Effective Student-Advisor Engagement and Relationship Building in Online Graduate Programs

2019 ◽  
pp. 176-191
Author(s):  
Jennifer Varney
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Graduate Students ◽  
Student Success ◽  
Undergraduate Students ◽  
First Generation ◽  
Graduate Programs ◽  
Relationship Building ◽  
Critical Component ◽  
Student Advisor

The goal of this chapter is to discuss the importance of advisor-student engagement as a critical component of student success. Much has been written about advising undergraduate students and strategies for working with first generation students and other challenges specific to undergraduate students, and this chapter will focus on working with online graduate students. Heisserer and Parette noted that contact with a significant person within an institution of higher education is a crucial factor in a student's decision to remain in college. The focus on this chapter is on how advisors can be the significant person within the institution for their graduate students, and how advisors can help students successfully integrate into the institution academically and socially to increase their likelihood of retention and success.

Connecting Theory to Practice

2015 ◽  
pp. 38-60
Author(s):  
Amy L. Sedivy-Benton ◽  
Mary K. O'Kelly
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Student Success ◽  
Research Methods ◽  
Graduate Programs ◽  
Current Trend ◽  
Future Trends ◽  
Practical Application ◽  
Advanced Degrees ◽  
Theory To Practice

With higher education becoming more dynamic and institutions providing multiple venues for students to obtain advanced degrees, graduate programs are under increasing pressure to make explicit efforts to provide students with meaningful, practical application of research methods in order to prepare them to be successful researchers. Students must emerge from these programs with the knowledge, skills, and abilities to partake in research on their own. Yet, the current trend seems to be that students enter these programs lacking the basic skills needed to ensure success. They exhibit minimal self-efficacy and insufficient readiness to connect their coursework to application in their chosen profession. This chapter provides an overview of the skills and issues of graduate students and a discussion of how those issues affect student success in conducting independent research. The chapter concludes with recommendations for addressing those issues and an exploration of future trends.

Is It What You Know or Who You Know?: An Information Typology of How First-Generation College Students Access Campus Resources

2021 ◽  
pp. 152102512110681
Author(s):  
Jeffrey K. Grim ◽  
Emma Bausch ◽  
Adan Hussain ◽  
Steven Lonn
Keyword(s):  
College Students ◽  
Student Success ◽  
First Generation ◽  
First Generation College Students ◽  
Relationship Building ◽  
Future Research ◽  
Group Data ◽  
First Generation College ◽  
Focus Group Data ◽  
Information Finding

While there has been increased investigation of the enrollment patterns and access to college for first-generation college students (FGCS), less is understood about how FGCS learn and utilize vital information to persist with limited familial knowledge about college success. In this paper we utilize focus group data of 62 diverse FGCS to create a typology of how students utilize information to succeed in college. Using theory from sociology and information sciences we categorize the sources FGCS learn from and how information is utilized. Our findings indicate that FGCS develop complex ways of finding information even with minimal support and those information sources that are most helpful are often connected to pre-existing and informal relationships. We conclude by offering implications for future research on FGCS student success and opportunities for administrators to incorporate information-finding and relationship-building concepts into student success practice.

Creating Meaningful Research for Graduate Students to Prevent Degree Abandonment

2018 ◽  
pp. 152-171
Author(s):  
Amy L. Sedivy-Benton
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Graduate Programs ◽  
Institutions Of Higher Education ◽  
Diverse Population ◽  
Graduate Degree ◽  
Advanced Degrees ◽  
Graduate Research ◽  
Brick And Mortar ◽  
Meaningful Research

Advanced degrees are becoming more valuable in the workplace. In turn, institutions of higher education are providing multiple venues for students to obtain advanced degrees. These venues tend to reach a population beyond those who would have attended a traditional brick and mortar institution. This reaches students from a variety of backgrounds, and institutions are trying to adjust and accommodate this newly recruited and diverse population. The expectations of graduate programs have not changed; students are to emerge from these programs with the knowledge, skills, and abilities to partake in research on their own. However, these students are limited on the readiness they possess to conduct graduate research. This in turn results in attrition from the program and leaving behind their opportunity for a graduate degree. This chapter provides an overview of the skills and issues of graduate students and a discussion of how those issues affect students finding success in graduate programs. The chapter concludes with suggestions and recommendations for addressing these issues.

Academic Motivation and Self-Discipline Strategies for Online Learners

2022 ◽  
pp. 111-128
Author(s):  
Emily Guetzoian
Keyword(s):  
Graduate Students ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
First Generation ◽  
Digital Learning ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Students First ◽  
The Difference

The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.

scholarly journals Undergraduate Research as a High Impact Practice in Higher Education

2019 ◽  
Vol 9 (3) ◽  
pp. 160
Author(s):  
Shari Lanning ◽  
Mark Brown
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Critical Factor ◽  
High Impact ◽  
Positive Effects ◽  
Research Findings ◽  
Research Initiatives ◽  
High Impact Practice

Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.

scholarly journals The Big Read Collaboration between Kingston University, the University of Wolverhampton, Edge Hill University, and the University of the West of Scotland, 2018–2019

LOGOS ◽  
2020 ◽  
Vol 31 (3) ◽  
pp. 34-65
Author(s):  
Alison Baverstock ◽  
Jackie Steinitz ◽  
Tanuja Shelar ◽  
Kelly Squires ◽  
Nazira Karodia ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
First Generation ◽  
Shared Reading ◽  
First Generation Students ◽  
The West ◽  
Selling Point ◽  
The University

This paper outlines the experience of four universities that collaborated on a pre-arrival shared reading project, the Big Read, in 2018/2019. They did so primarily to promote student engagement and retention and also to ease the transition into higher education, particularly for first-generation students, to promote staff connectedness, and to provide a USP (unique selling point) for their institution. The paper covers all the associated processes, from isolating the respective aims of the collaborators to the choosing and sharing of a single agreed title. In analysing the outcomes, recommendations are made for future cross-institutional projects of this kind.

scholarly journals Helping Geoscience Students Thrive in Graduate School

Eos ◽  
2018 ◽  
Vol 99 ◽  
Author(s):  
Alanna Lecher
Keyword(s):  
Student Success ◽  
Undergraduate Students ◽  
Graduate School ◽  
Liberal Arts ◽  
Graduate Programs

Ten factors that help liberal arts undergraduate students succeed could also increase the odds for student success in geoscience graduate programs.

scholarly journals Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations

2021 ◽  
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Evidence Based ◽  
Educational Provision ◽  
Success Model ◽  
Student Success Model ◽  
The Uk ◽  
Academic Year

As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.

scholarly journals Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose

Tequio ◽  
2020 ◽  
Vol 3 (9) ◽  
pp. 25-48
Author(s):  
Farima Pour-Khorshid ◽  
Margarita Machado-Casas ◽  
Katherine Talati ◽  
Diana Gomez ◽  
Guillermo Castillo
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Reflective Practice ◽  
First Generation ◽  
College Graduates ◽  
Faculty Members ◽  
The Political ◽  
Academic Barriers ◽  
First Generation College ◽  
Three Stages

Latinx first-generation college graduates often experience a myriad of structural, emotional, financial and academic barriers while navigating higher education as undergraduate and graduate students and later, if they become faculty members. While many studies have documented these struggles within the field, the political, methodological and pedagogical praxis of testimonio has been used to reflect on and document these struggles in ways that give the authors agency in retelling and reclaiming their experiences of marginalization and resistance. In this paper, the authors build on the metaphor of a labyrinth to describe how higher education can often feel similar to a maze-like path to navigate, yet, the spiritual and reflective practice of labyrinth- walking involves three stages of soul development which can also be experienced through testimonio: releasing, receiving and returning to oneself

scholarly journals Demystifying Diversity, Equity, and Inclusion Among Students in Higher Education

2022 ◽  
pp. 93-104
Author(s):  
Sundra D. Kincey ◽  
Aziza Zemrani ◽  
Theresa L. Bailey
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Success ◽  
Minority Students ◽  
Colleges And Universities ◽  
Innovative Strategies ◽  
Inclusive Practice ◽  
The World ◽  
The Impact ◽  
Equity And Inclusion

Understanding the unique components of diversity, equity, and inclusion is essential for institutions of higher education to increase student success outcomes and to prepare graduates for the world of work. This chapter will focus on how diversity, equity, and inclusion as a single entity is perceived by enrolled students, particularly minority students, and how institutions may help to increase students' awareness of such topics and the impact on their lives upon graduation. Discussions will lend themselves to strategies that institutions may employ to demystify these terms for enrolled students. Specific focus will be given to the use of inclusive competencies and methods institutions may implore to promote inclusive practice. Implications will be provided on how colleges and universities may develop innovative strategies to increase student engagement centered on these concepts and provide opportunities for students to share their experiences and ideas for integration on their respective campuses.

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