First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

Abstract

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.