Author(s)

Earl JonesFollow

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Brian Yates

Primary Subject Area

Education, General; Education, Higher; Education, Administration; Education, Sociology of

Keywords

Academic Advising, Academically At-Risk College Students, Academic Probation/Suspension Issues, College Student Development, College Student Probation/Dismissal/Reinstatement, Developmental Academic Advising

Disciplines

Education | Educational Assessment, Evaluation, and Research | Higher Education Administration | Student Counseling and Personnel Services

Abstract

This research study compared the effects of the intrusive form of developmental academic advising (IDAA) and the influence of additional academic support services on the mean cumulative Grade Point Averages (GPAs) of 4 randomly assembled groups of academically at-risk college students during 2 separate semesters. Academically at-risk students are defined as those students whose cumulative GPAs are below academic good standing at a university. The mean cumulative GPA of each student group was averaged prior to the beginning and at the end of the Spring 2012 and Fall 2012 semesters, respectively. All of these students were enrolled in a private university in the Mid-Atlantic region of the United States. The results of this study imply that using IDAA with a comprehensive offering of additional academic support services could provide greater academic improvement assistance to academically at-risk students than a less intrusive process.