Advisors are often the first point of contact for our ‘at-risk’ learners. After a student fails, they are also the individuals who assist students in making decisions around whether to participate in certain
retention initiatives. As a key influencer of a student’s decision-making processes and persistence to graduation, it is important that advisors feel appropriately prepared to engage in informed conversations about learning and personal development with students about their chosen ‘path’ after failure (e.g., Cuseo, 2003; Kuh et al., 2011).
The primary research presented in this session will identify characteristics of
academically ‘at-risk’ university learners using Jung’s Theory of Psychological Type (Jung, 2013). As well, it will identify direct correlations between students’ course grades, their Psychological Types and their persistence to continue in university studies.
In this session participants will explore how Jung’s Theory of Psychological Type can help to create richer conversations between advisors and ‘at-risk’ students. Opportunity for small group discussion and self reflection give time to explore the opportunities and challenges of using Psychological Type to assist students in making informed choices around appropriate retention interventions. As well, a guided discovery activity will showcase one way Psychological Type is incorporated into the curriculum in our Learning Strategies classroom.
Upon the completion of this session participants will be able to:
- Discuss Jung’s Theory of Psychological Type and one of the readily available psychometric tools that supports the application of this theory.
- Highlight the opportunities and challenges of using Jung’s Theory of Psychological Type to assist Administrators, Advisors and students in making informed choices around appropriate retention interventions.
- Illustrate how the presented practical model could be adapted/applied at different post-secondary institutions to inform various retention initiatives.
