Diana Centanni (Learning and Instruction)

Zoom Link: https://buffalo.zoom.us/j/97817392569?pwd=UXNvbzBRVFBFTDhJMXNhalJPWE9tdz09

Higher education institutions have a responsibility to ensure that all students are offered the same opportunity to earn their degree despite pre-determined risk factors. As a regular practice, educational leaders use the term “at-risk” to label undergraduate students who need additional support due to various pre-determined factors including academic background (e.g., preparation for college), past academic performance (e.g., high school GPA), personal characteristics (e.g., race, gender, cultural background, income), or technology exposure and access (Dix et al., 2020; Laskey & Hetzel, 2011). To balance these attributes, an academic advisor is assigned to offer guidance, reassurance, and support early in the enrollment process (Lema & Agrusa, 2019; Strayhorn, 2015). Students voiced the importance of the advisor role as a source of connection and information (Baily & Brown, 2016; Gravel, 2012) and an active advisor presence has been shown to influence engagement and persistence (Kahu & Nelson, 2018; Tinto, 2012).

How does the advisor influence change when at-risk students attend college online?  Distance learning options continue to grow, and so do concerns for dropout rates because online students’ success rates are lower than those of campus students (Figlio et al., 2013; Gravel, 2012; Rovai, 2002). This heightens the concern for students who are not ready to perform at expected college-level academic standards.

This session will feature findings regarding distance-based at-risk student perceptions of the advisor role gathered from a qualitative case study completed in June 2021. Audience members will better understand access, technology preferences, availability, and limitations to the advisor role in online settings. Participants will be asked to share practice-based suggestions to guide service delivery for underprepared students to help encourage persistence and retention.