The CAFE Espresso: A short read on a robust topic
“The Art of Intervention:” Early Alerts Help Students
The basics
Longwood has recently chosen to re-focus on student retention and graduation rates. One of the easiest ways professors can make a difference is to identify students in their classes who may not yet have the habits or assistance that will lead to academic success. It helps to spot them early, and to suggest resources in a way that encourages learners to take advantage of them. It’s wise for us to keep the capable students that we attract, and provide what they need to graduate.
Early alert interventions allow the student to change study habits, get tutoring, or learn new skills while they can still make a difference in their grades. Research shows that it’s best to identify struggling students by week 4, but we also have seen that even in late October or November motivated students can make changes that pull them through to success.
At any time during the semester, instructors can flag students who show a few key markers of academic distress:
- They are absent.
- They are disengaged in class—not doing work, not engaging with others, etc.
- They have poor early grades. (You might assign an early quiz or test to gauge the effectiveness of student learning: it can make them aware of potential challenges.)
Early alerts and quick referrals can and should be made for any student, at any time. Their difficulties in one class might be symptomatic of a larger problem that puts their retention and graduation at risk. However, we do know that for some populations these simple checks are vital to success. Student athletes, first generation students, first year students, those who are minorities or minoritized, LBGTQ+ students, those from low resource households, and those with prior low grades (here or in high school) may need more outreach.
Where to begin
Now is a good time to start! Early alerts are easy to do: email Rebecca Sturgill, Director of the Center for Academic Success, at sturgillrk@longwood.edu, with the student’s name and briefly describe what you have seen in your class. Rebecca will reach out and gently offer help. She also checks in with the student’s other faculty to see if there is a pattern of behavior. Once the student responds, she’ll send you a quick email on their progress.
Having said that, though, a professor who reaches out to the student as well could be the best way to get them pointed towards the help they need. Offering to meet with a student to ask what they are experiencing fosters their sense of belonging, and your voice can amplify Rebecca’s recommendation because of your existing relationship with the student. Having multiple recommendations from different people can nudge students to get help. Research shows that the process of referral might take a light touch. Here are a few examples of gentle phrasing:
- “If you’re struggling in X, why don’t you experiment with some tutoring. Here’s where to look it up (http://blogs.longwood.edu/subjecttutoring/) . It’s completely free, and the tutors are students themselves. They will help you figure out how to study successfully.”
- “It sounds like you’re fighting a tough emotional battle. Why not go to CAPS for a mental health check-up, just like you would go to Student Health for a bad cough or illness? They have one-time only visits, skills-building clinics, and regular counseling. And it’s free—the cost is included with your tuition.” (Also refer these students to the Care Team, careteam@longwood.edu.)
- “I wonder if something else might be getting in the way of your learning. Why not visit the Center for Academic Success, and ask if they can help pinpoint another cause that we’re not seeing. We can call 434-395-2050 to set up an appointment.”
For more information (and a glimpse at the future of big data early alerts):
Hanover Research. “Early Alert Systems in Higher Education.” Academy Administrative Practice. https://www.hanoverresearch.com/wp-content/uploads/2017/08/Early-Alert-Systems-in-Higher-Education.pdf
Frost, Susan H, et al. Academic Advising for Student Success: A System of Shared Responsibility. School of Education and Human Development, the George Washington University, 1991.
Shafiq, Dalia Abdulkareem, et al. “Student Retention Using Educational Data Mining and Predictive Analytics: A Systematic Literature Review.” IEEE Access, vol. 10, 2022, https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9815588&tag=1
Winfield, James K. “The Art of Intervention: Partnering with Faculty for Early Academic Alert.” NACADA, NACADA, 7 Nov. 2018, nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/The-Art-of-Intervention-Partnering-with-Faculty-for-Early-Academic-Alert.aspx.