Campus Location
Abilene Campus (Residential)
Date of Award
5-2022
Document Type
Thesis
Department
Social Work
Degree Name
Master of Science
Committee Chair or Primary Advisor
Kyeonghee Jang
Second Committee Member or Secondary Advisor
Stephanie Hamm
Third Committee Member or Committee Reader
Jordan Jones
Abstract
Challenges in bachelor’s degree attainment for disadvantaged students (e.g., low income, first generation and disabled) within higher education is a social problem. TRiO SSS, a federal program, has been implemented at a private university in Texas to meet the needs of disadvantaged students and positively influence good academic standing, which would lead to higher bachelor’s degree attainment. Intensive advising, which is holistic meetings conducted with participants to meet academic and personal needs, is one intervention utilized in the TRiO SSS program. The purpose of this study is to assess the role and influence of intensive advising by examining whether it has a positive association with historically disadvantaged students’ good academic standing. This mixed methods study used de-identified survey responses of a convenience sample of 41 students within the program during the fall 2021 semester and agency data that included both grade point averages and student eligibility of 127 students. The findings show student perception was generally positive while the number of students who were in good academic standing rates was relatively stagnant after implementation of the intervention. Further investigation is needed to validate these findings using a quantitative study with a specific sample (i.e., returning students).
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Shaw, Mariesha, "The Impact of Intensive Advising within TRiO Student Support Services on Good Academic Standing and Student Perception: An Explorative Study" (2022). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 473.
https://digitalcommons.acu.edu/etd/473