Transcript Breaking Bad News - Radford

Donna DeHaven
Director of Advising
College of Education & Human Development
Radford University
 The
best parts:
 The
worst parts:
 Cannot
meet minimum GPA
requirements
 Cannot pass test(s)
 Professional Characteristics &
Dispositions
 Does not meet graduation requirements
Collect
data
Create alternative plans
Talk it out
Meet with the student
Follow up
DIG IN TO YOUR ADVISING TOOLBOX








Catalog – Policy &
Procedure
Academic calendar
Campus resources
Online resources
GPA calculator
Professional
Characteristics &
Dispositions
Program handbook
Banner

Course history
GPA (overall, in-major,
professional ed.)
Test scores (in Agile Advisor)
Advising notes/file

Look for areas of strength



 Can the student get back on track?
 Yes!
• Exactly what will it take?
• Is it realistic?
 GPA calculator
 No…
• What are the other options?
 Change of major or concentration
 Course or University withdrawal
 Etc.
 Angles to consider
• Financial, duration/time, referrals, etc.
Your
co-workers are excellent
resources…use them!
 Recognize
& Reflect
 Eliminate False Constructs
 Ability to Adapt
 Creativity and Commitment
 Holistic Help
Salinas, O. T., & Ross, K. W. (2015). Courageous conversations: Advising the foreclosed student.
Retrieved from NACADA Clearinghouse of Academic Advising Resources Web
site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/CourageousConversations-Advising-the-Foreclosed-Student.aspx
 Be
prepared
 Greet them with a smile
 Be honest
 Be kind
 Use facts
 Make appropriate referrals
 Give the student time to decide
 Schedule a follow-up meeting
 Making
promises you can’t keep
 Telling the student they can’t do it
 Getting defensive
 Giving incorrect information
• Don’t be afraid to ask!
 To
give the student time
 If the student gets emotional
 To ask the student to come back at
another time if they are angry/shouting
 Constructive
feedback
• Strengths
• Areas for improvement
Questions?




Advising Special Student Populations, Students on Academic Probation(chapter 5)
published by NACADA as Monograph #17, 2007. - See more at:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/probpodcast.aspx#sthash.Fwl0mNd6.dpuf
Giroir, B. & Schwehm, J. (2014). Implementing intrusive advising principles for adult learners
in online programs. Retrieved from NACADA Clearinghouse Resource Web
Site:http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/ImplementingIntrusive-Advising-Principles-for-Adult-Learners-in-Online-Programs.aspx
Salinas, O. T., & Ross, K. W. (2015). Courageous conversations: Advising the foreclosed student.
Retrieved from NACADA Clearinghouse of Academic Advising Resources Web
site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/CourageousConversations-Advising-the-Foreclosed-Student.aspx
Williams, S. (2007).From Theory to Practice: The Application of Theories of Development to
Academic Advising Philosophy and Practice. Retrieved from NACADA Clearinghouse of
Academic Advising Resources Web site:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Applying-Theory-toAdvising-Practice.aspx