scholarly journals Extended Academic Advising in Kazakhstan: Improving the Success of First Year Students

2013 ◽  
Vol 89 ◽  
pp. 357-362 ◽  
Author(s):  
Zhazira Abdykhalykova
Keyword(s):  
Academic Advising ◽  
First Year ◽  
First Year Students

scholarly journals Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”

2017 ◽  
Vol 37 (2) ◽  
pp. 44-54
Author(s):  
Ruth V. Walker ◽  
Alexandra I. Zelin ◽  
Carolyn Behrman ◽  
Rachel Strnad
Keyword(s):  
Student Perceptions ◽  
Academic Advising ◽  
State Institution ◽  
Transition To College ◽  
Guidance Counselors ◽  
First Year ◽  
Perceived Effectiveness ◽  
First Year Students ◽  
Individual Interviews ◽  
School Guidance

University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

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

2017 ◽  
Vol 37 (2) ◽  
pp. 55-65 ◽  
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).

scholarly journals Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina

2018 ◽  
Vol 38 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Twaina A. Harris
Keyword(s):  
South Carolina ◽  
Academic Success ◽  
Historically Black ◽  
Academic Advising ◽  
First Year ◽  
Developmental Advising ◽  
First Year Students ◽  
Historically Black University ◽  
Academic Support Programs ◽  
Developmental Academic Advising

Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.

First-Year Student Perceptions of Academic Advisement: A Qualitative Study and Reality Check

2002 ◽  
Vol 22 (2) ◽  
pp. 39-49 ◽  
Author(s):  
Joshua S. Smith
Keyword(s):  
Student Perceptions ◽  
Academic Advising ◽  
Developmental Process ◽  
First Year ◽  
Academic Advisement ◽  
First Year Students ◽  
Prescriptive Advising ◽  
Reality Check ◽  
Advising Style ◽  
Advising Preferences

Researchers on student preferences for academic advising style suggest that students prefer developmental advising but experience prescriptive advising. However, data regarding first-year students are absent from these studies, thus limiting the conclusions. Therefore, I describe first-year students and their expectations and experiences with academic advisement. Students in the study preferred prescriptive advising and described their advising experience as primarily prescriptive. Further examination of first-year students' advising preferences and consideration of effective advising as a developmental process, rather than a static philosophy of either developmental or prescriptive advising, is indicated.

scholarly journals Frequency of First-Year Student Interactions With Advisors

2017 ◽  
Vol 37 (1) ◽  
pp. 74-86 ◽  
Author(s):  
Kevin Fosnacht ◽  
Alexander C. McCormick ◽  
Jennifer N. Nailos ◽  
Amy K. Ribera
Keyword(s):  
Academic Advising ◽  
Institutional Characteristics ◽  
First Year ◽  
Full Time ◽  
Academic Advisors ◽  
Student Interactions ◽  
First Year Students ◽  
Institutional Types ◽  
Using Data ◽  
First Year Student

Although acknowledged that academic advising helps students adjust to and deal with the challenges of college, little is known about students' frequency of interactions with advisors. Using data from 52,546 full-time, first-year students at 209 diverse institutions, we examined the frequency with which students met with academic advisors and the way these interactions vary by student and institutional characteristics. We found that the typical first-year student met with an advisor 1 to 3 times during his or her first college year; however, the number of meetings varied across student subpopulations and institutional types.

The Development, Implementation, and Assessment of a Systematic Academic Advising Program for Exploratory First-Year Students

2003 ◽  
Vol 23 (1-2) ◽  
pp. 75-84
Author(s):  
Weldon P. Sams ◽  
Laura S. Brown ◽  
Ruth B. Hussey ◽  
Michael J. Leonard
Keyword(s):  
Pilot Study ◽  
Academic Advising ◽  
Personal Characteristics ◽  
Academic Programs ◽  
First Year ◽  
First Year Students ◽  
Informed Decisions ◽  
Educational Plans ◽  
Productive Role

All students, but especially freshmen, must understand their personal characteristics (interests, abilities, and values), learn the characteristics of academic programs, and use this information to develop their educational plans. In addition, they must learn about academic rules, procedures, and deadlines. We describe the development, implementation, and assessment of a systematic academic-advising program, The DUS Navigator, for exploratory freshmen. After a 1-semester pilot study, the program was delivered and assessed through five iterations. The results indicate that the program helps exploratory students take an active and productive role with advisors to make informed decisions about their educational plans.

scholarly journals Measuring the Differential Effects of Behaviors of Academic Advisors for Students with Disabilities

2020 ◽  
Vol 40 (2) ◽  
pp. 15-32
Author(s):  
John Zilvinskis ◽  
Renae E. Barber ◽  
Johanna L. Brozinsky ◽  
Shelby R. Hochberg
Keyword(s):  
General Population ◽  
Students With Disabilities ◽  
Academic Advising ◽  
Multilevel Models ◽  
Social Stigma ◽  
Large Data ◽  
Population Based ◽  
Institutional Characteristics ◽  
First Year ◽  
First Year Students

In prior scholarship, researchers identified barriers students with disabilities encounter in accessing academic advising, such as social stigma and hesitance to disclose. Through our study, we sought to inform advising practice by exposing the perceived deficit in services toward this population, uniquely evidenced by large data. The National Survey of Student Engagement academic advising data from 55,945 first-year students and 260 institutions were analyzed through multilevel models to measure differences in academic advising behaviors toward students with disabilities (10.12%) and the general population based on student self-reporting. Results illustrate that even when accounting for student backgrounds and institutional characteristics, academic advising behaviors were perceived as lower for students with disabilities, highlighting the need to intentionally improve services for these students.

scholarly journals Academic Advising and the Student Transition to College

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Joe Cuseo
Keyword(s):  
Academic Advising ◽  
Student Development ◽  
First Generation ◽  
Early Stage ◽  
First Year Experience ◽  
Development Theory ◽  
First Year ◽  
First Year Students ◽  
Student Transition ◽  
Undergraduate Experience

The first year of college continues to be a critical period for student persistence, learning, and development. College students are under increasing pressure to make commitments to major and career plans at a very early stage in their undergraduate experience, often without the programmatic support to do so. First-year experience professionals, who are knowledgeable about student development theory and professionally committed to facilitating the transition of students to collee, are well position to fill the void in support for early academic and career decision-making. Provision of proactive and personalized support to meet the current demands for early educational and vocational decision-makingmay be pivotal for ensuring the success of today's first-year students in general, and today's growing number of first-generation students in particular.

scholarly journals Fostering Retention in Online Higher Education: Students’ Perceptions of an Intervention Addressing their First-Year Experience

2020 ◽  
pp. 389-397
Author(s):  
Marlon Xavier ◽  
Julio Meneses
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Advising ◽  
First Year Experience ◽  
First Year ◽  
Continuous Assessment ◽  
Related Factors ◽  
First Year Students ◽  
Online Higher Education ◽  
Intervention Measures

Dropout represents one of the greatest challenges faced by online higher education. This paper presents an institutional intervention aimed at fostering retention and success of first-year undergraduate students at the Universitat Oberta de Catalunya (UOC), an online and open University, through measures addressing learning design and academic support. Secondly, through analysing in-depth interviews with first-year students, the paper explores their perception of intervention measures and their possible advantages or risks. Results indicate that time-related factors represent the major issue for persistence and continuance. Intervention measures such as personalized course packages which prevent overlapping of submission deadlines; flexibility in continuous assessment; and personalized support and academic advising were valued highly by most students. Future retention interventions in open universities are also discussed.

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