The Effects of Proactive Advising on First-generagtion Community College Students PDF Download
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Author: Connie Blair
Publisher:
ISBN:
Category : Achievement
Languages : en
Pages : 164
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Book Description
First-generation students (FGS) often come to college less academically and emotionally prepared than continuing-generation students which leads to lower persistence rates after the first year of college. Research shows that some of the most effective retention efforts begin with students' academic advisor. Therefore, in an effort to help ease the transition into college, this action research project was carried out to determine the effects proactive advising had on first-generation community college students. The project aimed to answer the following research questions: Which proactive advising strategies were most effective? Which proactive advising strategies were least effective? Was there a relationship between FGS perceptions of academic advising and academic success? Wa there a relationship between utilization of academic advising and academic success? A series of five surveys were distributed to eight participants throughout the fall semester which helped do three things: 1) Identify the eligible participants of the program, 2) Determine the participants' perceptions of academic advising during the beginning, middle, and end of the semester, and 3) Determine which of ten implemented strategies the participants found to be the most and least effective. Survey results indicated that students were partial to advising strategies that kept them on track both personally and acadically and that students did not like stratgies that were time consuming, presented them with repeat information, or did not help them achieve their goals. While it is difficult to determine if the employed advising strategies were the reason for the academic success of the participants, at first glance there does seem to be a marginal correlation between positive perceptions and utilization of academic advising and academic success.
Author: Connie Blair
Publisher:
ISBN:
Category : Achievement
Languages : en
Pages : 164
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Book Description
First-generation students (FGS) often come to college less academically and emotionally prepared than continuing-generation students which leads to lower persistence rates after the first year of college. Research shows that some of the most effective retention efforts begin with students' academic advisor. Therefore, in an effort to help ease the transition into college, this action research project was carried out to determine the effects proactive advising had on first-generation community college students. The project aimed to answer the following research questions: Which proactive advising strategies were most effective? Which proactive advising strategies were least effective? Was there a relationship between FGS perceptions of academic advising and academic success? Wa there a relationship between utilization of academic advising and academic success? A series of five surveys were distributed to eight participants throughout the fall semester which helped do three things: 1) Identify the eligible participants of the program, 2) Determine the participants' perceptions of academic advising during the beginning, middle, and end of the semester, and 3) Determine which of ten implemented strategies the participants found to be the most and least effective. Survey results indicated that students were partial to advising strategies that kept them on track both personally and acadically and that students did not like stratgies that were time consuming, presented them with repeat information, or did not help them achieve their goals. While it is difficult to determine if the employed advising strategies were the reason for the academic success of the participants, at first glance there does seem to be a marginal correlation between positive perceptions and utilization of academic advising and academic success.
Author: Virginia N. Gordon
Publisher: John Wiley & Sons
ISBN: 1118045513
Category : Education
Languages : en
Pages : 614
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Book Description
One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate how advising practices have been put to use.
Author: Jenny R. Fox
Publisher: The National Resource Center for The First-Year Experience
ISBN: 194207218X
Category : Education
Languages : en
Pages : 269
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Book Description
Published in partnership with NACADA: The Global Community for Academic Advising Academic advisors help students learn to make the most of their college years, not merely by completing requirements toward a degree but also by growing intellectually and developing all aspects of their identity. Yet, many professional and faculty advisors are new to academic advising and may feel ill-equipped to do more than help students register for classes. This new edited collection provides an overview of the theory and best practice undergirding advising today while exploring the transition challenges of a wide-range of first-year college students, including those attending two-year colleges, coming from underrepresented backgrounds, entering underprepared for college-level work, and/or experiencing academic failure.
Author: Anna Peace
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 41
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Book Description
First-generation college students are often described as individuals who are the first person in their family to attend college. First-generation definition variations span from parents who have not taken any college courses to parents who completed a degree outside of the United States. Nonetheless, these students face unique challenges compared to their peers who have parents who attended college. These challenges include lack of preparation academically and socially. While these risks are generalized to the group of first-generation students, academic advisors should be aware of the potential issues students face and how to increase firstgeneration student success. In their role, academic advisors build relationships with students, facilitate decision making, identify campus resources, and aid in goal setting. The implications of this research synthesis are explanations of academic and social barriers for first-generation college students and multiple deliverable suggestions for academic advisors concerning their first-generation advisees. To begin, it is imperative academic advisors acknowledge the barriers first-generation college students face and the different advising styles. I define and describe several advising types including traditional, developmental, intrusive, and servant leadership. Next, there are numerous ways advisors can support first-generation college students. Some of the suggestions are helping students connect to different offices, aiding student relationship building, bolstering student confidence and help-seeking skills, and offering alternative means of communication. Lastly, in order for academic advisors to better assist first-generation college students, they must engage in professional development opportunities specifically focused on this population, foster connections with various campus office personnel for ease of referrals on students, and posses knowledge of the courses and their perceived competitiveness. This literature review and presentation will serve to identify the challenges unique to first-generation college students and provide suggestions for academic advisors to better serve this population.
Author: Valerie Thompson
Publisher: Rowman & Littlefield
ISBN: 1475871880
Category : Education
Languages : en
Pages : 267
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Book Description
Differentiated Academic Advising Strategies for Students Beyond the Margins features the voices of current scholars and practitioners who articulate culturally responsive academic advising strategies that expand traditional academic advising practices. The chapter authors encourage higher education practitioners to situate their work within the unique and diverse needs of their students for the purpose of truly and authentically supporting the whole student. Additionally, this volume highlights new and innovative scholarship centering on the needs of diverse students.
Author: Virginia N. Gordon
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072503
Category : Education
Languages : en
Pages : 45
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Book Description
Published in partnership with NACADA, The Global Community for Academic Advising As the focus on college completion and gainful employment intensifies, the stakes for students entering higher education and the institutions that serve them have never been higher. Yet, new students and their families may not understand the value of an educational plan for helping them stay on track and achieve their goals. They may have even less knowledge about how to create one. This brief guide focuses on the role of academic advisors in helping students chart a course for success and suggests how parents and family members can be partners in the journey. A glossary of key terms and list of frequently asked questions help demystify the college experience and highlight the many purposes of the academic advising relationship. A particularly useful resource for the families of first-generation college students and ideal for distribution at recruitment events, orientation, or parent and family programs. $2.00 each when purchased in multiple copy pack of 100.
Author: Jayne K. Drake
Publisher: John Wiley & Sons
ISBN: 1118416031
Category : Education
Languages : en
Pages : 304
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Book Description
Strong academic advising has been found to be a key contributor to student persistence (Center for Public Education, 2012), and many are expected to play an advising role, including academic, career, and faculty advisors; counselors; tutors; and student affairs staff. Yet there is little training on how to do so. Various advising strategies exist, each of which has its own proponents. To serve increasingly complex higher education institutions around the world and their diverse student cohorts, academic advisors must understand multiple advising approaches and adroitly adapt them to their own student populations. Academic Advising Approaches outlines a wide variety of proven advising practices and strategies that help students master the necessary skills to achieve their academic and career goals. This book embeds theoretical bases within practical explanations and examples advisors can use in answering fundamental questions such as: What will make me a more effective advisor? What can I do to enhance student success? What conversations do I need to initiate with my colleagues to improve my unit, campus, and profession? Linking theory with practice, Academic Advising Approaches provides an accessible reference useful to all who serve in an advising role. Based upon accepted theories within the social sciences and humanities, the approaches covered include those incorporating developmental, learning-centered, appreciative, proactive, strengths-based, Socratic, and hermeneutic advising as well as those featuring advising as teaching, motivational interviewing, self-authorship, and advising as coaching. All advocate relationship-building as a means to encourage students to take charge of their own academic, personal, and professional progress. This book serves as the practice-based companion to Academic Advising: A Comprehensive Handbook, also from NACADA. Whereas the handbook addresses the concepts advisors and advising administrators need to know in order to build a success advising program, Academic Advising Approaches explains the delivery strategies successful advisors can use to help students make the most of their college experience.
Author: Valarie Morgan
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 178
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Book Description
Author:
Publisher:
ISBN: 9781878477538
Category : College attendance
Languages : en
Pages : 55
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Book Description
"The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.
Author: Allison Keene
Publisher:
ISBN:
Category :
Languages : en
Pages : 110
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Book Description
With the demographics of the United States changing at a rapid rate, a greater percentage of the population identifies as first-generation college students (National Center for Education Statistics, 2016). Much of the literature available around first generation college students focuses on deficits in this population, noting lower retention and graduate rates compared to their non-first generation peers. The literature notes not having exposure to pre-existing knowledge around the college experience, given they are the first in their families to pursue postsecondary education, is a strong contributor to these poor outcomes (Cataldi et al, 2018; Collier & Morgan, 2008; O'Shea, 2016; Stephens et al, 2012). Next steps, however, require university administrators to view this population from a lens of opportunity and strengths to focus on how institutions can empower this group (Macia, 2013). In spite of the challenges faced, first generation college students have persevered and are seeking additional opportunities for educational advancement, requiring administrators to rewrite the deficit narrative in the literature and focus on how to empower first generation college students to persist and ultimately graduate. With more first generation college students seeking postsecondary education than ever before, universities need to adapt to the changing needs of the students enrolling in their programs and seek ways to build social capital in these students, which has been proven to promote self-efficacy, goal setting, and academic success, and ultimately higher retention rates (Fosnacht et al., 2017; Lotkowski et al., 2004; Tinto, 2007; Vander Schee, 2007; Young-Jones at al., 2013). Given the literature points to a strong connection between students building relationships with academic advisors and higher rates of retention and graduation, universities should focus on the professional development opportunities provided to advisors (Bettinger & Baker, 2014; Fosnacht et al, 2017; Mau & Fosnacht, 2019; Molina & Abelman, 2000; Swecker et al, 2013). This research focuses on a survey of 108 academic advisors across the mid-Atlantic region, including two-year and four-year institutions, both public and private as well those only granting bachelor degrees all the way up to those doctoral granting institutions. The 35 question survey was broken into three parts. Part one focused on utilizing the Mentoring Competency Survey, developed by the University of Wisconsin-Madison, to understand the development of key competencies related to mentorship, including maintain effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity, and promoting professional development (Fleming et al., 2013; University of Wisconsin-Madison, 2018). Part two focused on demographic questions taken from the 2011 NACADA National Survey These questions focused specifically on the advisor's size of the home institution, understanding the advisor's role (department-level, school-level or university-level), highest degree attained, and types of professional development available to the advisor (National Academic Advising Association Clearinghouse, 2017). The third section asked for general confidence ratings in working with first generation college students versus non-first generation college students and years of service. The survey results noted a general lack of professional development being provided to this population related to the needs of first-generation college students. Most reported minimal to no professional development opportunities in this area and those that did report noted limitation to the events, such as being one day workshops. Of those that reported more professional development opportunities around first generation college student, significant positive correlations for higher levels of confidence in working with this group were associated with having regularly scheduled meetings and out of office staff retreats that focused on first generation college student issues. Respondents also noted that having a series of workshops about general topics also boosted their confidence in working with first generation college students, which highlights the importance of complementing a professional development portfolio with information based on key content related to specific groups as well as generalized professional development that speaks best practices in the profession. Data from this survey promotes key ideas for future next steps, such as hiring and retention practices for academic advisors, setting professional development standards, utilizing competencies for professional growth and career advancement, and creating buy-in with students. Example and implementation ideas are also included for next-step planning.
