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 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 THE PARAMETERS OF PSYCHOLOGICAL DEFENSE OF FIRST-YEAR STUDENTS IN CORRELATION TO THEIR PERSONAL CHARACTERISTICS

2016 ◽  
pp. 176-180
Author(s):  
E. A. Panasenko ◽  
I. S. Morozova
Keyword(s):  
Defense Mechanisms ◽  
Personal Characteristics ◽  
First Year ◽  
Jet Formation ◽  
First Year Students ◽  
Psychological Defense ◽  
Expression Of Emotions ◽  
Perception Of Time ◽  
Natural Expression ◽  
Psychological Defenses

The article features the problem of correlation between the parameters of psychological defenses and personality characteristics of students. It was found that if the person, when resolving difficult life situations, has resorted to the use of defense mechanisms, such as repression, regression, compensation, substitution or jet formation, this leads to a decrease of flexibility of behavior and refusal to accept themselves as is, an increase of the dependence on the opinion of others, and prevents adequate perception of time. The article defines the dominant mechanisms of psychological defenses among first-year students, such as the mechanism of "projection", "denial" and "intellectualization ". It is proved that self-actualized individuals change their behavior in accordance with the situation and demonstrate a natural expression of emotions and feelings, asking others for support.

scholarly journals Entrepreneurial Intentions among Higher Education Students in Finland and Spain

Economics ◽  
2015 ◽  
pp. 759-775
Author(s):  
Elina Varamäki ◽  
Erno Tornikoski ◽  
Sanna Joensuu ◽  
Kari Ristimäki ◽  
Andreu Blesa ◽  
...  
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Country Of Origin ◽  
Entrepreneurial Intentions ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
New Instrument ◽  
Empirical Context ◽  
Undergraduate Programs

The purpose of this article is to present the results of a pilot study in which the new instrument was developed and tested to measure the formation of entrepreneurial intentions in multi-country context. The developed instrument was largely based on the Theory of Planned Behavior (Ajzen (1991). In the pilot study, the authors were also paying attention to two issues, namely (i) whether the level of entrepreneurial intentions varies as a function of country of origin, (ii) whether the relative importance of the three antecedents of entrepreneurial intentions varies as a function of country of origin, and (iii) whether the background variables exercise similar effects on the formation of entrepreneurial intentions in different countries. The empirical context of the pilot study is made of two higher education institutions (one in Finland, one in Spain) and concerns their first-year students at undergraduate programs. In the end of this paper, the authors will discuss the implications of the empirical observations of their pilot study.

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.

Shifts in Spiritual and Religious Self-Perceptions in the First Year of College

2021 ◽  
pp. 128-153
Author(s):  
Alyssa N. Rockenbach
Keyword(s):  
Personal Characteristics ◽  
First Year ◽  
Religion And Spirituality ◽  
First Year Students ◽  
Self Perceptions ◽  
Spiritual But Not Religious ◽  
First Year Of College ◽  
Institutional Contexts ◽  
Spiritual Self ◽  
Parallel Reactions

This study draws on an original national and longitudinal survey to examine patterns and predictors of change in religious and spiritual self-perceptions among over seven thousand college students in their first year on campus. The chapter identifies the personal characteristics, institutional contexts, and collegiate experiences that shaped students’ perceptions of themselves in relation to religion and spirituality. Twenty-eight percent of first-year students changed their self-perception in the first year of college; a switch to “spiritual but not religious” was the most common type of change. The study illuminates parallel reactions to religious and spiritual descriptors among certain groups. For example, both atheists and evangelical Christians were less likely than mainline Protestants to adopt the “religious but not spiritual” and “spiritual but not religious” labels. Lived experiences in the first year of college made a notable impact on students’ self-perceptions of spirituality.

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.

Sign in / Sign up

Export Citation Format

Share Document