Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Executive Leadership

First Supervisor

W. Jeff Wallis

Second Supervisor

Brenda Myers


As degree completion rates have steadily declined nationwide, colleges are exploring student success initiatives for retention purposes. The intrusive advising approach has shown a positive relationship with retention of students from at-risk populations. The purpose of this study was to determine whether intrusive advisement impacted the retention and academic success of underprepared community college students in their first year. This study took place in a mid-sized, suburban, public community college located in New York State. Using a quantitative methodology, this study examined archival data from the fall 2017 student cohort to determine if intrusive advisement had an impact on educational outcomes through comparison of advised and not advised student groups. The results indicated that there is a statistically significant relationship between intrusive advisement and first semester retention. This is true when examining the results of the t-tests and regression analyses. However, intrusive advisement had no significant relationship with other educational outcomes. The results showed that high school grade point average is the strongest predictor for all educational outcomes. Recommendations for practice include: development of an advisement survey, use of early alert software, budget to accommodate staffing for advisement needs, and colleges partnering with local high schools to provide pathways for college. Additionally, the recommendations for future study include: expanding research to multiple community colleges with differing student populations, examining advisement in multiple semesters of study, including part-time and non-traditional students in the research, including the frequency of advisement students receive, and a qualitative study about student’s experiences with intrusive advisement.

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