Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina

Abstract

Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.