Effects Of Academic Advising And Student Faculty Contact On Student Retention
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Effects Of Academic Advising And Student Faculty Contact On Student Retention
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Author : Tonia Kay Baxter
language : en
Publisher:
Release Date : 1996
Effects Of Academic Advising And Student Faculty Contact On Student Retention written by Tonia Kay Baxter and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with College dropouts categories.
Perceptions Of Faculty Advising
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Author : Runie J. Mensche
language : en
Publisher:
Release Date : 2021
Perceptions Of Faculty Advising written by Runie J. Mensche and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with Academic achievement categories.
This research study aimed to explore the perceptions and lived experiences of students and faculty advisors of academic advising practices. This qualitative phenomenological study utilized Tinto's (1975, 2012, 2013) theories of student retention and departure and Astin's (1984) theory of student involvement as frameworks in understanding how retention rates and student success are connected to ineffective or quality faculty advising practices. Four research questions served as a guide for this study. The research questions addressed how student participants and faculty advisors described effective academic advising practices and barriers to retention and faculty advisor issues. Individual interviews with students and faculty advisors were used to gather data. Four themes emerged from the interviews: it [faculty advising] is all about communication and relationships, personalized intentionality, we don't do prescriptive advising here, and this is not enough. Although a link between persistnence and advising has been established, there is a need to research further academic advising approaches from a faculty member perspective. Student participants expressed communication, trustworthiness, approachability, and transparency as means to provide effective advising. Faculty advisors expressed institutional barriers such as a lack of professional development hindering their ability to provide quality advising service. The data gathered in this study may influence higher education professionals' understanding of how faculty advising contributes to an institution's retention and persistence initiatives.
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions
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Author : Linda Marie Hockaday
language : en
Publisher:
Release Date : 2020
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions written by Linda Marie Hockaday and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Counseling in higher education categories.
As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be explained by the hypothesized structural model; and c) identify the direct, indirect, and total effects among the variables included in the hypothesized structural model. The hypothesized structural model exhibited poor overall model fit and post-hoc model modifications were made. Results of the SEM analysis on the final model using IBM SPSS AMOS version 25 software revealed several interesting findings. Most noteworthy was the finding that perceptions of the academic advising experience had a statistically significant effect on student enrollment intentions via the mediating effect of student-institution relationship quality. In order to support the role that academic advising plays in the development of a positive student-institution relationship, it is recommended that institutional leaders explore and implement policies and procedures that support a positive academic advising experience for all students. For open access institutions, specifically, institutions should take steps to manage advisor to advisee caseloads with an understanding that their students may be academically underprepared, unsure of career goals, and/or have limited understanding of college processes and procedures (Klempin & Karp, 2018). Recommendations for future research include focusing on re-specifying, retesting, and cross-validating the hypothesized model.
Community College Academic Advising
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Author : Christy Lynn Genova
language : en
Publisher:
Release Date : 2020
Community College Academic Advising written by Christy Lynn Genova and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Community colleges categories.
Although research shows the utilization of advising services can impact academic performance and provide students with a point of connection to postsecondary institutions, the effect of advising services in the experiences of traditional-aged college student attending community colleges has only recently been explored. This causal-comparative research study was designed to address the gap in literature concerning the use and effectiveness of academic advising services in community colleges. The study included a convenience sample of 99 community college students, between the ages of 18 and 24 years, from a small community college. Participants completed an online version of the Community College Survey of Student Engagement (CCSSE) and data were collected from March 2019 through November 2019. A Hotelling’s T2 test was conducted to determine if the utilization of academic advising services significantly impacted participant grade point averages (GPAs), number of semesters enrolled, and level of student engagement. The results of the Hotelling’s T2 test were statistically significant; therefore, post-hoc testing in the form of three independent samples t-tests was conducted. The study found that there was only a statistically significant difference in the GPAs of participants who utilized academic advising services when compared to those who did not. There were no statistically significant differences for number of semesters enrolled or level of student engagement between the two groups. Further research is recommended to determine if these results can be generalized to the overall population or if a longitudinal design may provide a clearer perspective of the effect of advising services over time.
Academic Advising Approaches
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Author : Jayne K. Drake
language : en
Publisher: John Wiley & Sons
Release Date : 2013-09-16
Academic Advising Approaches written by Jayne K. Drake and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-09-16 with Education categories.
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.
Increasing Persistence
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Author : Wesley R. Habley
language : en
Publisher: John Wiley & Sons
Release Date : 2012-09-04
Increasing Persistence written by Wesley R. Habley and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-09-04 with Education categories.
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Critical Assessment And Strategies For Increased Student Retention
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Author : Black, Ruth Claire
language : en
Publisher: IGI Global
Release Date : 2017-11-30
Critical Assessment And Strategies For Increased Student Retention written by Black, Ruth Claire and has been published by IGI Global this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-11-30 with Education categories.
Student retention has become a difficult issue within higher education. As such, it is imperative to examine the causes, as well as provide educators with strategies to implement to improve retention rates. Critical Assessment and Strategies for Increased Student Retention is a pivotal reference source for the latest progressive research on a variety of current student success and attendance perpetuation issues. Featuring a broad range of coverage on a number of perspectives and topics, such as academic performance, counseling, and culture, this publication is geared towards practitioners, academicians, and researchers interested in understanding the difficulties with maintaining student retention.
Survey Of Student Retention Policies In Higher Education
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Author :
language : en
Publisher: Primary Research Group Inc
Release Date : 2008
Survey Of Student Retention Policies In Higher Education written by and has been published by Primary Research Group Inc this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Education categories.
The Survey of Student Retention Policies in Higher Education presents data from a benchmarking study of the retention policies of 40 American colleges. Data is broken out for public and private colleges, by Carnegie class and enrollment level, to allow for easier benchmarking. This 100+ page study presents data on: spending on consulting services to aid in student retention, spending on conferences, reports and other information and analysis about retention; percentage of colleges that have a dean or other high level administrator for retention; retention rates for students; ways in which colleges track and present retention data; perceived impact of financial assistance on retention; perceived impact of severity in grading on retention; perceived impact of tutoring services on retention; perceived impact of psychological counseling serviceson retention; perceived impact of general economic conditions on retention; perceived impact of involvement in extra-curricular activities on retention; perceived impact of the quality of food services and residence halls on retention; use of interviews of transferees or drop outs from the college; use of interviews of graduates of the college; importance of exit interviews; percentage of colleges that maintain records on students that are engaged in few or no extracurricular activities; description of college info literacy policies; percentage of colleges that offer child care services to students; role of part time job finding services; perceived importance of career services division for retention; perceived importance of the academic advising services unit for retention; perceived importance of peer mentoring for retention; percentage of colleges that intervene at pre-determined thresholds of student difficulties such as number of classes missed or low grade point average; description of college efforts to reach out to help high risk students; College spending on tutoring services; Projected future spending on tutoring services; Perceived impact of tutoring services on retention; Source of tutors; Cost of Tutors; percentage of residence halls that have student advisory centers; percentage of colleges that have hired consultants to advise on the academic advising services; Annual Budget of the academic advising unit; number of full time equivalent positions allocated to the academic advising unit; description of rate of growth in the college's financial aid to students over the past two years; description of changes in tuition levels; perceived view of the need to increase financial aid or lower tuition in order to maintain or enhance enrollment; institutional attitudes towards the encouragement of instructor-student interaction outside of class; percentage of students that need special help in reading, writing or pronouncing English; percentage of colleges that offer ESL.
Faculty Involvement In Student Retention
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Author : California State University. Task Force on Retention and Advising
language : en
Publisher:
Release Date : 1990
Faculty Involvement In Student Retention written by California State University. Task Force on Retention and Advising and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with College attendance categories.
Implementing A Pivotal Talent Pool Strategy To Improve College Student Retention
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Author : Eric Justin Tack
language : en
Publisher:
Release Date : 2017
Implementing A Pivotal Talent Pool Strategy To Improve College Student Retention written by Eric Justin Tack and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
Improving student retention rates is imperative for U.S. colleges and universities; however, despite decades of research, a universal strategy for increasing retention rates remains elusive. The purpose of this study was to determine if a pivotal talent pool strategy (PTPS) helped to improve performance in a centralized academic advising unit at a regional state university, resulting in an increase in student retention rates. The director of advising at the study site led an action research (AR) team, consisting of two academic affairs leadership personnel, in a two-year study engaging five assistant directors of advising and 14 front-line academic advisors as research participants. Academic advisors served as the pivotal talent pool for this study. Two research questions guided this research: (1) How, if at all, does implementing a PTPS affect the performance and short-term impact of a centralized academic advising unit? (2) What is required of a centralized advising unit to create the conditions that support the development and implementation of such a PTPS? Qualitative data were collected using several methods, including benchmarking and semi-structured interviews, meeting notes, email correspondences, researcher journal entries, and organizational documents. Additionally, data were generated by examining term-over-term undergraduate student re-registration rates. The AR team adhered to Coghlan and Brannick's (2010) traditional AR cycle, comprising four basic steps: constructing, planning action, taking action, and evaluating action. This study consisted of one mega-research cycle focused on improving the performance of the academic advisors, with an embedded sub-cycle focused on the performance of the supervisors of academic advisors. The AR team integrated Ruona's (2004) consulting to improve the performance process to intervene with academic advisors and their supervisors. The data were analyzed both inductively and deductively using the constant comparative method (Ruona, 2005). The findings showed that using a PTPS (Ruona, 2014, 2017) improved the performance of a pivotal talent position. The results also highlighted factors impacting performance that practitioners must consider when implementing a PTPS. Moreover, the study revealed opportunities to further explore how the PTPS employed by the study site has a long-term impact on improving student retention rates at the university and other institutions.