Download or read book Academic Advising Outcomes Across Advising Structures and Student Socioeconomic Status written by Hilleary Himes and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advising is an important resource for students in higher education, helping them to select a major, find connection to university resources, and meet degree requirements. Contact with an academic adviser has also been found to improve students' academic performance. Recent research suggests that students approach academic advising for different reasons, often connected to differences in socioeconomic status. However, previous studies do not focus on the structures and institutional expectations supporting academic advising despite the fact that there is variation in how academic advising is delivered across and within institutions of higher education. This variation is reflected in who takes responsibility for advising, the structure and location of academic advising offices, and professional expectations and other responsibilities. This research explores how students engage with academic advisers across two different academic advising models. Using a case study approach, I interviewed undergraduate students enrolled in two academic colleges that employed different models of academic advising. To illuminate the culture of academic advising in each college, I also interviewed academic advisers and an advising administrator in each college and analyzed publicly available documents about academic advising from each colleges' website. Both students and academic advisers interviewed saw academic advising as primarily about the scheduling of courses. This view of academic advising was narrower than the Faculty Senate's view of the role and purpose of academic advising. This divergence between policy and practice indicates a problem with the implementation of academic advising practice. Some student participants also reported that advisers discouraged their goals and plans. Each of the two advising structures I examined had benefits and challenges for students. Students and advisers in the decentralized advising model noted the specialized knowledge of faculty advisers. By contrast, the centralized advising model I examined allowed flexibility in who students could choose to meet with and how they met with advisers. However, the centralized advising model had challenges with a high rate of adviser turnover. In this thesis I also focused on differences in experiences of students across socioeconomic status. My interviews support previous findings concerning the relationship between socioeconomic status and academic advising, but with two additional observations. First, my interviews reveal that students from lower socioeconomic backgrounds who began at a different campus experienced challenges with academic advising. Second, some academic advisers were unaware of students' background characteristics. Therefore, those academic advisers could not vary their practices and approaches to meet different needs of students, especially when it pertained to socioeconomic status. As a result of these findings, two conclusions emerged from the data. The first is that systemic barriers prevented implementation of the institution's Faculty Senate policy on academic advising and caused challenges for students. A second finding is that advising systems limited relationship building between students and advisers. Barriers to building relationships include large advising rosters, other professional responsibilities, lack of knowledge about varying student demographics, and inconsistent expectations for academic advisers. Recommendations for practice and future research are provided.
Download or read book Beyond Foundations written by Thomas J. Grites and published by John Wiley & Sons. This book was released on 2016-08-30 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sharpen advising expertise by exploring critical issues affecting the field Beyond Foundations, a core resource for experienced academic advisors, gives practitioners insight into important issues affecting academic advising. In addition to gaining understanding of foundational concepts and pressing concerns, master advisors engage with case studies to clarify their roles as educators of students, as thought leaders in institutions, and as advocates for the profession. Pillar documents—the NACADA Core Values, NACADA Concept of Academic Advising, and CAS Standards—serve as sources of both information and inspiration for those seeking to improve advising. New strategies inform advisors helping a diverse student population delineate meaningful educational goals. Each chapter prompts productive discussions with fellow advisors interested in cultivating advising excellence. To promote advisor influence in higher education, experienced contributors explain new trends—including the impact of external forces and legal issues on postsecondary institutions—and the evolution of advising as a profession and a field of inquiry. Expert insight and practical focus contribute to the development of experienced advisors. Use existing resources in new ways to master advising roles and encourage student success Apply theory to advance advising practice Create and optimize professional development opportunities Establish recognition for the contributions of academic advisors to the institution and higher education Face challenges created by the changing higher education landscape Advisors must meet the expectations of students, parents, faculty members, administrators, and outside agencies, all while navigating an increasingly complex range of issues presented by a student population unlike any that has come before. Beyond Foundations provides the insight and clarity advisors need to help students achieve their educational goals and to advance the field.
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 Academic Advising Structures that Support First year Student Success and Retention written by and published by . This book was released on 2013 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students at a four-year public, high research activity university located on the west coast and the students' satisfaction with advising, advising learning outcomes, and retention. In the study, responses of 628 first-year students to a survey which asked them about their attitudes toward and experiences with academic advising were examined. Results indicated statistically significant relationships between student satisfaction ratings and advising learning outcomes and how advising is delivered, specifically, who advises students, where students are advised, how frequently students are required to see an advisor, how frequently students choose to see an advisor, and how "mandatory" advising is implemented. Furthermore results showed that student retention was related to who advises students and how "mandatory" advising is implemented with peer-led advising processes showing higher student attrition rates than other processes. The overall advising delivery variable effect size was small. Implications for practice and suggestions for future research are discussed.
Download or read book Transition Into Higher Education written by Vafa Yunusova and published by . This book was released on 2019 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that academic advising has great significance for students' personal, academic, and social lives in the U.S., and advisors impact first-year students' social integrations and retention. Although the ratio of advisor to student remains low, scholars assert that if advising programs succeed, they increase the number of graduates. For these reasons, researchers emphasize positive influence of academic advising on students' persistence, skill acquisition, development, aspirations, and satisfaction with both academic and career decisions.As a result, it is a general wisdom within the U.S. that universities must offer academic programs, services, and academic advisor assistance that will enforce student success, retention, and completion. However, previous research has not been abundantly concentrated on exploring how academic advisors and supervisors acknowledge their roles with regard to their knowledge, competencies and qualifications; skills and abilities; the importance of the contribution they may make in student transition into higher education.In Azerbaijan the education system is centralized, and the higher education system remains essentially not much changed since its inception. Four-year institutions do not provide undergraduate students, including freshmen, with academic advising. Students oftentimes struggle during the first year because of missing academic support. Students are not ready for the space and community; they do not know where to go to get support or help of any kind. Instruction alone does not help students grow in the ways that will help them to be successful. Through the dissertation, I argue that academic advising is a missing social structure that needs to be established in higher education institutions in Azerbaijan.Using constructivist and interpretivist frameworks, I have conducted a qualitative exploratory and descriptive interview-based study to understand the organization and delivery of academic advising in a four-year public institution in the U.S..I found there were not any fixed or long-established ways to advise first-year students, except Academic Orientation Programs and First-year seminars. This research happened to occur right in the middle of a year of significant change in advising at DSU. A few years ago, the organizational change happened in the College of IT, Technology, and Machinery. Loosely coordinated and decentralized advising practice in the college transitioned and moved under the Undergraduate Studies Office. There was a big shift in the structure to make academic advising delivery somewhat consistent and centrally coordinated and overseen at DSU.The academic specialists' evaluation and assessment of advising delivery were not completely centralized and unified across DSU's campus. There were not fixed or established benchmarks either. The evaluation forms and templates differed from college to college, even departments. Recently, a new rewarding component was incorporated into the assessment process. The leadership tended to conduct centralized student surveys and analyze the data for the future to be used as the base for changes by a task-force. The departments individually launched student surveys to measure student satisfaction on academic advisors' performance. Professional development activities, academic advising training programs, and delivery of advising were aligned with NACADA core competency areas. In addition, recently launched a brand-new Advisor Portal was not used by all academic advisors as it was supposed to be.Based on these data, I have also developed an advising model to be embedded in higher education institutions in Azerbaijan. I am certain that academic advising will help undergraduates, particularly freshmen, gain clarity of expectations and get ready to achieve academic, personal, and career goals.
Download or read book Academic Advising in the Community College written by Terry U. O'Banion and published by Rowman & Littlefield. This book was released on 2019-12-10 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic advising is the second most important function in the community college. If it is not conducted with the utmost efficiency and effectiveness, the most important function in the college—instruction—will fail to achieve its purpose of ensuring that students succeed in navigating the curriculum to completion. The purpose of academic advising is to help students select a program of study to meet their life and vocational goals. As such, academic advising is a central and important activity in the process of education. Academic advising occurs at least once each term for every student in the college; few student support functions occur as often or affect so many students. But while there is general agreement concerning the importance of academic advising for the efficient functioning of the institution and the effective functioning of the student, there is little agreement regarding the nature of academic advising and who should perform the function. In this seminal work on academic advising, the authors of three overarching chapters address the key issues and challenges of academic advising followed by the authors of four of the most innovative and successful programs of academic advising in the nation.
Download or read book Academic Advising written by Terry U. O'Banion and published by Rowman & Littlefield. This book was released on 2023-11-22 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading specialists in academic advising describe five programs that have been judged by a national panel as among the most outstanding or exemplary in the country. Also includes an updated version of the original 1972 "O'Banion model" and data from the Center for Community College Student Engagement.
Download or read book Promoting and Establishing an Effective Campus wide Academic Advising System written by Katie E. Kerr and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the role of directors of campus-wide academic advising programs and their contributions to promoting and establishing effective campus-wide academic advising systems. Specifically, directors of campus-wide academic advising addressed how they engaged academic units within a unified campus-wide advising system. This included an exploration of how academic advising organizational structures in higher education institutions and leadership styles of directors of campus-wide advising contributed to the effectiveness of their work. Three themes materialized from this study: (a) emergence of the position of director of campus-wide advising, (b) advising organizational structure and culture, and (c) leadership strategies of directors of campus-wide advising. The results can assist provost offices in gaining more knowledge about the work of directors of campus-wide advising and what resources they need to overcome barriers in their work. The results can also assist directors of campus-wide advising with advocating for advising structures needed to best assist students and academic advisors with relationship building. Recommendations for how to further engage in research around the role of directors of campus-wide advising are provided.
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 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 FaculTea written by Julie Givans Voller and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting learning centered advising in other contexts are lacking. This mixed methods, action research study investigates the efficacy of FaculTea, a professional development program designed to promote learning centered advising practices among professional academic advisors at a large state university. The study also measured frequency of learning centered advising and student perceptions of learning centered advising. Participants were 57 academic advisors in a liberal arts and sciences college at a large state university, who reported on their advising practices. In addition, the investigator interviewed four advisors, and observed them during 15 advising appointments. Also, six students were interviewed to determine their response to learning centered academic advising. Results showed the FaculTea program model was effective in promoting learning centered advising. In addition, advisors used learning centered advising to a moderate extent, depending upon the context of the appointment, the developmental level of the student, and experience level of the advisor. Student responses varied. These findings suggest learning centered advising can be incorporated into various academic advising contexts and structures and that FaculTea is an excellent model for learning centered academic advisor professional development.
Download or read book Examining the Influence of Undergraduate Students Perceptions of Academic Advising on Student Institution Relationship Quality Student Loyalty and Enrollment Intentions written by Linda Marie Hockaday and published by . This book was released on 2020 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be explained by the hypothesized structural model; and c) identify the direct, indirect, and total effects among the variables included in the hypothesized structural model. The hypothesized structural model exhibited poor overall model fit and post-hoc model modifications were made. Results of the SEM analysis on the final model using IBM SPSS AMOS version 25 software revealed several interesting findings. Most noteworthy was the finding that perceptions of the academic advising experience had a statistically significant effect on student enrollment intentions via the mediating effect of student-institution relationship quality. In order to support the role that academic advising plays in the development of a positive student-institution relationship, it is recommended that institutional leaders explore and implement policies and procedures that support a positive academic advising experience for all students. For open access institutions, specifically, institutions should take steps to manage advisor to advisee caseloads with an understanding that their students may be academically underprepared, unsure of career goals, and/or have limited understanding of college processes and procedures (Klempin & Karp, 2018). Recommendations for future research include focusing on re-specifying, retesting, and cross-validating the hypothesized model.
Download or read book Academic Advising written by Virginia N. Gordon and published by Jossey-Bass. This book was released on 2000-08-24 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the National Academic Advising Association, this book brings together the best of current knowledge on advising approaches, delivery systems, and student needs. More than 30 advising professionals from across all interests and fields offer research and dependable tips for approaching the tasks, obligations and roles of on-campus advising. Index.
Download or read book The Assessment of the Whole Person Advisement Model Among Residential Students at Spring Arbor College written by David E. Klopfenstein and published by . This book was released on 1985 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Who Uses and Benefits from Post secondary Academic Advising written by James Ellis and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Socio-demographic gaps in college attainment and completion are troubling, as postsecondary education improves labor market outcomes and facilitates upward socioeconomic mobility. It is important, then, to identify the credible interventions available to policymakers and college and university administrators that might close socio-demographic gaps in postsecondary educational success, particularly once students have matriculated. Academic advising constitutes one class of potentially beneficial interventions; as such programs provide information, guidance, and general support to students who lack these resources in their familial and social networks. This dissertation contains three empirical studies examining the factors important to whether students participate in academic advising, and what effects, if any, this participation has on their educational outcomes.
Download or read book What Is Academic Advising written by Leigh Cunningham and published by . This book was released on 2024-08 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the history of higher education, advising or counseling students has been a necessary component of the educational process. Although it has appeared in many forms, transforming itself according to existing purposes of higher education, academic advising has sought to meet the needs of individual students within the contemporary context of their institutional cultures. This update of one of NACADA's most popular pocket guides contains foundational information regarding the history and definitions of academic advising, the pedagogy and outcomes of academic advising, the process and content of academic advising, review and assessment of the structure of an advising program, and the scholarship of academic advising. This publication, revised to provide background for and accompany the NACADA Academic Advising Core Competencies Guide, 2nd edition (PG23), is a great resource for an introduction to or a refresher on the basic tenets of academic advising.
Download or read book SURVEY OF ACADEMIC ADVISING PRACTICES DURING THE PANDEMIC written by and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
