Download or read book A Phenomenological Study on Academic Advising written by Dianna Marie O'Connor and published by . This book was released on 2017 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention and student graduation rates are a major concern for community colleges nationwide. As student dropout rates continue to climb and graduation figures languish, many studies have been conducted to investigate the causes of student attrition. Numerous reports have found faculty advising to be a contributing factor in student retention, however much of the research has been compiled from the student point of view (Braxton & Mundy, 2002 & McArthur, 2005). Although a connection between student persistence and advising has been established, there is a need for further research from a faculty perspective in order to create a successful program and to improve retention, and ultimately, graduation rates. The purpose of this phenomenological study is to explore, describe, and understand the academic advising experience of full-time faculty at a community college. The research questions will focus on how community college faculty perceive their role in academic advising and explore their perspectives on the connection between academic advising and student retention. The interpretive/constructivist research paradigm will use qualitative data to describe and understand community college faculty perspectives regarding student retention and academic advising.

Download or read book A Phenomenological Study of Students Advising Experiences in a Four year Centralized Advising Center written by Nicole Ranee Green owan and published by . This book was released on 2019 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore how undergraduate students experienced and understood academic advising within the context of a four-year centralized, primary role advising center at a public research university in the mid-south. This qualitative study included 13 undergraduate juniors or seniors from the liberal arts college of a large research university. Using phenomenological methods, I explored the lived experience of these students' advising experiences through a series of focus groups and one-on-one interviews with the goal of understanding how academic advising impacted the students' sense of connectedness to the university. Five themes emerged from these interviews: access to advisors, consistency of advisor, depth of advisor knowledge, the advisor's impact of student connectedness, and ideal advising. Participants expressed that quick access to a trusted advisor who could provide them accurate information was the most important aspect they were looking for in their advising experiences. Most participants expressed that they wanted an advisor who seemed to care about them and know a few details about their life. While participants did express that their advisors helped them feel supported at the university, they did not describe their relationship with their academic advisor as a key element that gave them a sense of connectedness to the university. Participants described wanting an advisor they trusted who they could come to for assurance that they were making good academic choices. The data collected in this study can influence our understanding of the experiences of undergraduate students engaged in academic advising in a centralized model as one part of a whole student experience aimed at increasing student connectedness to their institution.

Download or read book Academic Advising in The Twitterfirst Century written by Shawn C. Schultz and published by . This book was released on 2019 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Academic Advisor s Role in the Development of a Student s Sense of Belonging written by Lisa Giudici and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A student’s sense of belonging on campus is critical to their success in college (Strayhorn, 2018). Finding a sense of place can affect a student’s academic adjustment, achievement, or persistence at that institution (Strayhorn, 2018). Research suggests that a sense of belonging in college and a feeling of connection to the campus community are extremely important in terms of students’ well-being and performance (Tinto, 1993, 2001). Academic advisors are uniquely positioned to understand not only the structural elements of student success but also the contextual ones (Troxel, 2019). Although there are many programs and services within a campus community that ensure student retention and success, academic advising has always played an integral role in supporting students (Zhang et al., 2019). Thus, the purpose of this qualitative phenomenological study was to understand how students ascribe meaning to the role of academic advising in their search for a sense of belonging on campus, guided by an overarching research question: What is the role of academic advising in a student’s lived experience of developing a sense of belonging on campus? Three data sources supported this exploration: 1) interviews with former students (N=11), 2) debriefing reflections (N=11), and 3) campus messaging documents (N=22), which were designed to acculturate students to college. Interview and reflective data analysis applied Boyatzis’ thematic analysis strategy (1998), and Bowen’s (2009) content analysis strategy supported document analysis. Five themes emerged from the findings of this study: 1) “I thought I knew the kind of school I was looking for”, 2) “I am growing up with these people in this strange new place”, 3) “Me, becoming my best self through struggle and triumph”, 4) “I trusted her and she accepted my vulnerability”, and 5) “A powerful experience I will never forget”. By exploring the lived experiences of these former students, new approaches to academic advising may be uncovered. These approaches may facilitate a deeper, more personalized relationship between student and advisor to enrich a student’s sense of belonging in college, ensuring their academic and personal success through graduation.

Download or read book Phenomenological Study Examining the Role Conflict of Academic Advisors who Identify as Mothers as They Navigate the Work family Balance written by Amy Donofrio (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to serve to understand the conflict academic advisors who identify as mothers face while they provide advising services to their institution and student population while simultaneously also meeting their family demands. The conceptual framework of the study was developed using Biddle’s (1970) role theory, specifically role conflict, and the work-family conflict model (Michel et al., 2011). This exploratory phenomenological qualitative study consisted of semi-structured interview questions. Participants were identified through a closed Facebook group that was specific to areas of higher education and mothering and interviews took place via video conferencing tool. All participants were employed as full-time academic advisors at public four-year institutions across the nation. This study provided an understanding of the role conflict academic advisors who are mothers experience in both the work and family domains due to the high demands of both roles. The results can be used to develop family-friendly policies which support balancing both roles of academic advisor and mother. With family-friendly policies in place, women would be much more likely to reconcile the work-family balance (Hennig et al., 2012).

Download or read book Scholarly Inquiry in Academic Advising written by Craig M. McGill and published by Taylor & Francis. This book was released on 2023-07-03 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with NACADAA large and growing number of academic advisors are interested in researching and publishing scholarly inquiry in academic advising. Since the first edition of this book was published, the scope of relevant inquiry has widened and deepened, and public attention and accountability is at an all-time high. This second edition of Scholarly Inquiry in Academic Advising provides scholar-practitioners with methodological perspectives from each of the major ways of knowing: the social sciences, including qualitative, quantitative, and now mixed methods approaches; the arts; the humanities; and the natural sciences. This book is a vade mecum for researchers in academic advising to formulate research questions, structure research, point to useful theoretical and methodological approaches, guide analysis, and help find publication outlets. Authors from a multitude of backgrounds seek to raise the level of discourse about academic advising, to illustrate its history, to reflect on how research can foster new perspectives, and to connect with and foster social justice, internationality, and inclusivity. This volume will assist those who seek to push back the frontiers of knowledge in the field, because it serves as a handbook for advising scholars, whatever their epistemological, theoretical, axiological, and methodological predilections. As for practitioners, this book “raises the bar” and conveys to even non-researching practitioners that scholarly inquiry in academic advising is a desirable avenue to professional development that must inform their practice.

Download or read book Students Experiences of Mattering in Academic Advising Settings written by Keely Sember Latopolski and published by . This book was released on 2018 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mattering is defined as feelings of significance and importance (Rosenberg & McCullough, 1981). Mattering can be enacted through feeling dependent on others and sharing in celebrations of achievement or periods of frustration. Moments of mattering can mediate the complex challenges that college students face through the duration of their academic career. Academic advisors act as facilitators of these moments of mattering for students; especially at institutions where students are required to meet with advisors prior to course registration. As undergraduate students are confronted with academic, social, and personal stressors that require assistance, they can turn to academic advisors for trusted support as they navigate through their academic and personal journeys. The purpose of this qualitative study was to explore how students experience moments of mattering in academic advising settings. Using a constructivist post-phenomenological approach, I interviewed 15 participants, three times each, for a total of 45 interviews. Data was analyzed through a post-phenomenological lens and a priori theme development. The findings suggest that students experienced moments of mattering in small nuanced interactions with their academic advisor. More specifically, spoke to the individualized attention, recognition, and affirmation academic advisors provided them with during meetings together. Taken together, these concepts generated feelings of mattering for the students who participated in this study. Further, students' felt that mattering to themselves, first, was an important factor in how they described mattering to others.

Download or read book A Qualitative Exploration of Women of color Professional Academic Advisors Perceptions and Experiences written by Elia S. Tamplin and published by . This book was released on 2019 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within higher education institutions and research, Women-of-Color’s (WOC) professional experiences have become more visible. Yet, the lived experiences of WOC professional academic advisors working in colleges and universities are missing from the literature. WOC advisors are vital to student success as they are mentors, teachers, guides, cheerleaders, stand-in parental figures, role models, and advocates. As well, they are important because they contribute to serving as a mediator and bridge in higher education conversations around supporting and affirming Students of Color. Perhaps uncovering their stories and learning how they can be better supported will allow them to better thrive in their roles on campus and in higher education. Therefore, the purpose of this study was to explore and make visible the lives and experiences of WOC advisors, while expanding understandings of WOC experiences within the university as a whole. This phenomenological study, inspired by critical-feminist/womanist epistemologies and intersectionality, consists of semi-structured interviews with nine Women-of-Color professional academic advisors. Results contribute significantly to past research that examines the experiences of WOC in the Ivory tower. As well, the results introduce a more focused look at Advisor of Color experiences within academic advising. More specifically, this study contributes detailed information on Women-of-Color professional academic advisors and their experiences, information that can be used to make recommendations that guide advising and institutional best practices and policy.

Download or read book University Peer Advisors Pursuing Careers in Educational Advising written by Laurie Simpson and published by . This book was released on 2014 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies have considered the impact college peer advising programs have on advisees, however, formal literature examining the lived-experience peer advising placements have on student advisors is limited. Using a qualitative phenomenological research design, this study seeks to examine the lived-experiences of former peer advisors in an advising center at a four-year university in Massachusetts. The goal of the research is to determine whether there are common themes in the lived-experiences of participant peer advisors. Additionally, employing Chickering's psychosocial theory of student development, this researcher seeks to discover how those lived-experiences may have contributed to participants' development of vocational purpose. Was there an epiphanic moment(s) that contributed to their determining their vocational purpose? Participants for this study are former university graduates who served as peer advisors during their academic career and who are pursuing careers in educational advising.

Download or read book High touch and High tech Community College Advisors Perceptions of Integrating Technology Into Quality Academic Advising written by Meredith Lea Coughlin and published by . This book was released on 2013 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore advisors' perceptions of integrating technology into quality academic advising. Interviews conducted with six community college advisors from across the United States focused on (a) how advisors define and operationalize quality academic advising and (b) how they use technology for quality academic advising. Initial data analyses followed Moustakas' (1994) methods for transcendental phenomenological analysis followed by open coding processes as described by Creswell (1998). Findings were presented in two ways. First, the advisor profiles provided in-depth descriptions of each advisor's experiences including her organizational context, primary responsibilities, beliefs about advising, and technology use in advising. Then the overarching themes within experiences across advisors were provided. This study found that the high-touch profession of academic advising is being impacted by advisors' and students' reliance on technology resulting in a new component critical to providing quality academic advising: fostering student independence through empowering practices. A discussion of the findings as related to previous research literature, implications for advisors and administrators, and recommendations for future research are included.

Download or read book Academic Advising and Tutoring for Student Success in Higher Education International Perspectives written by Emily Alice McIntosh and published by Frontiers Media SA. This book was released on 2021-02-16 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Building Foundations The Phenomenological Experience of Doing Academic Advising written by Paula F. Nadler and published by . This book was released on 2007 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study examines the advising experiences of six academic advisors at a large state university, including those of the author.

Download or read book Unmasking Barriers Unleashing Potential written by William London Thompson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black male student-athletes at predominantly White institutions (PWI) are funneled through Student-athlete Academic Support Services (SASS) programs where advisors primarily focus on maintaining NCAA athletic eligibility instead of degree completion, which is detrimental to their academic identity development. The purpose of this qualitative, phenomenological study was to explore the lived experiences of academic advisors within SASS programs at PWIs to understand how they perceive their role in supporting the academic identity development and degree completion of Black male student-athletes. To investigate this phenomenon, the researcher conducted semi-structured interviews, a focus group, and maintained a researcher's journal. This research was guided by one overarching central research question, with two sub-questions: 1. How do academic advisors who support Black male student-athletes as part of a Student-athlete Academic Support Services (SASS) program at predominantly White institutions describe their lived experience? a. How do academic advisors describe the challenges they face in supporting the academic identity development of Black male student-athletes at predominantly White institutions? b. How do social justice frameworks inform advising practice within Student-athlete Academic Support Services (SASS) programs at predominantly White institutions? Three interconnected modes of thought supported the conceptual framework that informed this study: (a) college student development theory, (b) advising practice, and (c) critical race theory. The researcher introduced the CSS Framework identifying critical support practices that activate student success which includes: (a) centering the lived experiences of Black male student-athletes, (b) naming and resisting structural violence, and (c) implementing critical pedagogies. Four recommendations were suggested: (1) Top-level university leadership should prioritize diversity and inclusion in their hiring practices within Student-athlete Academic Support Services (SASS) programs to ensure their most at-risk populations, who are overwhelmingly Black and male student-athletes, receive the support they need; (2) Athletic programs (recruiters, coaches) should involve Student-athlete Academic Support Services (SASS) advisors in the recruiting process and vet potential recruits with consideration of their academic dispositions; (3) In consideration for the academic implications of student-athletes transferring from one institution to another, policymakers should work with NCAA member institutions to create standardized four to six-year student-athlete degree paths and waive residency requirements; and (4) Because of the valuable work Student-athlete Academic Support Services (SASS) advisors perform in support of vulnerable student-athlete populations, their practice should be informed by an intimate knowledge and dependence on theory as a basis for practice. Keywords: academic identity, academic advising, anti-racism, degree completion, Black male student-athletes, student-athlete academic support programs.

Download or read book The Lived Experiences of Academic Advisors with Counseling Degrees in Addressing Wellness with College Student athletes written by Jennifer M. Gerlach and published by . This book was released on 2017 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to investigate the lived experiences of academic advisors who have master's degrees in counseling in addressing wellness with college student-athletes. Of particular note was to explore if they addressed wellness and, if so, how they addressed wellness. Extant literature is replete with evidence documenting the numerous challenges and stressors student-athletes experience due to their athlete status. Prior to this study, the role of the academic advisor in addressing wellness has not been represented in the literature. This study examined the lived experiences of 10 academic advisors with counseling degrees, or currently enrolled in graduate level counselor education programs, in addressing wellness with college student-athletes through semi-structured individual interviews. Results from the data analysis yielded four themes and seven sub-themes: Academic Skills and Planning, Counselor Practice and Knowledge (emphasis on fostering relationships, counseling skills and theory, and athletic empathy), Barriers to Seeking Support Services, and Cultivating Holistic Wellness in Student-Athletes (career and life skill development, psychological support, coach-advisor relationship, and case management). The findings suggest that academic advisors are addressing wellness with their college student-athletes. Moreover, the results provide specific insights as to how academic advisors utilize their counseling skills when providing wellness services. These results provide several implications for counseling programs, academic advising, and athletic departments. Suggestions for future research are also included.

Download or read book Completing College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-15 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

Download or read book Academic Advising Approaches written by Jayne K. Drake and published by John Wiley & Sons. This book was released on 2013-08-14 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strong academic advising has been found to be a key contributor to student persistence (Center for Public Education, 2012), and many are expected to play an advising role, including academic, career, and faculty advisors; counselors; tutors; and student affairs staff. Yet there is little training on how to do so. Various advising strategies exist, each of which has its own proponents. To serve increasingly complex higher education institutions around the world and their diverse student cohorts, academic advisors must understand multiple advising approaches and adroitly adapt them to their own student populations. Academic Advising Approaches outlines a wide variety of proven advising practices and strategies that help students master the necessary skills to achieve their academic and career goals. This book embeds theoretical bases within practical explanations and examples advisors can use in answering fundamental questions such as: What will make me a more effective advisor? What can I do to enhance student success? What conversations do I need to initiate with my colleagues to improve my unit, campus, and profession? Linking theory with practice, Academic Advising Approaches provides an accessible reference useful to all who serve in an advising role. Based upon accepted theories within the social sciences and humanities, the approaches covered include those incorporating developmental, learning-centered, appreciative, proactive, strengths-based, Socratic, and hermeneutic advising as well as those featuring advising as teaching, motivational interviewing, self-authorship, and advising as coaching. All advocate relationship-building as a means to encourage students to take charge of their own academic, personal, and professional progress. This book serves as the practice-based companion to Academic Advising: A Comprehensive Handbook, also from NACADA. Whereas the handbook addresses the concepts advisors and advising administrators need to know in order to build a success advising program, Academic Advising Approaches explains the delivery strategies successful advisors can use to help students make the most of their college experience.

Download or read book Differentiated Academic Advising Strategies for Students Beyond the Margins written by Valerie Thompson and published by Rowman & Littlefield. This book was released on 2024-06-24 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiated Academic Advising Strategies for Students Beyond the Margins features the voices of current scholars and practitioners who articulate culturally responsive academic advising strategies that expand traditional academic advising practices. The chapter authors encourage higher education practitioners to situate their work within the unique and diverse needs of their students for the purpose of truly and authentically supporting the whole student. Additionally, this volume highlights new and innovative scholarship centering on the needs of diverse students.