Download or read book An Analysis of Advising Programs at Three Universities Using Crockett s Academic Advising Audit written by Manon L. Shockey and published by . This book was released on 2018 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic advising has been researched and linked to student retention and completion in numerous studies. New state initiatives, legislative funding pressure, and financial aid changes have increased pressure on accurate, timely, and intrusive advising to increase timely graduation and student success. As academic advising played a vital role in student success, questions arose pertaining to best practices and organization for advising programs. The purpose of this study was to evaluate academic advising programs at three regional universities in a university system using Crockett’s Academic Advising Audit. The study sought to determine individual program strengths, areas for improvement, development of individualized action plans, and identification of common advising protocols for the university system to adopt and recommend for academic advising programs. A qualitative case study of institutional advising programs was implemented using Crockett’s Academic Advising Audit. This survey instrument was used in data collection and in the identification of advising program characteristics, strengths, weaknesses, and commonalities. The survey instrument allowed collection of general advising program demographics, advising in departments or units, centralized advising, and institutional effectiveness perceptions. The completion of the audits was followed with interviews that enriched qualitative data and evaluated the survey results based on Crockett’s audit guidelines. The data was analyzed and organized for themes, strengths, weaknesses, and best practices for a preliminary model were developed. The study showed differences between institutions within the same university system that included academic advising program hierarchy, policy, and services within a centralized advising center and in the academic colleges. Evaluation of the campus academic advising programs, individually and in comparison, yielded three themes: communication, dedication, and consistency. These themes were evaluated and used in conjunction with Crockett’s Academic Advising Audit, to develop recommendations for the individual universities and system, best practices, and a preliminary academic advising program model. This study identified key components for academic advising program success and model development. These components were: coordinated, consistent, and dedicated leadership; focus on the student’s development and needs; consistent processes and practices across campus that were easily communicated and understood; and a collaborative culture of academic advising university wide.
Download or read book Academic Advising Audit written by David S. Crockett and published by . This book was released on 1988 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Beyond Foundations written by Thomas J. Grites and published by John Wiley & Sons. This book was released on 2016-09-02 with total page 328 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 Resources in Education written by and published by . This book was released on 1992-10 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Analysis of Student Satisfaction with Academic Advising counseling Services written by Erica R. Johnson and published by . This book was released on 2002 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Handbook of Academic Advising written by Virginia N. Gordon and published by Greenwood. This book was released on 1992-08-24 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increase in diverse student populations and the growing complexity of higher education have made academic advising a critical component of student success. This comprehensive professional reference overviews academic advising as a function and a process. Practitioners will find much valuable information on the intricacies of student advising, and administrators will find a thorough treatment of the functions necessary for the effective delivery of this important service. The handbook gives special attention to the needs of particular student populations and offers considerable coverage of academic advising as a profession. The book begins with a thoughtful glance at the history and development of advising. It then turns to some of the significant administrative matters related to the successful delivery of this service. The following chapter considers the essential skills and materials needed by academic advisers of all types. Because of the importance of college as preparation for a vocation, a chapter explores the link between career counseling and other forms of advising. A lengthy discussion of the needs of disabled students, adult students, and other special populations follows, along with a look at the needs of specific racial and ethnic groups. The closing chapters treat important professional issues, including evaluation and professional development. Counselors, administrators, and all those involved in the academic advisory process will find this book a much needed reference tool.
Download or read book The New Advisor Guidebook written by Pat Folsom and published by John Wiley & Sons. This book was released on 2015-09-21 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an exciting time to be an academic advisor—a time in which global recognition of the importance of advising is growing, research affirms the critical role advising plays in student success, and institutions of higher education increasingly view advising as integral to their missions and essential for improving the quality of students' educational experiences. It is essential that advisors provide knowledgeable, realistic counsel to the students in their charge. The New Advisor Guidebook helps advisors meet this challenge. The first and final chapters of the book identify the knowledge and skills advisors must master. These chapters present frameworks for setting and benchmarking self-development goals and for creating self-development plans. Each of the chapters in between focuses on foundational content: the basic terms, concepts, information, and skills advisors must learn in their first year and upon which they will build over the lengths of their careers. These chapters include strategies, questions, guidelines, examples, and case studies that give advisors the tools to apply this content in their work with students, from demonstrations of how student development theories might play out in advising sessions to questions advisors can ask to become aware of their biases and avoid making assumptions about students to a checklist for improving listening, interviewing, and referral skills. The book covers various ways in which advising is delivered: one-to-one, in groups, and online. The New Advisor Guidebook serves as an introduction to what advisors must know to do their jobs effectively. It pairs with Academic Advising Approaches: Strategies That Teach Students to Make the Most of College, also from NACADA, which presents the delivery strategies successful advisors can use to help students make the most of their college experience.
Download or read book Issues in Advising the Undecided College Student written by National Resource Center for the Freshman Year Experience (University of South Carolina) and published by First-Year Experience and Students in Transition University of South Carolina. This book was released on 1994 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Analysis of the Three Academic Advising Systems of the Minnesota Community College System written by Diane Johnson and published by . This book was released on 1995 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building an Evaluation Model of Academic Advising s Impact on Progression Persistence and Retention Within University Settings written by Abhik R. Roy and published by . This book was released on 2016 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic advising is at a point in its maturation as a field of study where anecdotal evidence is no longer sufficient to inform the measure of effectiveness. As the area becomes more research-based, advising's measurable impact should be based on an evaluative framework; no such structure currently exists. In this study, three methods were used to investigate this problem and ultimately to create a model and checklist. Firstly, a descriptive study was used to examine if there is an understanding of what evaluation is within the advising community, one where assessment has been the dominant practice. Secondly, a quasi-experimental design was utilized to determine if the practice of advising has any effect on student progression and retention. Thirdly, using results from the first two studies, a Delphi study was used to create a checklist for evaluating academic advising. Results indicated that academic advisors tended to associate the idea of evaluation with assessment. Additionally, there was an indication that academic advising affected student success when viewed through the lens of progression toward degree completion. Finally, a preliminary model and evaluative checklist were constructed. In summation, academic advising is very much at its infancy as a field of study. If evaluative standards are to be accepted within the community, acceptable measures and methods must be employed when judging the practice. This research provides the advising population with a basic framework to evaluate their programs or units using language and criteria derived from the three studies.
Download or read book The Completion Agenda and Professional Academic Advisors at Regional Public Universities written by Nathaniel Smith-Tyge and published by . This book was released on 2019 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the experiences of professional academic advisors at three broad access regional public universities as they worked in the policy environment of the completion agenda. Employing a narrative inquiry approach through single-session semi-structured interviews, I gathered the stories of the nine participants about their professional experiences. This dissertation includes an in-depth discussion of the state of the completion agenda when the study was conducted. The existing literature related to policy issues in higher education and academic advising is also presented. The study employs three theoretical frameworks to guide the analysis of the collected data. The first framework is the agency and structure theory as presented by Coburn et al. (2016). The second framework is based on the work of Cohen (1990) and is rooted in his foundational work on policy implementation from Mrs. Oublier's classroom. The final framework is the community of practice theory as presented by Coburn & Stein (2006). The key findings of this study are that the advisors lack agency in their professional roles and often times find themselves constrained by the structure and systems in their offices and universities. This manifests into three overarching themes that were found in the data. The first is that the participants are disconnected from the policy process at all levels. The frustration with this lack of agency leads to the second theme which is the advisors view themselves as student focused and not policy focused, which allows them to reclaim a level of professional agency. The third theme finds that often times the participants find themselves at odds with professional staff members in other departments on their campus that have different missions and purposes. Through the stories of the participants this study provides a context rich and empirical view of the experiences of academic advisors as they contend with the policy environment created by the completion agenda. The dissertation also provides implications for practice, research, theory, and policy. The key implication is the need for the involvement of advisors (and all student-facing professional staff) in the policy creation process at all levels. The advisors understand their work the best and should have a role in shaping the systems and structures that effect their ability to successfully work with students.
Download or read book Describing Undergraduate Students Perceptions of Academic Advising Practices in a College of Food Agricultural and Environmental Sciences written by Caryn Mari Filson and published by . This book was released on 2012 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Academic advising is an integral part of the college experience. Outcomes of academic advising may be more critical than realized by either advisors or advisees. Studies have been compiled to suggest that meaningful and developmental contact with advisors promotes student success (Johnson & Wang, 2011; Kuh, 2008; Tuttle, 2000). However, a review of literature was used to reveal that students are dissatisfied with their academic advising, and that an extensive need exists to educate and train academic advisors on methods needed for establishing effective advising for college students. Therefore, the purpose of this descriptive-correlational study was to describe current undergraduate students' perceptions of academic advising practices within the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The theoretical foundation for this study included two theories of student development. Perry's (1970) Theory of College Student Intellectual Development was used to describe how college students progress through three major stages of thought in their cognitive development. Chickering's (1969) Seven Vectors of Student Development Theory was used to identify seven vectors along which college students continually develop. The researcher-designed questionnaire in this study contained 20 Likert-scale items that originated from the National Survey of Student Engagement (NSSE). The researcher employed an online survey provider for data collection. Analyses of the results indicated that academic advisors in CFAES were providing good quality advising to their undergraduate advisees. Academic advisors in CFAES were rated positively in regards to their relationships with undergraduate advisees. Students reported that advisors were available, and provided accurate and up-to-date information when it was needed. It was also found that the institution provided good quality academic advising to undergraduate students in CFAES, as well as provided support to help students succeed academically through academic advising. Analyses of the results also identified areas of improvement for academic advising practices in CFAES. Academic advisors in CFAES are advising only half of their assigned undergraduate advisees, while half of the students indicated they were using sources other than their assigned advisor for advising needs. It was also reported that academic advisors in CFAES do not tend to discuss career plans with undergraduate advisees. It was concluded that undergraduate students in CFAES were generally satisfied with the quality of academic advising they received at the college and the institution. Relationships indicated that the more frequent contact advisees have with their advisors, the more likely they were to be satisfied with the advising practices and engaged in enriching educational experiences. Recommendations included providing academic advisor training for new faculty members to inform them of the policies, procedures, and effective practices in academic advising. A second recommendation was for the college to conduct professional development opportunities for faculty members who serve as advisors to update them on the current research and advising practices. Further recommendations included to assess the effectiveness of advisors by using student feedback and to encourage advisors to maintain regular office hours and offer varied modes of contact with advisees.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1991 with total page 540 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.
