Culturally Responsive Academic Advising of Black Males at an Urban Community College During COVID-19

The current research study aims to explore the academic advisors' culturally responsive advising of Black males at an urban community college during COVID-19. The qualitative method is suitable for the current research since the research focused on phenomenon analysis and non-statistical means of inquiry. The current research uses a phenomenological design to examine a specific group and phenomenon. The research will add to the understanding and knowledge base of the motivation and perceptions of academic advisors on advising Black males of an urban community college during the current global pandemic. The purpose is to examine how academic advisors respond to the needs of Black males in how it affects their enrolment, persistence, and success while studying in an urban community college. The research will support reviews regarding cultural intelligence and the need for more accountability for the overall success of Black male students.

Making Known the Real: An Exploration of Academic Advising Practices in a South African Higher Education Context

This is the first in a series of papers that emanate from the author’s doctoral research. This research explores academic advising as a profession and academic advisors as practitioners in the South African Higher Education sector; it focuses on advising within the Faculty of Commerce, Law and Management (FCLM) at a research-intensive public university in South Africa. During the period of investigation, academic advising engagements between students and the author were logged, thus forming a baseline dataset for the doctoral study. In phase one of the data analysis, baseline data were coded and clustered into overarching and subsidiary categories. The baseline dataset consists of 34 subsidiary categories, which form part of seven overarching categories; it contains 2240 entries based on 1023 consultations with 614 individual students during the three-year period under investigation. Using Archer’s (1995, 2000, 2005) notions about Social Realism as a theoretical framework, the author critically scrutinises the complex nature of the work that academic advisors do in a layered analysis of the baseline data. The author posits that it is through these layers of interpretation that one moves from the layer of the Empirical (experiences), through the layer of the Actual (events), to what Archer calls “the Real”, that is, the layer of mechanisms or underlying driving forces that brings about what happens in the layers of the Empirical and the Actual. This paper focuses specifically on the role of the academic advisor; it postulates inferential observations about academic advising by using the baseline dataset as a way in, while keeping the academic advisor central to the discussion.

The Effects of Academic Advising on Juniors and Seniors of English Department at Balkh University

Academic advising is the process between the students and academic advisors who exploring the value of a general education, reviewing the services and policies of the institution, discussing educational and career plans to make appropriate course selection goals for their students. Some studies have been conducted on academic advising and its effects on students’ academic development. Therefore, the present paper is an attempt to contribute the previous studies by presenting the factors that academic advising has an impact on students’ academic development. Thus, this paper will explore whether academic advising is efficient to the students or not. For this purpose, previous studies were reviewed, and the questionnaire was shaped. The participants were selected randomly who are the juniors and seniors (61% females and 39% males) of English Department at Balkh University. In the long run, the analysed data revealed that the functions of academic advising have impact on students’, success, development, educational outcomes, students’ satisfactions and students’ retention.

Texting as an Advising Communication Tool: A Case Study of Receptivity and Resistance

Texting has been identified as a tool that has the potential to enhance informational exchanges between academic advisors and students. We use focus group and survey data from a recent texting intervention to assess student and advisor receptivity to texting as a new mode of communication. The data reveal that most students immediately saw the benefits of this new tool. In contrast, advisors initially were very skeptical of its value. They raised concerns about having a voice in the content of the messages and the time commitment that would be needed to respond to students’ texts. Over time, this feedback led to modifications in the texting protocol and, in turn, advisors came to view texting as an important mechanism for improving communication with students. Our study ends with a discussion of texting best practices within the context of academic advising.

The impact of COVID-19 and the NCAA’s (National Collegiate Athletic Association) season cancellation on sport support professionals

The coronavirus (COVID-19) pandemic forced athletes to learn to navigate a world void of athletic competition and contend with the intricacies that life during a pandemic brings. Similarly, those that dedicate their lives to these athletes such as sport psychology practitioners, sport medicine personnel, athletic trainers, or academic advisors (i.e., sport support professionals) also experienced an abrupt ending to their routines, and in some cases their livelihoods. These professionals have been pushed to modify their art and find ways to engage their community from a distance (e.g., virtually, or physically from a social distance). Sport support professionals are experiencing a collective loss due to the COVID-19 pandemic. This paper addresses the impact of a global pandemic and the subsequent issues faced by sport support professionals across diverse disciplines, emphasizing the significance of these relationships and the necessary adjustments to manage the cessation of these relationships.

Should Students with AP Credit Repeat Coursework in College? A Multilevel Analysis

Research on the Advanced Placement (AP) program generally shows that students scoring 4s and 5s on AP exams outperform their non-AP peers in subsequent college courses. However, faculty and academic advisors often suggest that students with AP credit should repeat prerequisite courses in college before attempting advanced coursework. We compared grades of 20,409 students in 42 subsequent courses across three groups: students who used AP credit as a prerequisite, students who earned AP credit but repeated the prerequisite courses in college, and students without AP credit. Results with two-level cross-sectional multilevel modeling showed that AP students performed similarly in subsequent courses whether they chose to repeat prerequisites or not; both groups outperformed non-AP students with similar academic backgrounds.

Impacts of Sense of Career Calling and Perceived Career Development Opportunities on Work Engagement: A Case Study of Undergraduate Academic Advisor

This article studies the impacts of sense of career calling and perception of career development opportunities on work engagement, taking academic advisors as survey object. An online questionnaire survey was carried out on academic advisors of colleges and universities in Henan Province, China. Purposive sampling is used for the convenience of data collection, and a total of 400 valid questionnaires were received. SPSS statistical software is used to conduct descriptive analysis, independent sample t-test, and regression analysis of sample data. Research results show that academic advisors have a higher sense of career calling, perception of career development opportunities, and work engagement. Married teachers have a higher sense of career calling, perception of career development opportunities, and work engagement. Sense of career calling and perceived career development opportunities have a significant positive impact on work engagement, and career mission has a greater impact on work engagement than perceived career development opportunities. This research can help college administrators and decision makers realize the importance of the psychological needs of academic advisors in improving work engagement.

Academic Success: Perceptions of Student-Athletes, Learning Specialists, and Academic Advisors

The current study explores how academic success is defined and perceived by student-athletes and athletic academic support staff professionals, specifically learning specialists and academic advisors. Using qualitative methods, one-on-one interviews were conducted with participants from six “Power 5” programs to establish overarching themes. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic.

The Impact of the Academic Advising Style on the Development of an Academic Integrity Culture among Future PhD Candidates

Our research studied the impact of academic advising style on the development of a culture of academic integrity among PhD candidates. The study involved 52 postgraduate students and their 52 academic advisors. The results obtained were analyzed through general scientific methods. We used a closed-ended questionnaire to gather data from academic advisors, open-ended questions for postgraduate students, mathematical data processing techniques, and the Statistica software package to interpret data. The empirical data indicates that a pastoral academic advising style was applied by 17,3% of advisors, a laissez-faire style by 11,5%, a contractual style by 40,4%, and a directorial style by 30,8% of advisors in this study. Correlating these results with data on postgraduate students’ level of academic integrity culture lead to the conclusion that the contractual style of academic advising could be regarded as the most beneficial for raising the level of academic integrity culture of postgraduate students (33,3% of students of advisors with this style had a high level of academic integrity culture). The weakest style for improving the level of academic integrity culture of students is the pastoral style (11,1%). Moreover, it is obvious that most academic advisors (40,4%) use the mutually beneficial contractual style. The quantitative increase of advising style indicators corresponding to the contractual type entails higher values for students’ academic integrity culture. The relationship between advising style and level of academic integrity culture is not linear, and we cannot argue that an academic advisor with a contractual leadership style adheres to all the desirable principles of academic integrity culture. Further investigations are required if more specific and diversified conclusions are to be made. Furthermore, we should take into account that other members of the academic staff also have an impact on the formation and improvement of the academic integrity culture of postgraduate students.