Kansas State University Academic Advising Graduate Programs

Administration Case Studies (EDCEP 837)
Student Athlete Case Studies (EDCEP 864, formerly EDCEP 761)
Guiding Questions
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Three cases studies are required. Choose two case studies below. The third case study must be from the restrictive elective indicated on your Program of Study: Administration (EDCEP 837) or Student Athlete (EDCEP 864, formerly EDCEP 761).  **Students who took EDCEP 839 Assessment of Academic Advising or EDCEP 812 History and Philosophy of Higher Education as their elective and chose to do Case Studies as their final project should complete three (3) Academic Advising Case Studies.**

The cases below are for Summer 2024.

The Case of Amaya

Amaya is a continuing student in the online Master of Arts in Public Policy program; you are the front-line, one-stop advisor for all students in her college. Amaya enrolled at your university because the Public Policy program, which began as an on-campus program, also now has a fully online option. Amaya has a demanding city government job that often requires her to work late, and she lives an hour away from campus, so taking in-person classes in the evening, while not entirely impossible, definitely adds a strain. Taking online courses, however, allows Amaya to set her own schedule for completing her coursework in the evenings and on weekends; the online format also lets her be home with her children at night who, at 12 and 14, can stay alone for brief periods, but she feels they still need adult supervision much of the time, and she wants to be available for them as much as possible.

An immigrant and a single parent without extended family nearby, Amaya is doing everything she can to improve her career options and to provide her children with a pathway to higher education right after high school – something that was not possible for her when she graduated from high school in her country. Given the competing demands on her time and limited financial resources, she can only manage to take one course each semester; however, you know from previous conversations that she is anxious to complete her master’s degree before her oldest son graduates from high school. Since the summer before her first semester, Amaya has corresponded regularly with you, eager to confirm her degree plan during each registration period and to stay on track to graduate. So far, she has maintained a 4.0 average.

Unfortunately, due to low enrollment, required courses for the online Public Policy program sometimes are canceled or moved to an in-person format, which most of the faculty in that department prefer to teach. Sometimes, those in-person classes are offered during the day instead of at night, which means Amaya must wait until the next term they are offered, which also means it will likely take her a year longer than she had originally anticipated to complete her degree.

Although her employer reimburses her, Amaya still must front the money for each course, which she finds challenging to do. So far, though, she has been able to cover her tuition by using the university’s payment plan and following a strict budget. She refuses to take out student loans for her own education or to carry any debt besides her mortgage, especially given that she wants both of her sons to go to college, and she suspects that she will likely have to cosign on at least some student loans with them in order to make that happen.

Aside from her frustration about the delay in her graduation timeline, Amaya has told you previously that she is very happy with her choice to attend your university. Although enrollments are not robust and the program has been under consideration for closure, she thinks the small classes allow her to know her classmates and professors and to be known by them, too. You are therefore extremely surprised when you open your email on Monday morning to find a note from Amaya saying she is withdrawing for the semester, and quite likely, for good. It’s 8:45, so you decide to call her, hoping to catch her before work.

After several rings, Amaya answers. Before you can say anything, she thanks you for calling and blurts out, “I just need you to know that it’s not that I don’t want to be in school. It’s always been hard to put enough money aside to make the monthly payments, but I just can’t do it anymore. Everything is so much more expensive now. My rent has gone up. Groceries and gas have gone up. My electric bill has doubled. And now, tuition has gone up, too. I have a decent job, but after I pay my rent and my bills for the month, there’s not much left. And what I do have, I spend on my boys. But even then…” Amaya stops abruptly.

            “Even then what?” you ask.

After a short pause, she continues. “Even then…I can’t believe I’m admitting this…even then, there sometimes just isn’t enough money for several days until my next paycheck, and we’ve had…well, we often have to skip meals. And the rest of the time, we eat a lot of pasta. And I…I just can’t anymore. I have to put the money I would normally put towards school towards food instead, and other things my boys need. I hope you understand…it’s just me…I have to take care of them first.”

The Case of Toni

One of your new transfer students in Biology, Toni, stops by your office after class one day and asks if you have a minute to talk. Glancing at your calendar, you see that you still have twenty minutes until your next appointment, so you invite Toni to have a seat. You ask her what’s on her mind.

“I think I made a huge mistake transferring here,” Toni blurts out, “and I’m really pissed off about it. I think I was lied to just to get me in the door. I think this place sucks.” You pause, weighing how you should respond, when Toni continues.

“I’m not sure why I’m here,” she mumbles, her gaze dropping to the floor. Her sudden change in tone, not to mention the lack of clarity about what Toni means by “here,” has you a bit confused, so you ask for clarification.

“Not sure why you are here? You mean in my office? Or do you mean ‘here’ as in this university?”

“Both,” Tori snaps, her initial irritation readily apparent again. “I just said I think I made a mistake transferring to this school. I told my lab partner I hate this place and want to transfer somewhere else. She said you’ve helped her in the past and that maybe you could help me figure out how I can get out of here and go to a different school that will take all my credits.” Toni pauses and looks you dead in the eyes. “But I suppose it’s your job to tell me all the reasons why I should stay, no matter how much it sucks here.”

“Well,” you say, measuring your words carefully, “my job is to support you in achieving your goals. Of course, we’d like everyone who enrolls here to love it here and to be successful. If that’s not happening, maybe there’s something I can do to help. You say that it ‘sucks’ here. What do you dislike most about it?”

Toni stares at the floor silently for quite some time, which surprises you; you were expecting a litany of complaints, not stone-cold silence. Finally, she looks up and begins talking, so softly that you need to strain to hear her.

“Nobody cares who you are here. It’s too big. I’m just a number. My community college teachers all knew me by name. Two of them even went to high school with my parents. But here, three hours from home, my teachers don’t even know my name, let alone how to pronounce my last one.” She raises her head and, although she’s not looking at you directly, you notice her eyes are beginning to well up.

“Go on,” you say quietly, trying to encourage her but also not push her too hard.

“Even though my first class doesn’t start until 10, I have to be here by 8 or I can’t get a parking space near my last class, which gets out at 8:45 at night. It’s dark then. I don’t like walking to my car here. It’s creepy. Speaking of creepy, my Invertebrate Biology professor is a creep, too. He’s offered to walk me to my car after class, but I think he has more in mind. That’s gross. He’s older than my dad. But I heard that he likes younger women.” Toni makes a face. “I want to tell him, ‘I’m gay, you loser!’ But I supposed that wouldn’t help my grade, would it?”

“It definitely sounds like it hasn’t been an easy transition,” you reply. “Is there anything that has gone well?”

“No!” Toni retorts. “I told you this place sucks! Geez, have you heard anything I’ve been saying?”

You take a deep breath. “I have,” you reply, breathing out slowly. “And I’m still listening. Tell me…what else has been hard?”

Toni pauses, again for quite some time, before finally responding. “I just don’t think I can do this. I failed my first exam in two of my classes, and I got Cs on my lab reports in the other two. My mom’s right. I’m not smart enough to be here,” she trails off, the tears now spilling over and streaming down her face. “She’s absolutely right.”

The Case of Colby

Colby is a first-year student on the spectrum who uses they/them pronouns and identifies as non-binary. At a summer orientation, they connect with an advisor, Taylor, in the Academic Success Center(ASC) with their parents to inquire about ADA accommodations. Taylor explains to them the process for requesting accommodations as well as other services the university can offer. In the first week of the semester, they meet with the Disability Support Center (DSC) and are registered for accommodations. At the recommendation of the DSC, Colby signs a FERPA release. Colby lives on campus, but their home is close to the college, a small private four-year institution that prides itself on the individual attention it gives to students

At mid-terms Colby is struggling and their mother reaches out to the ASC for support. She indicates that Colby has not stayed connected as often with DSC but they both remember enjoying their meeting with Taylor over the summer. Colby’s mom wonders if Colby could meet with Taylor as well. As the two offices often collaborate when working with students, Colby agreed to meet with Taylor on a bi-weekly basis. After a few meetings, Colby tells Taylor their mother wants to join their next meeting. Taylor has worked with students on the spectrum before and has found it helpful to involve the parents and so agrees to have Colby’s mom join them.

At the meeting, Taylor notices that Colby is reticent to the point of being non-communicative. Taylor realizes that he has barely noticed Colby’s ASD when they have their solo-meetings. He also notices that Colby’s mom often uses the wrong pronouns when referring to them. Taylor brings this up with Colby who indicates that their mom is supportive of their gender-identity but doesn’t think that the pronouns are a “big deal.”

They complete the fall semester with straight Cs. Colby’s mother calls in the spring semester to set the meetings up and Taylor lets the mother know that Colby needs to set up the meetings if they want to continue meeting.  Colby sets up a meeting with Taylor but at the meeting, they let Taylor know they are only meeting because their parents want them to, and that they really don’t want to be in college right now. When Taylor askes what they would rather by doing, Colby shrugs and says they don’t really know. Taylor asks if Colby would like to share this with his mother and offers to meet again with the three of them, but Colby says they are not ready. They indicate that both their parents have advanced degrees, were the first in their families to go to college and have made it very clear that all their children are going to get at least their bachelor’s degree. Colby has two older brother and a twin sister, all of whom are doing very well; their oldest brother has just started law school.

Taylor works with Colby throughout the semester on academic success issues, but they also discuss parallel plan options if Colby decides not to return to school. By the end of the semester, Colby’s grades have slipped so that they are failing two classes, mostly due to not turning in assignments or attending class. Colby agrees that they are simply not motivated, and Taylor works with them to discuss a plan to tell their parents they want to take some time off. Colby does not register for classes for their sophomore year.

Over the summer, Taylor receives a call from his supervisor who asks if he knows Colby. Taylor replies that he worked with Colby over the past year and briefly summarizes their meetings. His supervisor says that the parents, both of whom are alumni and major donors to the university, called the president upset that Taylor encouraged Colby not to return to the college. Taylor’s supervisor indicates that the message from the president is that they need to do whatever they can help Colby stay at the college.

The Case of Dual Credit 

At Midwest State College, during New Student Registration, Gayle and her parents arrive for her advising appointment. Gayle’s advisor has her ACT scores and a transcript that shows she has earned 30 credit hours of college work while in high school. Gayle attended a small, rural high school. Her mother has an education degree, her father never attended college.  

“I see you took advantage of your school’s dual credit program.” 

“Yes,” Gayle’s mom pipes up. “She should have 1 year of college courses done, is that right?”  

The advisor nods. “So, Gayle what major or future career are you working towards?”    

“Well, I’m not sure what I want to do. I was thinking about Business, Mechanical Engineering or maybe Pre-Med.”  

“What classes can she take that would apply to each of those areas?” mom asks.  

In looking over her previous coursework, her next math class would depend on whether she majors in Business or Engineering. If she wants to be pre-med, she should really take more sciences, but she won’t need them in Business.  

“She needs to be full-time for her scholarship and we don’t want her taking anything that’s not going to count,” her dad says.  

As Gayle’s advisor you know you need to provide honest information to Gayle and her parents. You also want her parents to feel valued and heard during the conversation with Gayle.  

The Case of Kai 

At a large private religiously affiliated university in the Western United States, Kai is a freshman working towards a pre-health degree. Kai is considering Nursing, Physical Therapy, or Physician’s Assistant. Kai comes to an advising appointment for a second meeting with the academic advisor. Their first meeting was during the very hectic New Student Enrollment over the summer.  

Kai is outgoing, graduated in the top quarter of their high school class and identifies as Trans.

During their conversation Kai reveals that a Biology instructor made derogatory comments about transgenders. Kai tells their advisor the comment made them very uncomfortable. Then the professor singled Kai in the class, asking Kai to identify their gender. In selecting courses for the next term Kai must choose between taking another class with that instructor or taking the class at the local community college. Kai is concerned about Financial Aid covering the class and any repercussions from the instructor if he chooses to his next Biology class at the community college.   

The Case of Probation   

Luke, a white male student from a rural area outside of the city, returns to Southern Grand University after sitting out a year to work. He has decided he wants to pursue Nursing. Previously, he was planning to major in Business, but struggled with his classes and left college with a 1.52 GPA and 21 earned credit hours including a C in General Biology. He is currently on Academic Probation. The Nursing program requires a 3.0 to be admitted and a C+ in Chemistry, Biology, Anatomy and Physiology I and II.   

During his first year at Southern Grand Luke took English Composition, College Algebra, Introduction to Sociology, General Biology, Speech, American History, Introduction to Business and Accounting. His highest grade was a B in Speech. He failed College Algebra and Sociology. The student information system identifies Luke as a first-generation college student, a parent with a household income of less than $60,000 per year.   

His advisor, Mia Matsumoto a Japanese-American, is new to the area, originally from the northeast. Mia enjoys getting to know the local students and realizes there are many differences between growing up in the rural south and her experience growing up in Philadelphia. 

The Case of Sam

At a mid-sized, urban university, Sam makes an advising appointment three weeks into the semester. Sam is a new student who took a year off before going to college from high school. During the appointment Sam states he/she wants to drop all classes.

“I work 60 hours a week at a distribution center. My roommate is a part-time student at the college. Maybe I’ll go back part-time, but this is just too much right now.”

Jordan asks Sam about his/her work and long-term goals.

“I work nights at LogisticsX. I’m going to school because I want to be a manager someday. I want a business degree so I can make more money and have better hours. But I can’t quit this job – the pay is too good. I don’t want student loans. I don’t want to be the person you hear about in the news who has thousands of dollars of student loan debt.”

“I can understand your concerns about loans. Does your employer help pay for classes at all?”

Sam shrugs and shakes his/her head.

“Have you asked HR if they have a tuition remission plan?”

Sam shakes his head. “What’s that?”

“Sometimes employers will help pay for college classes. It might be worth looking into. And before you leave let’s talk more about other financial options. But first tell me about your study habits, how much time do you spend on your class work? When do you study?”

Jordan takes notes as Sam describes his/her work as a student and the amount of time he/she puts into class work. Jordan also looks in the student information system and learns – as she suspected – that Sam is a first-generation college student. This gives Jordan many options to assist Sam and keep him/her in at least a few of his classes for the current term.

Questions to Guide the Conceptualization and Development of Case Studies

The questions presented below are intended to serve as a guide and help with ideas in preparing your discussion of the case. The case study is to be presented in paragraph form; the questions are not to be answered individually in your presentation.

1. What does the information given tell you about the issues for the student and the type of help he or she might need?
2. What are possible issues that need to be addressed by the student?
3. What are goals that might apply to the student?
4. What decisions might need to be made (either by the advisor or the student)?
5. What theory or theories could be used to help understand the student’s situation and how do these help in developing advising interventions or strategies with the student?
6. What research could be used to inform your advising with the student? How does this apply to working with the student?
7. How would you go about helping or advising the student? What type of advising approach would you take with the student and why?
8. What resources would you recommend for the student?
9. What additional information would be helpful to know?
10. To what extent do diversity or multicultural issues need to be considered with the student? What are considerations related to this?
11. What are key considerations that would guide your advising with the student?
12. Should a referral be considered? If so, provide a recommendation and a rationale for the recommendation?
13. What institutional policies might need to be explained to the student?

Administration Case Studies (EDCEP 837)
Student Athlete Case Studies (EDCEP 864, formerly EDCEP 761)
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