Download or read book Academic Advising Experiences and Retention of First generation Students at a Public Historically Black College and University in the Southeastern United States written by Jarrod Ennis Patterson and published by . This book was released on 2013 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the academic advising experiences of first-generation students at a public, historically black college and university (HBCU) in the southeastern United States. A qualitative analysis using a phenomenological multiple case study approach was used to explore the students' academic advising experiences. The theoretical framework for this study consisted of: the Interactionalist Theory of College Student Departure (Tinto, 1987, 2006), the Theory of Involvement (Astin, 1984, 1999), and the Psychological Model for Student Retention (Bean & Eaton, 2000). In their interviews, participants were asked questions from an approved interview protocol. The questions were open-ended in structure to allow the researcher to follow with probing questions and to allow participants to freely express themselves about their academic advising experiences. Data from the interviews were transcribed, coded, and reviewed to ensure trustworthiness and credibility. The findings indicated that there were mitigating factors impacting the retention of first-generation students other than their academic advising experiences. Through the candid reflections of these students, I hope to inform the fields of academic advising and retention about first-generation students' expectations and thoughts regarding their academic advising experiences.
Download or read book Examining Social Change and Social Responsibility in Higher Education written by Johnson, Sherri L. Niblett and published by IGI Global. This book was released on 2019-12-27 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education has seen an increase in attention to social change and social responsibility. Providing best practices in these areas will help professionals to create methods for change and suggestions for unity on a global level. Examining Social Change and Social Responsibility in Higher Education is an essential research publication that explores current cultural norms and their influence on curriculum and educational environments and intends to improve the understanding of social change and social responsibility at different sociological levels within various fields pertaining to higher education. Highlighting topics such as campus safety, social justice, and mental health, this book is ideal for academicians, professionals, researchers, administrators, and students working in various disciplines (e.g., academic advising, leadership, higher education, adult education, campus climate, Title IX, SAVE/VAWA, and more). Moreover, the book will provide insights and support executives concerned with the management of expertise, knowledge, information, and organizational development in different types of work communities and environments.
Download or read book Academic Advising written by Virginia N. Gordon and published by John Wiley & Sons. This book was released on 2011-01-13 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate how advising practices have been put to use.
Download or read book Advising the Advisor written by Allison Keene and published by . This book was released on 2020 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the demographics of the United States changing at a rapid rate, a greater percentage of the population identifies as first-generation college students (National Center for Education Statistics, 2016). Much of the literature available around first generation college students focuses on deficits in this population, noting lower retention and graduate rates compared to their non-first generation peers. The literature notes not having exposure to pre-existing knowledge around the college experience, given they are the first in their families to pursue postsecondary education, is a strong contributor to these poor outcomes (Cataldi et al, 2018; Collier & Morgan, 2008; O'Shea, 2016; Stephens et al, 2012). Next steps, however, require university administrators to view this population from a lens of opportunity and strengths to focus on how institutions can empower this group (Macia, 2013). In spite of the challenges faced, first generation college students have persevered and are seeking additional opportunities for educational advancement, requiring administrators to rewrite the deficit narrative in the literature and focus on how to empower first generation college students to persist and ultimately graduate. With more first generation college students seeking postsecondary education than ever before, universities need to adapt to the changing needs of the students enrolling in their programs and seek ways to build social capital in these students, which has been proven to promote self-efficacy, goal setting, and academic success, and ultimately higher retention rates (Fosnacht et al., 2017; Lotkowski et al., 2004; Tinto, 2007; Vander Schee, 2007; Young-Jones at al., 2013). Given the literature points to a strong connection between students building relationships with academic advisors and higher rates of retention and graduation, universities should focus on the professional development opportunities provided to advisors (Bettinger & Baker, 2014; Fosnacht et al, 2017; Mau & Fosnacht, 2019; Molina & Abelman, 2000; Swecker et al, 2013). This research focuses on a survey of 108 academic advisors across the mid-Atlantic region, including two-year and four-year institutions, both public and private as well those only granting bachelor degrees all the way up to those doctoral granting institutions. The 35 question survey was broken into three parts. Part one focused on utilizing the Mentoring Competency Survey, developed by the University of Wisconsin-Madison, to understand the development of key competencies related to mentorship, including maintain effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity, and promoting professional development (Fleming et al., 2013; University of Wisconsin-Madison, 2018). Part two focused on demographic questions taken from the 2011 NACADA National Survey These questions focused specifically on the advisor's size of the home institution, understanding the advisor's role (department-level, school-level or university-level), highest degree attained, and types of professional development available to the advisor (National Academic Advising Association Clearinghouse, 2017). The third section asked for general confidence ratings in working with first generation college students versus non-first generation college students and years of service. The survey results noted a general lack of professional development being provided to this population related to the needs of first-generation college students. Most reported minimal to no professional development opportunities in this area and those that did report noted limitation to the events, such as being one day workshops. Of those that reported more professional development opportunities around first generation college student, significant positive correlations for higher levels of confidence in working with this group were associated with having regularly scheduled meetings and out of office staff retreats that focused on first generation college student issues. Respondents also noted that having a series of workshops about general topics also boosted their confidence in working with first generation college students, which highlights the importance of complementing a professional development portfolio with information based on key content related to specific groups as well as generalized professional development that speaks best practices in the profession. Data from this survey promotes key ideas for future next steps, such as hiring and retention practices for academic advisors, setting professional development standards, utilizing competencies for professional growth and career advancement, and creating buy-in with students. Example and implementation ideas are also included for next-step planning.
Download or read book How College Affects Students written by Matthew J. Mayhew and published by John Wiley & Sons. This book was released on 2016-08-23 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt: The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Download or read book Reimagining Historically Black Colleges and Universities written by Gary B. Crosby and published by Emerald Group Publishing. This book was released on 2021-05-26 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: A relevant and practical book for the Nation’s Historically Black Colleges and Universities (HBCU) leadership and administrators, HBCU faculty leaders and researchers that want to uncover the ways and means for cultivating success within the HBCUs longitudinally.
Download or read book Academic Advising Experiences of First year Undecided Students at a Public Southeastern High Research Activity Institution written by Kyle C. Ellis and published by . This book was released on 2011 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today's market for higher education, students are often viewed as consumers. Institutions rely on the revenue from these tuition-paying students as the primary form of funding. Additionally, institutions are accountable for their students retention and graduation rates, thus must ensure that students are able to efficiently progress from new freshmen to graduating seniors in a timely manner. Academic advisors are often the front-line campus professionals that interact with these students. Academic advisors are presented with the opportunity to offer academic support and guidance to students. This support is very important throughout a student's academic career, but no time is greater than during the first-year while students are trying to successfully transition from high school senior to college freshman. Advisors have the potential to impact both students' academic experience and satisfaction with the institution as a whole. This qualitative case study focused on first-year students who were undecided in their major while attending a high research activity institution in the Southeastern United States. The study explored the participants' expectations and experiences with academic advising throughout their first year of college. Five themes emerged from the data analysis: (a) High school advising experiences: A mixed bag; (b) No major, no problem. Or is it; (c) So many choices, so little time; (d) Learning to crawl before you walk; and (e) If only I would have known. College academic advising was well received by the participants in this study. From first-hand student accounts, participants articulately revealed how they made meaning of academic advising. Students acknowledged both good and bad experiences with high school advisors, they noted key people in their lives who helped them with academic decisions, and even addressed being an undecided student while in college. Participants went on to discuss their thoughts on college advising expectations and experiences from when they first entered the university to how they changed over time. Additionally, students were able to provide self-reflection and offer direct insight to help future first-year students and academic advisors and administrators. Findings from this study allowed for recommendations to be made for future practice, policy, and research.
Download or read book Higher Education Handbook of Theory and Research written by John C. Smart and published by Springer Science & Business Media. This book was released on 2012-04-25 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Download or read book First generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advisor Perceptions of Academic Advising During the First Year Experience at a Public Historically Black University in Texas written by Rosena E. Noel- Barrs and published by . This book was released on 2014 with total page 746 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Academic Advising Experiences of Undergraduate Students Enrolled in Face to Face and Online Courses when Considering Gender Ethnicity First Generation Status and Pell Grant Status written by Dorothy Moss Hale and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher attrition rates among students in online as compared to face-to-face (F2F) degrees are a major concern in higher education. Consequently, many institutions are rethinking academic advising to support the retention and graduation of F2F and online students. This study analyzed existing data collected from 522 undergraduate seniors at a large public urban university who completed the 2014 National Survey of Student Engagement (NSSE) Academic Advising Module. Three research questions guided the study: 1) To what degree, if any, does the frequency of interaction with academic advisors reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation status, and Pell Grant status)? 2) To what degree, if any, does academic advisor support reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? 3) To what degree, if any, does the primary source of advice reported by undergraduate students differ on the basis of course format (face-to-face vs. online) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? Regarding frequency of interaction with academic advisors, findings revealed no significant differences between face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. Additionally, no significant differences were found in reported levels of academic advisor support received by face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. However, Chi square analyses revealed that White, first generation, and non-Pell eligible online students sought advice from their assigned advisor significantly more that their F2F counterparts. The findings have implications for academic advising policies that may lead to the implementation of more effective strategies that enhance students' overall academic advising experiences. Recommendations for future research include examining advising experience when combining student factors as well as advisor support by frequency of interaction and primary source to identify possible correlations. Lastly, research examining additional NSSE indicators of student engagement beyond academic advising might provide insight into student retention and graduation issues.
Download or read book First generation Law Students Perceptions of Their Undergraduate Academic Advising Experiences written by Kendra Joy Millay and published by . This book was released on 2020 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The majority of research on first-generation college students focuses on undergraduate experiences and retention rates. Once first-generation students complete their undergraduate degree, some may find themselves hoping to enroll in graduate school. Yet, first-generation students are less likely than their peers to enroll in graduate school, even when controlling for key variables, like GPA. First-generation college students who have matriculated into graduate and professional postbaccalaureate degree programs have been overlooked by scholars in the field, despite their successes being worthy of examination and replication. The purpose of this interpretative phenomenological analysis (IPA) study was to discover and describe the lived experiences of first-generation college students' journeys to law school and the undergraduate academic advisors that may have helped them discover pathways to achieve their graduate school goals. The researcher spoke with four first-generation college students that were currently enrolled in law school and asked them to reflect on their lived experiences working with their undergraduate academic advisors. Synder's hope theory served as the theoretical framework. The findings of this study highlight the role that higher education-related cultural capital has on a first-generation college student. The study also underscores that first-generation college students view their undergraduate academic advisor as an important institutional resource. Knowledge generated can inform undergraduate academic advising practices in order to better support first-generation college students with graduate and law school aspirations"--Author's abstract.
Download or read book Educational Policy Goes to School written by Gilberto Q. Conchas and published by Routledge. This book was released on 2017-09-08 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire—and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don’t work, have unintended consequences, and when policies help. Although policy reform is thought of as an effective way to improve schooling structures and to diminish the achievement gap, many such attempts to reform the system do not adequately address the legacy of unequal policies and the historic and pervasive inequalities that persist in schools. Exploring the roots of school inequality and examining often-ignored negative policy outcomes, contributors illuminate the causes and consequences of poor policymaking decisions and demonstrate how policies can backfire, fail, or have unintended success.
Download or read book Resources in Education written by and published by . This book was released on 1982 with total page 1034 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007-10 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Class Supports written by Georgianna Martin and published by Taylor & Francis. This book was released on 2023-07-03 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Historically, higher education was designed for a narrow pool of privileged students. Despite national, state and institutional policies developed over time to improve access, higher education has only lately begun to address how its unexamined assumptions, practices and climate create barriers for poor and working class populations and lead to significant disparities in degree completion across social classes.The data shows that higher education substantially fails to provide poor and working class students with the necessary support to achieve the social mobility and success comparable to the attainments of their middle and upper class peers. This book presents a comprehensive range of strategies that provide the fundamental supports that poor and working-class students need to succeed while at the same time dismantling the inequitable barriers that make college difficult to navigate.Drawing on the concept of the student-ready college, and on emerging research and practices that colleges and universities can use to explore campus-specific social class issues and identify barriers, this book provides examples of support programs and services across the field of higher education – at both two- and four-year, public and private institutions – that cover:·Access supports. Examples and recommendations for how institutions can assist students as they make decisions about applications and admission.·Basic needs supports. Covering housing and food security, necessary clothing, sense of belonging through co-curricular engagement, and mental health resources.·Academic and learning supports. Describes courses and academic programs to promote full engagement among poor and working class students.·Advising supports. Illustrates advising that acknowledges poor and working class students’ identities, and recommends continued training for both staff and faculty advisors.·Supports for specific populations at the intersection of social class with other identities, such as Students of Color, foster youth, LGBTQ, and doctoral students.·Gaining support through external partnerships with social services, business entities, and fundraising.This book is addressed to administrators, educators and student affairs personnel, urging them to make the institutional commitment to enhance the college experience for poor and working class students who not only represent a substantial proportion of college students today, but constitute a significant future demographic.
Download or read book Becoming a Student Ready College written by Tia Brown McNair and published by John Wiley & Sons. This book was released on 2016-07-25 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
