Search Results for academic-advising-and-the-first-college-year

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.

Author: Virginia N. Gordon

Publisher: Stylus Publishing, LLC

ISBN: 9781942072508

Category: Education

Page: 30

View: 329

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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.
2020-06-25 By Virginia N. Gordon

Academic advising and the first college year. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students ...

Author: Jenny R. Fox

Publisher: Stylus Publishing, LLC

ISBN: 9781942072188

Category: Education

Page: 260

View: 900

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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.
2017-09-14 By Jenny R. Fox

Academic advising and the first college year (pp. 181–198). Columbia, SC: University of South Carolina, National Resource Center for the First-Year ...

Author: Terry U. O'Banion

Publisher: Rowman & Littlefield Publishers

ISBN: 9781475850864

Category: Education

Page: 158

View: 275

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Academic advising is the second most important function in the community college. If it is not conducted with the utmost efficiency and effectiveness, the most important function in the college—instruction—will fail to achieve its purpose of ensuring that students succeed in navigating the curriculum to completion. The purpose of academic advising is to help students select a program of study to meet their life and vocational goals. As such, academic advising is a central and important activity in the process of education. Academic advising occurs at least once each term for every student in the college; few student support functions occur as often or affect so many students. But while there is general agreement concerning the importance of academic advising for the efficient functioning of the institution and the effective functioning of the student, there is little agreement regarding the nature of academic advising and who should perform the function. In this seminal work on academic advising, the authors of three overarching chapters address the key issues and challenges of academic advising followed by the authors of four of the most innovative and successful programs of academic advising in the nation.
2019-12-10 By Terry U. O'Banion

Author: Virgina Gordon

Publisher:

ISBN: 194207204X

Category:

Page:

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2014-10-15 By Virgina Gordon

This is an exciting time to be an academic advisor—a time in which global recognition of the importance of advising is growing, research affirms the critical role advising plays in student success, and institutions of higher education ...

Author: Pat Folsom

Publisher: John Wiley & Sons

ISBN: 9781118823415

Category: Education

Page: 400

View: 970

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This is an exciting time to be an academic advisor—a time in which global recognition of the importance of advising is growing, research affirms the critical role advising plays in student success, and institutions of higher education increasingly view advising as integral to their missions and essential for improving the quality of students' educational experiences. It is essential that advisors provide knowledgeable, realistic counsel to the students in their charge. The New Advisor Guidebook helps advisors meet this challenge. The first and final chapters of the book identify the knowledge and skills advisors must master. These chapters present frameworks for setting and benchmarking self-development goals and for creating self-development plans. Each of the chapters in between focuses on foundational content: the basic terms, concepts, information, and skills advisors must learn in their first year and upon which they will build over the lengths of their careers. These chapters include strategies, questions, guidelines, examples, and case studies that give advisors the tools to apply this content in their work with students, from demonstrations of how student development theories might play out in advising sessions to questions advisors can ask to become aware of their biases and avoid making assumptions about students to a checklist for improving listening, interviewing, and referral skills. The book covers various ways in which advising is delivered: one-to-one, in groups, and online. The New Advisor Guidebook serves as an introduction to what advisors must know to do their jobs effectively. It pairs with Academic Advising Approaches: Strategies That Teach Students to Make the Most of College, also from NACADA, which presents the delivery strategies successful advisors can use to help students make the most of their college experience.
2015-09-21 By Pat Folsom

In today's market for higher education, students are often viewed as consumers.

Author: Kyle C. Ellis

Publisher:

ISBN: OCLC:811765864

Category:

Page: 512

View: 715

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In today's market for higher education, students are often viewed as consumers. Institutions rely on the revenue from these tuition-paying students as the primary form of funding. Additionally, institutions are accountable for their students retention and graduation rates, thus must ensure that students are able to efficiently progress from new freshmen to graduating seniors in a timely manner. Academic advisors are often the front-line campus professionals that interact with these students. Academic advisors are presented with the opportunity to offer academic support and guidance to students. This support is very important throughout a student's academic career, but no time is greater than during the first-year while students are trying to successfully transition from high school senior to college freshman. Advisors have the potential to impact both students' academic experience and satisfaction with the institution as a whole. This qualitative case study focused on first-year students who were undecided in their major while attending a high research activity institution in the Southeastern United States. The study explored the participants' expectations and experiences with academic advising throughout their first year of college. Five themes emerged from the data analysis: (a) High school advising experiences: A mixed bag; (b) No major, no problem. Or is it; (c) So many choices, so little time; (d) Learning to crawl before you walk; and (e) If only I would have known. College academic advising was well received by the participants in this study. From first-hand student accounts, participants articulately revealed how they made meaning of academic advising. Students acknowledged both good and bad experiences with high school advisors, they noted key people in their lives who helped them with academic decisions, and even addressed being an undecided student while in college. Participants went on to discuss their thoughts on college advising expectations and experiences from when they first entered the university to how they changed over time. Additionally, students were able to provide self-reflection and offer direct insight to help future first-year students and academic advisors and administrators. Findings from this study allowed for recommendations to be made for future practice, policy, and research.
2011 By Kyle C. Ellis

This monograph is designed to provide a blueprint to educators on how to improve academic advising for first-year college students.

Author: M. Lee Upcraft

Publisher: First-Year Experience and Students in Transition University of South Carolina

ISBN: UVA:X006080551

Category: College freshmen

Page: 202

View: 350

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This monograph is designed to provide a blueprint to educators on how to improve academic advising for first-year college students.
1995 By M. Lee Upcraft

Four critical years revisited. ... Incorporating appreciative inquiry into academic advising. ... Academic advising and the first college year.

Author: Elizabeth M. H. Coghill

Publisher: Rowman & Littlefield Publishers

ISBN: 9781538137383

Category: Education

Page: 312

View: 389

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The basic premise of neurodiversity is that there is no “normal” baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses. Neurodiverse students are a growing population on today’s college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences. This practical guide: Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environments Explores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, and Focuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners. Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.
2020-11-12 By Elizabeth M. H. Coghill

This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or ...

Author: Mark A. Lemon

Publisher:

ISBN: OCLC:900724256

Category:

Page: 234

View: 623

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This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, & Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
2013 By Mark A. Lemon

ID=40 2 Hogan, R.L., & McKnight, M.A. Exploring burnout among university online instructors: ... Academic Advising and the First College Year, (pp.151-164).

Author: Nicholas D. Young

Publisher: Vernon Press

ISBN: 9781622736430

Category: Education

Page: 184

View: 462

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What role does student engagement play in educational achievement on the post-secondary campus? And, what factors affect each student’s ability and motivation to engage with the full college experience, both in and outside of the classroom? It is now widely acknowledged that post-secondary institutions must not only focus on facilitating the transition from high school to college, but that they must also make a concerted effort to listen to the needs and experiences of their students in order to achieve maximal involvement within the college environment. Students need to be captivated by at least one element of their college experience - whether that be in the classroom, dorm, or extracurricular activities - in order to form a bond with their institution and feel motivated and attached enough to put in the hard work until graduation. Campuses that capture their students’ interests and passions, provide spaces for them to develop as individuals, and opportunities to form meaningful professional and personal relationships have a far greater chance of both retaining their students to graduation and helping them develop as whole human beings who will contribute. This book studies the many facets of student engagement as it attempts to define student engagement, differentiating it from involvement, and covers seminal theories of college student engagement. The contributions to this volume discuss the powerful role that relationships play in helping students identify their interests and talents, and other examples of best practice when it comes to creating engaging classroom experiences, such as collaborative projects with peers, study abroad, and learning that is situated in real-life problems that are of importance to the student.
2019-12-15 By Nicholas D. Young

The academic schedule for a college year is somewhat different from the high ... Most colleges include academic advising and registration as part of the ...

Author: Leslie Banahan

Publisher: Stylus Publishing, LLC

ISBN: 9781942072515

Category: Education

Page: 32

View: 699

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Published in partnership with NODA, the Association for Orientation, Transition, and Retention in Higher Education Parents and family members play a critical role in the success of new college students, but those who never attended college or who have been away from it for a while may lack critical information about the purpose, goals, and structure of higher education today. This brief guide offers parents and families an overview of the college experience, especially in the first year, and suggests strategies for helping their students succeed. A glossary of key terms is included. Grounded in the student success research and practice literature, the guide is ideal for use in orientation programs, recruitment events, and family weekends. $2.00 each when purchased in multiple copy pack of 100.
2020-06-25 By Leslie Banahan

Author: Jamie L. Workman

Publisher:

ISBN: OCLC:862172652

Category: Counseling in higher education

Page:

View: 253

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Advising first-year students before enrollment. ... Columbia: University of South Carolina, National Resource Center for the First-Year Experience and ...

Author: Virginia N. Gordon

Publisher: John Wiley & Sons

ISBN: 1118045513

Category: Education

Page: 608

View: 766

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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.
2011-01-13 By Virginia N. Gordon

Holly E. Martin is the Assistant Dean for Mentoring and Student Development in the First Year of Studies College at the University of Notre Dame and a ...

Author: Jayne K. Drake

Publisher: John Wiley & Sons

ISBN: 9781118416037

Category: Education

Page: 304

View: 249

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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.
2013-08-14 By Jayne K. Drake

Academic advising for student success: A system of shared responsibility . ... University ofSouth Carolina, NationalResource Center fortheFirst Year ...

Author: Robert S. Feldman

Publisher: Psychology Press

ISBN: 9781135600891

Category: Education

Page: 240

View: 723

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The first year of college represents an enormous milestone in students' lives. Whether attending a four-year or two-year institution of higher education, living on campus or at home, or enrolled in a highly selective school or a college with an open-admissions policy, students are challenged in unique and demanding ways during their first year. Although many students rise to the challenges they face, for some the demands are too great. Retention rates beyond the first year are disappointing: one third of first-year students seriously consider leaving college during their first term, and ultimately one half of all students who start college complete it. What are the factors that impact students during their first year? How can the academic and social experiences of first-year students be optimized? What can we do to improve retention rates to maximize the number of students who complete college? Improving the First Year of College employs a variety of perspectives from leading researchers and student-service providers to address these questions and examine the first year of college. This volume also highlights the development of learning communities and coaching, as well as how technology impacts students' first year. Perhaps most important, the book provides examples of "best practices," as determined through research by leaders in the field, to permit educators to draw on their experiences.
2005-01-15 By Robert S. Feldman

This book is addressed to administrators, educators and student affairs personnel, urging them to make the institutional commitment to enhance the college experience for poor and working class students who not only represent a substantial ...

Author: Georgianna Martin

Publisher: Stylus Publishing, LLC

ISBN: 9781642671230

Category: Education

Page: 432

View: 488

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Historically, higher education was designed for a narrow pool of privileged students. Despite national, state and institutional policies developed over time to improve access, higher education has only lately begun to address how its unexamined assumptions, practices and climate create barriers for poor and working class populations and lead to significant disparities in degree completion across social classes. The data shows that higher education substantially fails to provide poor and working class students with the necessary support to achieve the social mobility and success comparable to the attainments of their middle and upper class peers. This book presents a comprehensive range of strategies that provide the fundamental supports that poor and working-class students need to succeed while at the same time dismantling the inequitable barriers that make college difficult to navigate. Drawing on the concept of the student-ready college, and on emerging research and practices that colleges and universities can use to explore campus-specific social class issues and identify barriers, this book provides examples of support programs and services across the field of higher education – at both two- and four-year, public and private institutions – that cover: Access supports. Examples and recommendations for how institutions can assist students as they make decisions about applications and admission. Basic needs supports. Covering housing and food security, necessary clothing, sense of belonging through co-curricular engagement, and mental health resources. Academic and learning supports. Describes courses and academic programs to promote full engagement among poor and working class students. Advising supports. Illustrates advising that acknowledges poor and working class students’ identities, and recommends continued training for both staff and faculty advisors. Supports for specific populations at the intersection of social class with other identities, such as Students of Color, foster youth, LGBTQ, and doctoral students. Gaining support through external partnerships with social services, business entities, and fundraising. This book is addressed to administrators, educators and student affairs personnel, urging them to make the institutional commitment to enhance the college experience for poor and working class students who not only represent a substantial proportion of college students today, but constitute a significant future demographic.
2021-07-08 By Georgianna Martin

This brings us to an area related to academic advising that is also within institutional control: academic policy. It is beyond the scope of this chapter to ...

Author: Robert S. Feldman

Publisher: Cambridge University Press

ISBN: 9781107176287

Category: Education

Page: 386

View: 742

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An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.
2017-12-28 By Robert S. Feldman

This book focuses on the unique needs of college students who are undecided regarding a field of study and/or career path, and the various approaches that advisors and counselors may take.

Author: Virginia N. Gordon

Publisher: Charles C Thomas Publisher

ISBN: 9780398085247

Category: College student orientation

Page: 254

View: 430

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This book focuses on the unique needs of college students who are undecided regarding a field of study and/or career path, and the various approaches that advisors and counselors may take. The text draws on extensive research, both recent and historical, and explores what is most effective in successful universities today. The text explores the many and varied reasons that lead college students to be undecided, and the different solutions that will assist the student in coping with their circumstances and reaching a successful resolution. This updated version includes many ways in which the In.

A Academic advising: Appalachian State University, 285; Ball State University, 309–310, 319; Community College of Denver, 39–43; Drury University, 153; ...

Author: Betsy O. Barefoot

Publisher: John Wiley & Sons

ISBN: 9780470730645

Category: Education

Page: 480

View: 405

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In 2002, the Policy Center on the First Year of College (supported by The Pew Charitable Trusts, The Atlantic Philanthropies, and Lumina Foundation for Education) sponsored a project to recognize colleges and universities as "Institutions of Excellence" in their design and execution of the first year. Thirteen colleges and universities—representing a broad spectrum of campus types—were selected as exceptional institutions that place a high priority on the first-year experience. Achieving and Sustaining Excellence in the First Year of College includes case studies of each of the thirteen exemplary institutions. These studies illustrate and analyze the colleges’ best practices in teaching, assessing, and retaining first-year college students. The individual case studies offer lessons learned and have broad potential application beyond the particular type of institution represented.
2010-04-30 By Betsy O. Barefoot

The Handbook of Career Advising "The Handbook of Career Advising not only provides a general introduction to this important academic advising function, but offers many practical applications that can help students make realistic and timely ...

Author: Kenneth F. Hughey

Publisher: Jossey-Bass

ISBN: 0470373687

Category: Education

Page: 420

View: 209

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There is a vital need for advisors who can help students evaluate the academic and occupational information they need to make timely career decisions. A must have for academic advisors seeking to enhance their career-advising capabilities, The Handbook of Career Advising integrates academic advising into career advising so advisors are better equipped to help students understand themselves, consider their life goals, and choose the appropriate academic course of action that will enable them to meet their professional aspirations.
2009-09-22 By Kenneth F. Hughey

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