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Intrusive advising is a type of student advising characterized as a highly interactive and proactive student-centered process. Intrusive advising, like traditional advising frameworks such as developmental and prescriptive advising, is essential for identifying and designing remediation approaches to ensure student success and retention. Intrusive advising involves deliberately administrating Tinto’s academic and social integration objectives. Data indicates that intrusive advising is an effective strategy for improving student undergraduate success and academic retention rates. Intrusive advising may also advance research training and career development goals. Most of the data on this topic focuses on the first two years of college. More data is needed to explore the impact of intrusive advising on the last two years of college to understand better how intrusive advising mediates persistence, graduation, and entry into graduate school, professional school, or the job market. Further, more targeted information is needed to explore how intrusive advising improves student progression and degree completion for science, technology, engineering, and math (STEM) majors. The current article has significant implications for student advising policy and practice. Intrusive advising methods may be essential for minority-serving institutions with retention rates well below the national average.
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This content will become publicly available on February 18, 2026
Enhancing Academic Advising with AI Chatbots: Bridging the Information Gap for Students
This paper investigates the implementation of AI-driven chatbots as a solution to streamline academic advising and improve the student experience. Through a review of preliminary results from the Nittany Advisor chatbot, we show how AI chatbots can boost advising efficiency, increase student satisfaction, and examine how chatbots can provide information on course requirements, prerequisites, and academic policies while suggesting the need for human intervention for more complex queries. We conclude that AI chatbots hold considerable promise for transforming academic advising by addressing routine questions, streamlining access to crucial information, and fostering a more responsive and supportive educational environment.
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- Award ID(s):
- 2216540
- PAR ID:
- 10611364
- Publisher / Repository:
- ACM
- Date Published:
- Journal Name:
- BOVAGkrant
- ISSN:
- 2467-9798
- ISBN:
- 9798400705328
- Page Range / eLocation ID:
- 1762 to 1762
- Subject(s) / Keyword(s):
- academic advising artificial intelligence chatbots education
- Format(s):
- Medium: X
- Location:
- Pittsburgh PA USA
- Sponsoring Org:
- National Science Foundation
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