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            "text": "In selecting an advising model, student and university characteristics must be major deciding factors. Kentucky State University has a large proportion of students considered at-risk for not completing a college degree (i.e. low-income, minority, [p37.1.1]-generation). Moreover, the University recognizes nurturing and being student-centered as two of its primary qualities and has retention as its chief focus. The proactive advising model best fits the needs of the University at this time. Research posits, proactive advising is the best method for improving the success of at-risk students by providing social, emotional, and academic support before an academic intervention is needed.",
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            "text": "Advantages of proactive advising include:"
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                    "text": "increase in retention rates and number of credit hours completed (Bray, 1985; Brophy, 1984; Nichols, 1986)",
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                    "text": "increased gpa demonstrated by students (Schultz, 1989; Spears, 1990)",
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            "text": "Proactive advising involves:",
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                    "text": "deliberate intervention to enhance student motivation",
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                    "text": "using strategies to show interest and involvement with students",
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                    "text": "intensive advising designed to increase the probability of student success",
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                    "text": "working to educate students on all options"
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                    "text": "approaching students before situations develop"
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                    "text": "contacting students at critical points during the semester (i.e. the first 3 weeks of the semester, at midterm, during the preregistration period, and in between semesters.)",
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            "text": "Proactive advisors are able to work with students through:"
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                    "text": "early intervention at the first sign of any type of difficulty (risk factors can be identified in the admissions process);",
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                    "text": "introduction of rules, policies and procedures, along with clear explanations and expectations of students;",
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                    "text": "monitoring progress of students to determine how well they are using information provided; and"
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            "text": "III. Advising Delivery: Transition to Centralized Advising",
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            "text": "Models for delivering advising services may be categorized as one of three organizational structures (Pardee, 2004):"
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            "text": "Page 37",
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