Intrusive Case Management

Intrusive Case Management

Intrusive Case Management is built on the ideals of Intrusive Advising. Intrusive advising requires structured strategies of intervention at specified times through the students’ semesters in college. The key is to be intrusive in the programs and services that are implemented while also being developmental (Garing, 1993). Intrusive interventions have long-term benefits that build a student's trust, respect, with campus constituents while ultimately increasing the student's responsibility in their education (Garing, 1993).

Intrusive case management is a non-advising strategy that helps our student success specialists in identifying students who need extra assistance. The student success specialists work closely with advisors at NIU in identifying those students who need assistance. Once students have been identified, the advisor and Student Success Specialists work to get the students to the resources that they need to be successful.

Key Intervention Periods

Intrusive Intervention Periods In Action at NIU
First Critical Period: Week Three of Semester
Students have begun their adjustment process. Intervention is critical to proactively address any perceived problem areas, and to provide relevant information on campus services.
Second Critical Period: Week Six of Semester
Students have a concrete understanding of how they are doing in their classes. This intervention needs to positively support the students' efforts and provide guidance and direction where improvement is needed.
Third Critical Period: Pre-Registration
This period is a critical point of decision making and clarification for the student. Students are aware of their academic progress and should review their strengths and struggles so they can focus on improvements for the next semester.
Fourth Critical Period: Between Semesters
Students tend to disappear more frequently between semesters, sometimes regardless of their academic standing. This intervention is intended to keep students from isolating themselves and to get them to the resources they need to succeed at NIU.  

Garing, M. T. (1993). Intrusive academic advising. In M. King (Ed), Academic advising: Organizing and delivering services for student success. New directions for community colleges(pp. 97-104). Washington, DC: Jossey-Bass.