ERIC Number: ED520718
Record Type: Non-Journal
Publication Date: 2011-May
Abstractor: As Provided
Reference Count: 2
Intrusive Advisement: A Necessary Process to Retain Graduate Student and Bolster Graduation Rates
Zelazek, John R.
Online Submission, Paper presented at the Annual International Conference on Education (13th, Athens, Greece, May 23-26, 2011)
Graduate students across the world in higher education have self-selected themselves into their chosen degree programs, and each student tends to be assigned an advisor, or multiple advisors, to assist them through these programs. Graduate students tend to be self-directed and read most, if not all, of the literature supplied by an institution to guide what they should accomplish to succeed at the graduate level. However, some may merely glance over the volumes of this material and it is not a safe assumption of the institution that the graduate student has read all the materials, much less retained every portion of what they did pursue. A graduate advisor must be an integral part of the student's academic life, and partake in a somewhat "intrusive role" toward their advisees, to promote the retention and graduation rates of the institution. Intrusive Advisement (Glennen, 1985) illustrates the periodic and scheduled contact of the graduate student via all types of electronic means in order to monitor the student's progress and assure that each is aware of what is necessary to succeed. Simple things such as when to enroll, contact information updates, and other mundane portions of any higher education system, cannot be taken lightly. Enrollment monitoring by the advisor can save the student time, money, and academic hours when it comes to undertaking and completing the proper courses within their degree programs. The graduate advisor, while using Intrusive Advisement, will find that the activities that they engage in are very time consuming and rarely acknowledged by their administrators as part of the faculty members normal work load. The true measure of success when applying Intrusive Advisement can only be measured in the retention and graduation rates of degree programs.
Descriptors: Higher Education, Graduate Students, Academic Advising, College Faculty, Role, Faculty Workload, Student College Relationship, Teacher Student Relationship, Teacher Characteristics, Time Management, Recordkeeping, Computer Mediated Communication, School Holding Power, Academic Persistence, Stopouts, Context Effect, Graduation Rate
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: N/A