Boosting Retention Through a Foundation of Academic Advising

2018 ◽  
pp. 160-171 ◽  
Author(s):  
Sean Nemeth
Keyword(s):  
Student Success ◽  
Continuous Improvement ◽  
Academic Advising ◽  
Student Persistence ◽  
Causal Link ◽  
Academic Advisor ◽  
Road Map ◽  
Advising Models ◽  
Advising Model

While there is no direct causal link between academic advising and increased student persistence, the role of the academic advisor can be key to an institution's success. This chapter examines one university's approach to redesigning the academic advising model from the ground up and committing to a philosophy of continuous improvement in academic advising, retention and student success. A decade in the making, the tools and approaches created through this process now play an important part in the institution's success and can be a road-map for other institutions to follow as they aspire to revise and improve their academic advising models and to improve student success.

Academic Advising and Student Persistence

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.

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

2019 ◽  
pp. 004208591989404
Author(s):  
Royel M. Johnson ◽  
Terrell L. Strayhorn ◽  
Christopher S. Travers
Keyword(s):  
Predominantly White ◽  
Academic Advising ◽  
Black Males ◽  
Academic Advisor ◽  
Predominantly White Institution ◽  
Urban University ◽  
White Institution ◽  
Race And Culture

To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

Advisors as Interaction Designers

2012 ◽  
Vol 32 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Pamela Shockley-Zalabak
Keyword(s):  
Academic Advising ◽  
Interaction Design ◽  
Disruptive Innovation ◽  
Annual Conference ◽  
Academic Advisors ◽  
Academic Advisor ◽  
University Of Colorado ◽  
Convention Center ◽  
Definition Of

Pamela Shockley-Zalabak, Chancellor, University of Colorado Colorado Springs, gave the following speech at the 2011NACADA Annual Conference October 3, 2011, at the Colorado Convention Center in Denver. She provides an overview of changes affecting U.S. higher education, commentary on how those changes affect the role of the academic advisor, and the importance of helping students achieve life goals. She encourages academic advisors to embrace a broad definition of the academic advising profession and to lead change and innovation on campus. She relates personal teaching experiences, including her first instructor job at a federal prison, a chance meeting of a young woman who exemplifies today's college student, and the imperative that academic advisors engage in “disruptive innovation and interaction design” to better serve students.

Advising Models: Goal Achievement and Program Effectiveness

1998 ◽  
Vol 18 (1) ◽  
pp. 35-41 ◽  
Author(s):  
Wesley R. Habley ◽  
Ricardo H. Morales
Keyword(s):  
Academic Advising ◽  
Program Effectiveness ◽  
Institutional Culture ◽  
Goal Achievement ◽  
Perceived Effectiveness ◽  
Journal Articles ◽  
Advising Models ◽  
Advising Model ◽  
The Relationship

This is the second in a series of NACADA Journal articles that report on the results of the ACT Fifth National Academic Advising Survey. Collected data are analyzed to determine the performance of Habley's seven advising models on eight advising program goals and their perceived effectiveness on 11 program variables. The data also create the context for a deeper consideration of the relationship between an advising model and an institutional culture.

scholarly journals Faculty Advisor Perspectives of Academic Advising

2020 ◽  
Vol 40 (1) ◽  
pp. 10-22
Author(s):  
Elizabeth Hart-Baldridge
Keyword(s):  
Student Success ◽  
Academic Advising ◽  
Public Institution ◽  
Graduation Requirements ◽  
Higher Education Administrators ◽  
Academic Advisor ◽  
Faculty Advisor ◽  
Faculty Advisors ◽  
Education Administrators ◽  
Advisor Roles

A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.

scholarly journals How do Public Officials Learn About Policy? A Field Experiment on Policy Diffusion

2021 ◽  
pp. 1-8
Author(s):  
Miguel M. Pereira
Keyword(s):  
United States ◽  
Interest Group ◽  
Policy Diffusion ◽  
The United States ◽  
Causal Link ◽  
Policy Learning ◽  
Learning Context ◽  
Public Officials ◽  
Non Profit

Abstract Prior research suggests that partisanship can influence how legislators learn from each other. However, same-party governments are also more likely to share similar issues, ideological preferences and constituency demands. Establishing a causal link between partisanship and policy learning is difficult. In collaboration with a non-profit organization, this study isolates the role of partisanship in a real policy learning context. As part of a campaign promoting a new policy among local representatives in the United States, the study randomized whether the initiative was endorsed by co-partisans, out-partisans or both parties. The results show that representatives are systematically more interested in the same policy when it is endorsed by co-partisans. Bipartisan initiatives also attract less interest than co-partisan policies, and no more interest than out-partisan policies, even in more competitive districts. Together, the results suggest that ideological considerations cannot fully explain partisan-based learning. The study contributes to scholarship on policy diffusion, legislative signaling and interest group access.

The Mediating Role of Job Satisfaction in the Work Stress-Marital Interaction Relationship

1994 ◽  
Vol 24 (3) ◽  
pp. 122-130 ◽  
Author(s):  
Lynne Widrich ◽  
Karen Ortlepp
Keyword(s):  
Job Satisfaction ◽  
Work Stress ◽  
Causal Link ◽  
Work And Family ◽  
Specific Aspect ◽  
Self Report ◽  
Marital Interaction ◽  
Marital Functioning ◽  
The Relationship

The present study examined the relationship between work stress and a specific aspect of marital functioning, namely, marital interaction. An interactionist model of stress was adopted, with three role stresses, namely, role ambiguity, role conflict and role overload, being used as indicators of work stress. Despite the abundance of studies investigating the link between employment and family functioning over the past decade, the causal link between the two domains remains unclear. As previous research has indicated that the relationship between work and family is neither simple nor linear, the present study aimed to investigate the role of job satisfaction in the relationship. The final sample of the study consisted of 80 married men employed in a large financial organization. Data were gathered in the form of self-report questionnaires. Statistical analysis, using a longitudinal path analytic research design, did not support the proposed mediational model, that is, job satisfaction was not found to mediate the relationship between work stress and marital functioning.

The role of the Pacific Decadal Oscillation and ocean-atmosphere interactions in driving United States heatwaves

2021 ◽  
Author(s):  
Sem Vijverberg ◽  
Dim Coumou
Keyword(s):  
Rossby Wave ◽  
Rossby Waves ◽  
Low Frequency ◽  
Causal Link ◽  
Causal Mechanism ◽  
Temperature Forecast ◽  
The Pacific ◽  
Ocean Atmosphere ◽  
The Waves

<p>Heatwaves can have devastating impact on society and reliable early warnings at several weeks lead time are needed. Heatwaves are often associated with quasi-stationary Rossby waves, which interact with sea surface temperature (SST). Previous studies showed that north-Pacific SST can provide long-lead predictability for eastern U.S. temperature, moderated by an atmospheric Rossby wave. The exact mechanisms, however, are not well understood. Here we analyze Rossby waves associated with heatwaves in western and eastern US. Causal inference analyses reveal that both waves are characterized by positive ocean-atmosphere feedbacks at synoptic timescales, amplifying the waves. However, this positive feedback on short timescales is not the causal mechanism that leads to a long-lead SST signal. Only the eastern US shows a long-lead causal link from SSTs to the Rossby wave. We show that the long-lead SST signal derives from low-frequency PDO variability, providing the source of eastern US temperature predictability. We use this improved physical understanding to identify more reliable long-lead predictions. When, at the onset of summer, the Pacific is in a pronounced PDO phase, the SST signal is expected to persist throughout summer. These summers are characterized by a stronger ocean-boundary forcing, thereby more than doubling the eastern US temperature forecast skill, providing a temporary window of enhanced predictability.</p>

Sign in / Sign up

Export Citation Format

Share Document