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Thursday, June 23 • 16:10 - 17:00
CON09.11 - Exploring Psychological Type Theory and how it can support Administrators, Academic Advisors and their ‘at-risk’ students as they make important decisions around appropriate retention interventions

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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.


Andrea Prier

Andrea Prier is the Senior Academic Development Specialist within the Student Success Office at the University of Waterloo. She holds a PhD from the University of Windsor in the field of Cognition and Learning. Andrea’s research interests include STEM education and the design of... Read More →

Geri Salinitri

Dr. Geri Salinitri is the Associate Dean, Pre-Service Education at the University of Windsor. She is recognized for outstanding teaching and research efforts with a number of awards including the Prime Minister’s Award for Teaching Excellence in Mathematics, Science and Technology... Read More →

Additional Authors

Pierre Boulos

Dr. Pierre Boulos is the Chair of the Research Ethics Board and Research Fellow at the University of Windsor. A past faculty member in the School of Computer Science he taught computer ethics, heuristics, and foundations of Computer Science. Dr. Boulos is also a reviewer of many journals... Read More →

Thursday June 23, 2016 16:10 - 17:00 EDT
UCC 67