students across all developmental coursework. Classroom visits were conducted monthly to provide information regarding campus resources, specialized classes, engaging students in early registration.

Interpret, compare and describe the results of the change:

54% of students completed early registration with intrusive advising support. Classes without support registered early at a rate of 48%. 85% of students in intrusive and non-intrusive advising sections persisteed to Spring 2018. Fall 2015 and Fall 2016 cohorts had 74% and 76% Fall to Spring persistence rates compared to the 85% persistence rates that we saw for the Fall 2017 cohort both with and without intrusive advising support.

After analyzing the information, what are the next steps?:

Group advising will be provided to CPD 150 classes which all developmental students are required to take. Our Student Services Specialist will conduct follow up visits to these classes to verify that academic plans have been completed. Open lab hours will also be held to bring students from CPD and developmental courses to come in and receive support on course sequencing and registration.

Abstract:

Intrusive advising services were provided to 33 sections of developmental courses reaching a total of 767 students. Persistence outcomes were the variable of interest to determine impact of this practice. Findings suggest that intrusive advising support higher levels of Fall to Spring student persistence, in particular during priority registration.

Division/Department:

Student Affairs

Completed Full Cycle:

Yes

Attachment	Size
intrusive-advising-outcomes-fall-2017-presentation.pptx	371.96 KB

Assessment of the Month:

September, 2018

Comments

Submitted by Becky Baranowski on Thu, 09/13/2018 - 1:28pm

Juan - this is fantastic! Thank you SO MUCH for taking time to document this in our CATS system. I am thrilled to see the success with intrusive advising. I really hope to see an updated CATS with more data for this coming year. Thank you!

Submitted by Jake Ormond on Fri, 09/14/2018 - 2:32pm

Juan, Great CATS! I really enjoyed reading the concepts behind what you were trying to improve, and I can see how this plays right into our P&C Academy. Looks like there is still a lot of work to come. Thanks for sharing!

Submitted by Patricia Cardenas-Adame on Mon, 09/17/2018 - 7:40am

Excellent! With priority registration on Oct 4, I am looking forward to seeing more positive results.

Submitted by Teri Graham on Tue, 09/18/2018 - 12:42pm

Juan - this is excellent and we are so happy you took the time to share and document your experiences. I look forward to future data and hope this will be a process that is expanded as it seems successful :-)