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| Author | : Josephine Robinson |
| Publisher | : |
| Total Pages | : 132 |
| Release | : 2006 |
| Genre | : Counseling in higher education |
| ISBN | : |
| Author | : Michael Levinstein |
| Publisher | : |
| Total Pages | : 216 |
| Release | : 2018 |
| Genre | : Library of Congress Subject Heading |
| ISBN | : |
An increasing number of students, who in past generations would successfully pursued careers without a college degree, are enrolling in college and, later, dropping-out at rates nearing 50% before their second year. The failure of college students to complete degrees harms their self-esteem, saddles them with student loan debt, and prevents the development of the 21st century workforce envisioned by state and national leaders. Academic advising is one of the most effective institutional tools supporting student persistence and degree completion according to leading researchers in the field. The majority of literature surrounding academic advising suggests that many institutions employ a transactional advising approach that, while cheap and efficient, is completely ineffective in supporting at-risk students. A more effective approach is an intrusive advising strategy in which the advisor proactively supports and educates thereby facilitating the transformation of high school graduates into persisting and successful college students. While this approach is both time consuming and expensive, it yields retention results worth investigating. Using a qualitative case study methodology, this research examined an intrusive academic advising approach at a large, public, four-year research institution struggling with the retention of an at-risk population comprising first-generational and under-prepared students. Ten student participants who underwent the advising approach shared their perceptions of the role the intrusive-developmentalapproach played in their academic success and choice to remain enrolled into their second year. Results indicate that proactive, intrusive advising paired with a close advisor-student working relationship provided at-risk students with the encouragement and support necessary for their persistence and success.
| Author | : Kellie W. Slade |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : Community college students |
| ISBN | : |
This research project used a qualitative case study design to determine the usefulness of an intrusive advisement (IA) model at a small, public, community college in southern New Jersey. The 30 participants in this research study were Academic Advisors (n = 12), who practiced IA for at least one year and students (n = 18), that were in an IA support cohort (Athletics-ATH, Educational Opportunity Program-EOF, HSI STEM – HSI, Las Vias-LV, TRIO/Student Support Services-SSS, and Workforce-WF). The participants were interviewed individually about their experience with IA and asked about various factors that could potentially be associated with IA (i.e. retention, multiple touchpoints, navigation, coping skills, leadership, career development, Starfish [early alert system], and retention). The interviews yielded 15 emergent themes from the data overall (relationship, care, career, navigation, coping/stress relief, trust, leadership, Starfish, support/guidance, goal, retention, success/education plan, communication, helpful, and staying on track). Of these themes, relationship and Starfish were the top emergent themes (stated most frequently in the data) for advisors and students. Comparatively, advisors and students were close on the following themes: support/guidance, coping/stress relief, helpful, staying on track, and communication (5% or under differential). Lastly, other themes that emerged when IA was implemented and are supportive themes comparatively are navigation, leadership, care, career, success/education plan, goal and retention. Implications for practice are centered around the top five comparable themes as stated above. Recommendations are based on these implications and center around advisor/student ratio, having a consistent advisor from inception to graduation, a comprehensive early alert/intervention system, and professional development for advisors.
| Author | : Banyon D. Pelham |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Educational leadership |
| ISBN | : |
The purpose of this Dissertation in Practice was to examine the perceptions and attitudes of faculty members at Florida State University - Panama City and then to further explore, through interviews, why the faculty hold a positive, neutral, or negative view of intrusive advising. The goal of this project was to understand the barriers for faculty to accept and support intrusive advising as a mechanism to increase retention rates and student success, especially for vulnerable populations. The local context of this study is a branch campus of a major research one university, where the campus is transitioning from a non-traditional student campus, to one of a residential campus, newly accepting first time in college students. This study utilized mixed methods to effectively answer the three research questions posed. This study employed quantitative methods, using descriptive statistics and bi-variate correlation to analyze faculty surveys and then qualitative methods to evaluate faculty interviews to gain a deeper understanding of their perceptions and attitudes towards intrusive advising. Findings relate that communication with the faculty about student interventions and administrative directives are crucial and that faculty need information about these interventions to formulate their opinions. Implications of the faculty's attitude toward towards student retention efforts, workload, time management and professional advising as an intervention will also be discussed.
| Author | : Jayne K. Drake |
| Publisher | : John Wiley & Sons |
| Total Pages | : 304 |
| Release | : 2013-09-16 |
| Genre | : Education |
| ISBN | : 1118100921 |
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.
| Author | : Enakshi Sengupta |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 208 |
| Release | : 2021-01-18 |
| Genre | : Education |
| ISBN | : 1839098600 |
Innovative pedagogy is the only solution that can bridge both scarcity and quality in education. This edited collection showcases how innovative approaches to teaching and learning have become the need of the hour in higher education. How might new technologies and a fresh take on curriculum design create a sufficient impact on learners?
| Author | : Doreen B. Turnbo |
| Publisher | : |
| Total Pages | : 480 |
| Release | : 2002 |
| Genre | : College attendance |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 312 |
| Release | : 2007 |
| Genre | : Dissertations, Academic |
| ISBN | : |
"Education, arts and social sciences, natural and technical sciences in the United States and Canada".
| Author | : Jesse Poole |
| Publisher | : |
| Total Pages | : 20 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
The institution in this study is a medium size, public liberal arts institution located in a rural setting. At the beginning of Fall 2012 term, 5,366 undergraduate and 922 graduate students were enrolled in the university's ten-week quarter system. In an attempt to increase student success and retention, the institution implemented a student success initiative. This initiative used an early alert and intervention program to prompt targeted intrusive advising appointments with students marked at-risk by faculty or staff. A student success analysis based on student contact was conducted to identify any correlations between the population of students who responded and received an intervention, compared to the population that did not respond. Seven hundred and thirty two requests for intervention were submitted between the Winter of 2013 and the Spring of 2014 (excluding summer session); averaging 146 referrals per term. In total, 672 students were referred using the early alert system. Of the 672, the university intervened with 279 students (42%); 393 did not respond to intervention requests (58%), which is a consistent response rate when compared to other early alert research (Dobele, Gangemi, Kopanidis, & Thomas, 2013; Hudson, 2006). When evaluating the student population that received an intervention, 137 of the 279 were considered successful or 49%. One hundred and thirty one (47%) did not demonstrate positive academic progress and 11 (4%) were considered neutral. The population of students that did not respond showed an increased level of negative academic progression. Of the 672 referred students, 393 did not respond to a request for intervention and 52%, or 204, did not demonstrate positive academic progress. Additionally, only 41%, or 161, were considered successful and 7% (28) were considered neutral. In contrast, the student population that received an intervention had a 49% success rate; a success rate difference of 8%.
| Author | : Pat Folsom |
| Publisher | : John Wiley & Sons |
| Total Pages | : 400 |
| Release | : 2015-09-21 |
| Genre | : Education |
| ISBN | : 1118823419 |
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.
