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An Advising Initiative for Online Students on Academic Probation 对在线学生的学术见习的建议倡议
NACADA Journal Pub Date : 2019-07-01 DOI: 10.12930/NACADA-16-019
N. Miller, Katherine Greer, Lindsey Cozier, Stephanie Whitener, Jerry Patton, Julie Koffarnus
{"title":"An Advising Initiative for Online Students on Academic Probation","authors":"N. Miller, Katherine Greer, Lindsey Cozier, Stephanie Whitener, Jerry Patton, Julie Koffarnus","doi":"10.12930/NACADA-16-019","DOIUrl":"https://doi.org/10.12930/NACADA-16-019","url":null,"abstract":"Online courses are increasingly popular with students, and postsecondary institutions are increasing the availability of online courses and degrees. Continued improvements in the academic experience, including academic advising, for students attending online degree programs will be expected as more students take these courses. This article provides an example of how institutions can improve academic advising for online students. An advising initiative designed for residential students on academic probation was adapted for use with online students on academic probation. Discussion of the advising approach used with both populations is included. Outcomes included improved academic standing for both student populations.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123137773","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}
引用次数: 1
Augmented Advising 增强建议
NACADA Journal Pub Date : 2019-07-01 DOI: 10.12930/nacada-17-018
Joseph Lema, J. Agrusa
{"title":"Augmented Advising","authors":"Joseph Lema, J. Agrusa","doi":"10.12930/nacada-17-018","DOIUrl":"https://doi.org/10.12930/nacada-17-018","url":null,"abstract":"Augmenting academic advising in the era of smart cognitive computing technologies creates new dynamics of engagement that can help academic advising evolve toward a learning-centered paradigm. We examined the self-directed learning readiness of students selected through demographic variables. The results indicate that differences in employment experience, length of employment, and grade point average (GPA) are statistically significant with regard to self-directed learning readiness scores. Preparing learners for self-directed processes can augment student development when purposefully positioned in a learning-centered approach with continuity across mobile, cloud, and cognitive technology–based learning platforms and in components of academic advising processes.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123599421","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}
引用次数: 1
Validating Faculty Advising Through Assessment 通过评估验证教师建议
NACADA Journal Pub Date : 2019-07-01 DOI: 10.12930/NACADA-17-034
J. Yonker, Dana Hebreard, Brian D. Cawley
{"title":"Validating Faculty Advising Through Assessment","authors":"J. Yonker, Dana Hebreard, Brian D. Cawley","doi":"10.12930/NACADA-17-034","DOIUrl":"https://doi.org/10.12930/NACADA-17-034","url":null,"abstract":"Faculty members take on the role of primary advisors on many small campuses. Many report feeling underprepared for the advising role. Assessment of academic advising can raise the awareness and perceived importance of advising and provide helpful feedback for practitioners. We developed a 14-item online advising assessment used to evaluate four important domains of advising: academic advice, advisor availability, advisor as personable and interested, and advising about vocation. We used this assessment to evaluate advisors who participated in an advising workshop designed to enhance their relational and conceptual advising skills. Student evaluations of advisors before and after the workshop showed significant positive differences. We recommend this assessment for advising improvement and as a means of evaluating workshop efficacy.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121071513","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}
引用次数: 2
Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students 对学业风险学生学习成果驱动的主动建议的直接测量评估
NACADA Journal Pub Date : 2019-07-01 DOI: 10.12930/NACADA-18-005
Stephanie D. Kraft-Terry, Cheri D. Kau
{"title":"Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students","authors":"Stephanie D. Kraft-Terry, Cheri D. Kau","doi":"10.12930/NACADA-18-005","DOIUrl":"https://doi.org/10.12930/NACADA-18-005","url":null,"abstract":"Creating advising curricula through backward design ensures that learning objectives remain central to the process and enables those in advising units to design comprehensive assessment plans for continued curricular improvement. By incorporating measures to observe student learning directly, advisors can evaluate their curriculum objectively to ensure students achieve desired learning outcomes. An advising unit created a proactive advising curriculum for academically at-risk students through backward design that includes multiple assessment measures. Students in four categories of academic risk were targeted for intervention. Through the evaluation of direct-learning evidence gathered through assessment, the advising unit improved the advising curriculum, showing the process for intentional curriculum design and assessment to improve student learning.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125394826","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}
引用次数: 7
Graduate Student Perceptions of Online Advising 研究生对在线咨询的看法
NACADA Journal Pub Date : 2018-12-01 DOI: 10.12930/NACADA-17-015
L. Cross
{"title":"Graduate Student Perceptions of Online Advising","authors":"L. Cross","doi":"10.12930/NACADA-17-015","DOIUrl":"https://doi.org/10.12930/NACADA-17-015","url":null,"abstract":"As online education continues to expand across the nation and world, studies on online learners need to continually address student needs for and satisfaction with advising. However, to date, academic advising for online education has been explored rarely. Therefore, this quantitative study was conducted on graduate students' perceptions of academic advising experiences in online education programs in terms of communication, academic advisor knowledge of support services, and academic advisor behaviors. The data indicated that students agreed to statements about academic advisors as effective and that they expected proactive, timely, and knowledgeable advising. Implications for advisors of online students and suggested strategies emerged from the data and may enhance current advising practices.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116675066","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}
引用次数: 9
A Qualitative Exploration of Pre-health Students' Perceptions of Academic Success and Persistence 学前健康学生学业成功与坚持认知的质性探讨
NACADA Journal Pub Date : 2018-12-01 DOI: 10.12930/NACADA-16-031
Erika K. Dumke, Christy Tyndall, David B. Naff, Anita Crowder, K. Cauley
{"title":"A Qualitative Exploration of Pre-health Students' Perceptions of Academic Success and Persistence","authors":"Erika K. Dumke, Christy Tyndall, David B. Naff, Anita Crowder, K. Cauley","doi":"10.12930/NACADA-16-031","DOIUrl":"https://doi.org/10.12930/NACADA-16-031","url":null,"abstract":"Motivation and psychological characteristics play important roles in college student success. Upon matriculation, pre-health students must strive for academic success to present competitive profiles for health professions schools. In this qualitative study, 17 high-achieving, upper level pre-health students at a large, mid-Atlantic university participated in focus groups and wrote letters of advice to incoming freshmen, which provided insight into their definitions of academic success and the psychological and contextual factors they perceive as promoters of success. They struggled to reconcile their mastery goals for academic success with perceived expectations to perform and compete for admissions to health professions schools. Students with grit maintained passion for long-term goals and actively sought resources to support individual needs.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"3 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124155502","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}
引用次数: 4
Examining Incoming Credit Differences Between First-Year and Transfer Students 检查一年级和转学生之间的学分差异
NACADA Journal Pub Date : 2018-12-01 DOI: 10.12930/NACADA-17-023
Yang Yang, K. Briggs, Sandra Avalos, Christine M. Anderson
{"title":"Examining Incoming Credit Differences Between First-Year and Transfer Students","authors":"Yang Yang, K. Briggs, Sandra Avalos, Christine M. Anderson","doi":"10.12930/NACADA-17-023","DOIUrl":"https://doi.org/10.12930/NACADA-17-023","url":null,"abstract":"In this study, the difference in the number of initial credits between incoming transfer and first-year students entering a land grant university in a professional education program was examined (N = 488). A multivariate analysis of variance revealed that transfer students transferred significantly more total credits and more credits that counted toward degree programs than did first-year students. Undergraduates who had graduated from small high schools transferred more credits and more credits that counted than did those from large high schools. However, first-year students transferred a significantly higher percentage of total credits that counted toward the degree programs than did transfer students. Implications for advisors, institutions, and policy makers are discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"434 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131920430","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}
引用次数: 1
What is Academic Advising? An Application of Analytic Induction 什么是学术咨询?解析归纳法的一个应用
NACADA Journal Pub Date : 2018-12-01 DOI: 10.12930/0271-9517-38.2.81
Joshua R. Larson, Anna Johnson, Sharon A. Aiken-Wisniewski, Jason Barkemeyer
{"title":"What is Academic Advising? An Application of Analytic Induction","authors":"Joshua R. Larson, Anna Johnson, Sharon A. Aiken-Wisniewski, Jason Barkemeyer","doi":"10.12930/0271-9517-38.2.81","DOIUrl":"https://doi.org/10.12930/0271-9517-38.2.81","url":null,"abstract":"Nearly 40 years after the creation of NACADA: The Global Community for Academic Advising and at least as many years after academic advising was recognized as a unique role in higher education, the term academic advising as applied to individuals who work in higher education has been only colloquially defined. Using the analytic induction research method, we arrived at a definition of academic advising created from the words of academic advisors. In this paper, we address the way each word or phrase has been used to create the definition and present implications for policy, research, and practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130412293","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}
引用次数: 18
Application of Clinical Judgment Models to the Development of Academic Advisors 临床判断模型在学术顾问发展中的应用
NACADA Journal Pub Date : 2018-12-01 DOI: 10.12930/NACADA-17-038
Nichole Mann
{"title":"Application of Clinical Judgment Models to the Development of Academic Advisors","authors":"Nichole Mann","doi":"10.12930/NACADA-17-038","DOIUrl":"https://doi.org/10.12930/NACADA-17-038","url":null,"abstract":"The critical thinking process of professional reasoning underlies academic advising practice. Although an essential component to effective advising, professional reasoning is rarely explicitly taught. Tenets of clinical judgment models routinely applied to the development of reasoning in health professionals, specifically clinical competence and clinical judgment, align with the development of professional reasoning in academic advisors and can be applied to advisor training and development. Clinical judgment models can inform those tasked with training advisors to articulate the expectations for professional reasoning, in part, because they can help account for differences between advisors in the various stages of reasoning development.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"118 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132440415","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}
引用次数: 3
Honors College Students' Adjustment Factors and Academic Success: Advising Implications 荣誉大学生适应因素与学业成功:建议启示
NACADA Journal Pub Date : 2018-12-01 DOI: 10.12930/NACADA-17-014
C. Clark, Alan Schwitzer, Tisha M. Paredes, T. Grothaus
{"title":"Honors College Students' Adjustment Factors and Academic Success: Advising Implications","authors":"C. Clark, Alan Schwitzer, Tisha M. Paredes, T. Grothaus","doi":"10.12930/NACADA-17-014","DOIUrl":"https://doi.org/10.12930/NACADA-17-014","url":null,"abstract":"We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128463659","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}
引用次数: 1
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