Adviser and Faculty Perceptions of the Benefits and Feasibility of Intrusive Advising

Authors

  • Danie Dobrinich Johns Southern Illinois University, Edwardsville
  • Dr. Pietro Sasso Southern Illinois University, Edwardsville
  • Laurel Puchner Southern Illinois University, Edwardsville

DOI:

https://doi.org/10.26209/mj1961239

Abstract

Intrusive advising requires the efforts and collaboration of faculty and academic advisers.  Research suggests (Miller & Murray, 2005; Schee, 2007) that students are more successful when they have more meaningful relationships with academic advisers and faculty.  This study compared the attitudes and perceptions about intrusive advising between faculty members and academic advisers at a Midwestern, public university.  Results from this single-institution study suggest that faculty members (n=134) moderately recognize and academic advisers (n=40) strongly recognize benefits to the components of intrusive advising. Participants did not envision intrusive advising practices as entirely feasible at their institution, but indicate that innovation and collaboration may make some components of intrusive advising feasible.

Author Biographies

Danie Dobrinich Johns, Southern Illinois University, Edwardsville

Danie Dobrinich Johns, MSED is an Academic Advisor in Office of Student Services in the School of Education, Health, and Human Behavior at Southern Illinois University Edwardsville. She can be reached at daschne@siue.edu.

Dr. Pietro Sasso, Southern Illinois University, Edwardsville

Dr. Pietro Sasso is an Assistant Professor and Graduate Program Director of College Student Personnel Administration at Southern Illinois University Edwardsville. Dr. Sasso can be reached at PSasso@siue.edu.

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Published

2017-11-09