INTRUSIVE ADVISING: LESSONS LEARNED FROM TAACCCT Heather McKay and Suzanne Michael Education & Employment Research Center Rutgers, The State University of New Jersey

Intrusive Advising Colleges are paying attention to the non- academic issues Focus on helping students link academic and career plans This paper is a case study of intentional advising services provided by career coaches at Colorado’s community colleges - Colorado Online Education and Training Consortium (COETC) from 2012 to 2015.

Agenda Intentional advising The Coaches Functions of career coaches Students served and outcomes Challenges faced, lessons learned Issues of sustainability.

Intentional advising The literature on student retention suggests that advising makes a significant difference to community college students (Cuseo, 2005; Lotkowski, Robbins & Noeth, 2004; Upcraft & Kramer, 1995; Varney, 2007). Advising takes many forms – “ad hoc” to “intentional” or “intrusive” advising (Drake, Jordan & Miller, 2013; Varney, 2007) Intentional advising process is “systematic and directive” if not, at times, prescriptive and developmental (Upcraft & Kramer, 1995). Intentional advisers can help students identify and set career and academic goals, and develop strategies to reach their goals (Earl, 1987). Research suggests that this increases students’ academic motivation (Bean & Metzner, 1985). Can provide opportunities for discussions about non-academic issues, and referrals for needed resources on and off campus, e.g. social and financial supportive services. (Varney, 2007)

The Coaches Job qualifications included a college degree, and preference for individuals with two years of professional “experience with non- traditional students, academically under-prepared high school graduates” (e.g., adult basic education/GED) and/or “experience with at-risk populations” (Colorado Community College System, 2012b). Colleges also sought individuals with strong interpersonal, organizational, and problem-solving skills Looked for an “attitude of optimism/able to inspire confidence” Coaches came from all disciplines There was turnover

Functions of Career Coaches Location is important re coach visibility and access. The physical location of the 15 coaches varied widely. Coaches had different methods of outreach Many coaches “marketed” their availability by leading workshops and conducting class presentations on study skills, time management and other soft skills, job readiness and employment searches. Some also provided learning style assessments. Coaches were involved in academic advising at differing levels Being aware of other resources at the college was essential Using important times and tools - registration and early alert systems was helpful Teaching was often a useful was to connect with students Career counseling Soft skills Internships

Number of Students served by Coach

Credential Earned Completers of all energy students N=288 out of a total of 2723 Completers who met with Career Coach N=179 NumberPercentNumberPercent AAS-only462%2715% Certificate-only2028%12972% AAS and Certificate402%2313% TOTAL28812%179100% TABLE I: Comparison of Completion Rates among Students who met with a Career Coach

Issues of Sustainability Consortium colleges accepted, if not welcomed, the arrival of the grant- funded career coach to address student needs. College administrators recognized the multiple ways coaches supported and helped students; and faculty and staff increasingly referred students to them. As the grant ends despite colleges wanting to be “sure students are successful once the grant’s (sic) over and that we’re not just leaving them high and dry…” the coach position was discontinued at all TAA colleges. Some colleges did: Integrate some coach functions into their traditional advising services. Reassign their coach to other positions within the college. Shift staff to another TAA grant A few colleges, restructured student services into “student success and retention services” and enrollment services, but separated career planning and advising services.