NACADA Journal最新文献

{"title":"Administrator Perceptions of Academic Advisor Tasks","authors":"Donna J. Menke, Mark P. Duslak, Craig M. McGill","doi":"10.12930/nacada-20-12","DOIUrl":"https://doi.org/10.12930/nacada-20-12","url":null,"abstract":"As higher education leaders, chief academic officers are capable of affecting the ways advising is structured and performed on college campuses, but little is known about how they regard advising. This study investigated the perceptions of 181 chief academic officers at two- and four-year public and private institutions in the U.S. regarding advising tasks. Using a Likert-scale instrument built using the NACADA core competencies, we explored how chief academic officers' perceptions of advisor tasks represent the informational, relational, and conceptual areas of the core competencies. Results revealed small significant differences between institutional type in perceptions of advising roles and functions. This study lays the foundation for future inquiry into perceptions of chief academic officers and other key stakeholders of advising.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133858754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Insider Information: Advisors' Perspectives on the Effectiveness of Enhanced Advising Programs for Community College Students","authors":"P. Donaldson, Lyle McKinney, M. Lee, C. Horn, A. Burridge, Diana Pino","doi":"10.12930/nacada-18-26","DOIUrl":"https://doi.org/10.12930/nacada-18-26","url":null,"abstract":"This study examines the structure of an enhanced advising program (EAP) through the perspectives of academic advisors. Utilizing a qualitative research design, interviews were conducted with 12 primary-role academic advisors employed within an EAP at a large, urban community college in Texas. Thematic analysis of the interviews identified the following distinguishing characteristics of EAPs: (1) improved student participation in academic advising; (2) stronger student engagement with advising; and (3) proactive construction of an educational plan. This study expands the literature on EAPs by providing additional context and description from the practitioner perspective and by delineating the EAP's strategy to strengthen advising programming at the community college level.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133039794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advisor Beliefs, Practices, and Perceptions of Well-Being: Development of an Advisor Self-Evaluation Instrument","authors":"Ye He, Bryant L. Hutson, J. L. Bloom, A. Cuevas","doi":"10.12930/nacada-18-02","DOIUrl":"https://doi.org/10.12930/nacada-18-02","url":null,"abstract":"Academic advising is integral to student success in higher education. However, few studies have explored the beliefs, practices, and well-being of advisors. In this study, we introduce an instrument designed to explore advisors' beliefs, practices, and well-being based on literature that addresses advising approaches and their theoretical connections, along with research on measuring well-being. Trends and themes of advisors' beliefs, practices, and factors associated with their perception of well-being were highlighted using responses from 136 advisors from various U.S. higher education institutions. We also consider implications from both individual and institutional perspectives.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126671686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Professionalization of Academic Advising: A Structured Literature Review – A Professional Advisor's Response","authors":"Eric R. White","doi":"10.12930/nacada-20-01","DOIUrl":"https://doi.org/10.12930/nacada-20-01","url":null,"abstract":"Craig M. McGill’s article in Volume 39, Number 1 of the NACADA Journal raises many issues about the status of academic advising as a profession. Despite having origins in the early 19 century, academic advising to many is still not a fully realized profession. Dr. McGill, writing on the literature addressing academic advising as a profession, has done what any professional would do: used a recognized forum in the field to present his research, thus allowing the opportunity for others to respond. Academic advising, like many professions, was a response to a recognized need. In the 1870s, administrators at Johns Hopkins University realized that students should not select electives without required input from faculty members. These administrators believed that advice from knowledgeable persons, in this case faculty members, could help students craft more meaningful and coherent educations for themselves. As curricula evolved to include general education, electives, minors, and the need to go outside the standard course of study with remediation and internships, for example, the demand for academic advisors grew. When World War II veterans joined the student body, it was clear that these heroes deserved special interventions from academic advisors, especially those veterans struggling with their chosen course of study. Adult students and students whose families had not previously accessed higher education were likewise provided with academic advisors. While the bulk of the work performed by academic advisors might seem to have been delivered on demand and without any substantive theoretical underpinnings, this period of academic advising represents the advent of significant antecedents and foundational influences. In 1970, I was hired as a psychological counselor at the small regional campus of a state university. At that time, I had no doubt that I was part of the counseling profession. Then, within a few days of starting, I was informed I had the responsibility to advise undecided students. The goal was to help these students declare majors within a specified time period. My sense of what an academic advisor did was limited to my own undergraduate experience. If I had an advisor, I certainly didn’t know it, although I did have to stand in a line at the end of my sophomore year to have a faculty member (my advisor?) sign me into my chosen major. I made all the decisions on what courses I would take by reading the course catalog, and I do not recall if anyone at the arena registration where I picked up the IBM punch cards for each course even signed off on my choices. Now, three years after earning a master’s degree, I had to advise students who did not know what they wanted to study. But there was help! I had learned from my colleagues that indecision was considered a psychological state ranging from mere indecision to persistent and debilitating indecisiveness. Interventions to help students move from undecided to decided involved talk therapy and ","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129176988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mindset Messaging: Fostering Student Support and Confidence through Micro-Messaging in Advisor Communication","authors":"S. Kyte, E. Collins, Regina Deil-Amen","doi":"10.12930/nacada-19-08","DOIUrl":"https://doi.org/10.12930/nacada-19-08","url":null,"abstract":"As academic advisors help students navigate academic challenges toward a degree, seemingly mundane interactions have the potential to shape students' beliefs about themselves and their abilities. This study examines whether subtle cues within messages from advisors may help students develop what Carol Dweck calls a growth mindset—the belief that ability is malleable through effort, strategy, and help-seeking—and lead to greater perceived support from advisors and student confidence. Drawing on focus groups and interviews with twenty undergraduate students at a large public university, this study offers empirical support for the positive impact that growth mindset language can have within advisor-student communication, as well as a set of practical recommendations for bringing these insights to day-to-day advising practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116088574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Academic Advisors in the Development of Transfer Student Capital","authors":"S. Hayes, L. Lindeman, C. Lukszo","doi":"10.12930/nacada-18-35","DOIUrl":"https://doi.org/10.12930/nacada-18-35","url":null,"abstract":"The purpose of this study is to understand the relationship between pre-transfer advising and the development of transfer student capital (TSC) for students who have transferred from community college to a four-year university. Using TSC as a framework, this qualitative case study seeks to identify the roles that pre-transfer advisors at community colleges and universities have in students' transfer processes. In this study, we find that advisors can play a critical role in building students' TSC and supporting students' self-efficacy. We also find that students indicate that advisors sometimes provide conflicting information or that advising can often be inaccessible to students, which can lead to self-advising. Implications and recommendations are discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122867421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advising Adult Learners During the Transition to College","authors":"Courtney E. Karmelita","doi":"10.12930/nacada-18-30","DOIUrl":"https://doi.org/10.12930/nacada-18-30","url":null,"abstract":"Adult learners represent a growing population of students in higher education who need various types of support to successfully embark on the transition to college. One popular type of support is a transition program, which aims to promote successful entrance to higher education. This study's findings imply that, while adult learners who have participated in transition programs continue to face challenges as they attempt to pursue higher education, the connections the participants made within transition programs helped mitigate the barriers they encountered. Additionally, the narratives of adult learners in this study demonstrate the need for academic advising during the transition to college. More research on the impact and effectiveness of transition programs is needed to develop programming that meets the needs of adult learners.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"39 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122727411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early Declaration of a College Major and Its Relationship to Persistence","authors":"David B. Spight","doi":"10.12930/nacada-18-37","DOIUrl":"https://doi.org/10.12930/nacada-18-37","url":null,"abstract":"As college completion rates are a top priority for institutions and other stakeholders, understanding college student persistence is important. Some perceive students making an early decision about a major as necessary for success in college, arguing that enrolling as undeclared contributes to student attrition. Previous research about undeclared students and persistence, however, is limited, conflicting, and dated. For this longitudinal study, logistic regression analyses were conducted using institutional records for 4,489 first-time in college, full-time enrolled students from the Fall 2010 cohort at a large research university in the Western United States. The results show no difference in persistence between students who matriculate as declared versus undeclared majors, which has implications for advising practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130061357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are Course Withdrawals a Useful Student Success Strategy?","authors":"Patrick Akos, Scott James","doi":"10.12930/nacada-18-34","DOIUrl":"https://doi.org/10.12930/nacada-18-34","url":null,"abstract":"Course withdrawals have significant cost and curricular implications for both students and institutions. Yet within the retention literature, little is known about the context or impact of course withdrawals. This study examines course withdrawals of first year students from a sample of nine universities. Data reveal that demographic and contextual factors differentially influence the use of course withdrawals. Further, these data suggest that course withdrawals have negative consequences for second year retention, with nuanced significance when compared to making grades of D or F. We discuss implications for academic advisors, retention specialists, and faculty leaders, as well as policy and future research considerations.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129558637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Advising and the Community College Baccalaureate: Implications for Research, Policy, and Practice","authors":"E. Martinez, C. Elue","doi":"10.12930/nacada-18-16","DOIUrl":"https://doi.org/10.12930/nacada-18-16","url":null,"abstract":"An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. In this national, mixed methods study, we examined how and to what extent the implementation of baccalaureate degree programs has impacted academic advising policies and practices across U.S. community colleges. Survey and interview data highlighted the reorganization of advising and adoption of various advising models as well as the need for collaborations, communication, and professional development. In addition to underscoring the overall complexities involved in establishing four-year degree programs at the community college, results from this study helped us illuminate implications for policy and planning as well as suggested areas for future research related to advising.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133985403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}