Playing the Long Game: Surviving Fads and Creating Lasting Student Success through Academic Advising

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

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Academic Advising and Student Persistence

Accelerated Opportunity Education Models and Practices - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0528-0.ch003 ◽

2017 ◽

pp. 51-73

Author(s):

Cherié Kay Thriffiley LaRocca

Keyword(s):

Higher Education ◽

Adverse Reaction ◽

Student Success ◽

Student Retention ◽

Academic Advising ◽

Student Persistence ◽

Positive Impact ◽

Mentoring Relationship ◽

Undergraduate Experience

Academic advising is at the forefront of conversations in higher education (Drake, 2011). The mentoring relationship that occurs between students and advisors can be beneficial for both students and institutions, yet academic advising programs may not offer a quality mentoring relationship able to impact student success. When properly constructed, quality academic advising can have a positive impact on a student's undergraduate experience, as well as directly connecting to student persistence. If not constructed properly, the adverse reaction on student success may occur, and particularly can negatively impact student retention. The following chapter will explore quality academic advising, the means by which quality academic advising can be provided, the connection of quality academic advising to student persistence and methods to assess the academic advising process.

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Academic advising: the key to student success

Community College Journal of Research and Practice ◽

10.1080/10668926.2015.1059713 ◽

2015 ◽

Vol 40 (5) ◽

pp. 459-460

Author(s):

Kelley Conrad

Keyword(s):

Student Success ◽

Academic Advising

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Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates

NACADA Journal ◽

10.12930/nacada-16-010 ◽

2017 ◽

Vol 37 (2) ◽

pp. 55-65 ◽

Cited By ~ 6

Author(s):

Krista M. Soria ◽

Nicole L. Laumer ◽

Dale J. Morrow ◽

Garrett Marttinen

Keyword(s):

Professional Development ◽

Student Success ◽

Academic Advising ◽

First Year ◽

Matched Pairs ◽

Self Awareness ◽

First Year Students ◽

First Year Retention ◽

Matching Techniques ◽

Academic Self Efficacy

We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).

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Scholarly Advising and the Scholarship of Advising

NACADA Journal ◽

10.12930/nacada-19-203 ◽

2019 ◽

Vol 39 (2) ◽

pp. 52-59

Author(s):

Wendy G. Troxel

Keyword(s):

Student Success ◽

Academic Advising ◽

Collaborative Inquiry ◽

Research Trends ◽

Critical Issues

Using the “advising is teaching” framework, this chapter addresses the bases for the study of academic advising both from an approach to the work involved (“scholarly advising”) and as an area of inquiry (“scholarship of advising”). Emerging research trends and critical issues are explored, including implications for collaborative inquiry related to student success.

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Academic Advisors in Australian Higher Education: Perceptions, Role Identities, and Recommendations

NACADA Journal ◽

10.12930/nacada-21-17 ◽

2021 ◽

Vol 41 (2) ◽

pp. 68-79

Author(s):

Mollie Dollinger ◽

Jessica Vanderlelie ◽

Rebecca Eaton ◽

Suzanne Sealey

Keyword(s):

Higher Education ◽

Student Success ◽

Academic Advising ◽

North American ◽

Case Study Methodology ◽

Role Identities ◽

Staff Interactions ◽

Study Methodology ◽

Over Time

Previous research has evidenced the importance of student and staff interactions as critical functions to support student success at university. Increasingly, academic advising units support these interactions. However, while common throughout North American contexts, little is known about the implementation of such units internationally. In this paper, we use a case study methodology to discuss the introduction of an academic advising team at an Australian university to explore how staff adjusted to these new roles and their reflections on how others perceived them. We use reflective diaries submitted by the advisors (n = 11) to analyze how their role identities formed over time and suggested recommendations for supporting teams in the future.

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The Development of Academic Advising to Enable Student Success in South Africa

Journal of Student Affairs in Africa ◽

10.24085/jsaa.v9i2.3656 ◽

2021 ◽

Vol 9 (2) ◽

pp. 1-15

Author(s):

Gugu Wendy Tiroyabone ◽

Franҫois Strydom

Keyword(s):

South Africa ◽

Student Success ◽

Academic Advising ◽

Positive Impact ◽

Critical Role ◽

Relevant Information ◽

Institutional Perspective ◽

International Perspectives ◽

Wide Range ◽

The University

Universities promote social justice by improving student success; a university degree is one of the most powerful tools to change the economic prospects of students, their families, and communities. For students to succeed, it is vital that they are connected to the wide range of support services in a meaningful way. Unfortunately, many students (especially first-generation students) find it difficult to connect to university environments that are complex and that are often not optimally coordinated. International and national research show that academic advising plays a critical role in improving student engagement and success by facilitating better coordination and integration of support. Academic advising provides students with relevant information, facilitates their conceptual understanding of the university, and allows students the opportunity to form a meaningful relationship with the institution through an advisor and by means of various advising initiatives. This paper shares international perspectives on the critical importance of academic advising for student success. Building on these perspectives, we reflect on the development of academic advising in South Africa and on its potential for enhancing student success in our context. We provide an institutional perspective by sharing the journey of the University of the Free State. In doing so, we show the positive impact of advising before and during the pandemic and we conclude with lessons for the future of academic advising in the South African context.

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