Thematische Bibliographien / Academic advising

Auswahl der wissenschaftlichen Literatur zum Thema „Academic advising“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Academic advising":

1

Tuttle, Kathryn Nemeth. „Academic Advising“. New Directions for Higher Education 2000, Nr. 111 (2000): 15–24. http://dx.doi.org/10.1002/he.11102.

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2

Roper, Larry D., und André McKenzie. „Academic Advising“. NASPA Journal 26, Nr. 2 (01.10.1988): 91–98. http://dx.doi.org/10.1080/00220973.1988.11072087.

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3

Grites, Thomas J. „On Academic Advising“. About Campus: Enriching the Student Learning Experience 2, Nr. 6 (Januar 1998): 29–30. http://dx.doi.org/10.1177/108648229800200608.

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Academic advising process has been a part of higher education for centuries, but only in the past two decades has it been recognized as an effective means to influence student learning and retention. Indeed, successful academic advising efforts have consistently resulted in increased student persistence, better faculty-student interaction, and improved social and intellectual development among students. As a result, many departments are in the process of revising or refining their advising programs. Here are some resources that may help.
4

Raushi, Thaddeus M. „Developmental academic advising“. New Directions for Community Colleges 1993, Nr. 82 (1993): 5–19. http://dx.doi.org/10.1002/cc.36819938203.

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5

Garing, Martha T. „Intrusive academic advising“. New Directions for Community Colleges 1993, Nr. 82 (1993): 97–104. http://dx.doi.org/10.1002/cc.36819938211.

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6

Srebnik, Debra S. „ACADEMIC ADVISING EVALUATION“. NACADA Journal 8, Nr. 1 (01.03.1988): 52–62. http://dx.doi.org/10.12930/0271-9517-8.1.52.

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The results of various reports indicate that there is very little evaluation of academic advising. More consistent evaluation, however, could help delineate advising factors critical in producing some of the positive results attributed to good advising. To facilitate the use and development of instruments and to promote evaluation, this article reviews student, advisor, and administrator surveys in terms of their length, content, format, and use. The importance of choosing evaluation instruments appropriate for specific assessment purposes is discussed.
7

Paulsen, Michael B. „DEVELOPMENTAL ACADEMIC ADVISING“. NACADA Journal 9, Nr. 2 (01.09.1989): 5–10. http://dx.doi.org/10.12930/0271-9517-9.2.5.

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The author discusses how his gradual loss of vision had unexpected favorable results in his advising activities. Based on these personal experiences and his further research, he offers academic advisors practical suggestions for increased professional effectiveness.
8

Koerin, Beverly B. „Improving Academic Advising“. NASPA Journal 28, Nr. 4 (01.07.1991): 323–27. http://dx.doi.org/10.1080/00220973.1991.11072227.

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9

Kramer, Gary L., Larry Taylor, Beverly Chynoweth und Jerry Jensen. „Developmental Academic Advising“. NASPA Journal 24, Nr. 4 (01.04.1987): 23–31. http://dx.doi.org/10.1080/00220973.1987.11072015.

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Couture, Rene. „Impactful Academic Advising“. International Journal for Innovation Education and Research 4, Nr. 8 (31.08.2016): 101–7. http://dx.doi.org/10.31686/ijier.vol4.iss8.579.

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Twenty-one graduate students were asked to reflect on what they remember most from their undergraduate academic advising experiences. Impactful advising is defined here as academic advising that leaves a positive, long-lasting effect on students. In this study, three themes emerged, which depict impactful advising. These advisors were inspiring, had a positive attitude, and were intrusive. Academic advisors do not often realize the long term impact they might leave on students. Students may always pay close attention, but they do feel judgment. It is captivating what students recall several years or decades later, such as encouraging words to a struggling student or belittling the student for going to the wrong office. As students themselves, academic advisors were likely self-motivated and were interested in finding solutions to their academic and personal problems. Frustration can set in when students arrive at advising appointments with no preparation, questions, or ideas related to how they can maximize their total college experience. Assumptions can easily be made about these students, which can be unfair to the student.
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Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Academic advising":

1

McGill, Craig M. „Professionalization of Academic Advising“. FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3536.

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The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies were conducted. Study #1 was a structured literature review of higher education, student affairs, and academic advising to understand how these fields have conceptualized their professional status, especially with respect to clearly defining disciplinary boundaries given significant overlap with one another, and having insufficient knowledge bases. Findings were organized by field and revealed three themes in each. Obstacles for higher education concerned the diversity and rigor of its scholarship, the (mis)conception of being a singular field, and confounding the field with the industry of higher education. Themes that emerged from the student affairs literature were scholarship, professional preparation and development, and community. For academic advising, obstacles were scholarship, expansion of graduate programs, and community. Implications for the professionalization for these three fields are: loose boundaries separating the fields, interconnectedness between educational programs, practitioner’s credential lacks currency, inconsistent language used in fields, autonomy, and demonstrating effectiveness. Study #2, a phenomenological ethnography, sought to further clarify defining functions of academic advising and to elucidate how further definition of the scope of academic advising will help professionalize the field. To acquire a description of the essence of academic advising, approaches from phenomenological and ethnographic methodologies were used. The analysis revealed that through academic advising, students learn and develop, make meaning, and connect with a caring institutional representative. The findings from this dissertation will help inform NACADA: the Global Community for Academic Advising, to help move academic advising toward professionalization, further develop academic advisors and position them to be better scholars, to educate our constituents, and to add to the body of literature on professionalization in any field.
2

Curry, Robert Furman. „Academic advising in distance education“. W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618386.

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This study compared and contrasted current goals and practices of institutional advising programs with those utilized specifically by distance education programs. as part of the conceptual framework, the study analyzed seven practices of advising programs identified through previous research on academic advising: delivery systems, organizational models, evaluation, support or reference materials, required occasions for academic advising, group advising, and advisor-student communication. The eight advising goals of the National Academic Advising Association (NACADA) were also used to build the conceptual framework.;Data were collected through a survey which resulted in descriptive statistics on advising goals and practices in distance education. Data analysis involved comparisons of results of the Academic Advising in Distance Education Survey developed for this study with data from American College Testing's Fourth National Survey of Academic Advising. Participants were identified from Peterson's 1996 publication, Guide to Distance Learning. Institutions selected for the sample had at least one baccalaureate degree program available at a distance, using primarily electronic means of instruction. One institutional representative completed the survey. Eight-nine surveys were mailed to institutions that met the study's definition of distance education. Seventy-three of these surveys were returned for a response rate of 82%.;Results showed that NACADA's advising goals were relevant for distance education; mean achievement was higher for each goal in distance education when compared with institutional advising programs. Advising practices were similar for distance education and institutions as a whole in that faculty advisors were the most frequent deliverers of advising services. There were differences between institutional and distance education advising programs in other practices, with less utilization of group advising, institutional reference materials, and advising evaluation in distance education.
3

Scholl, Judith Ann. „Improving academic advising in the community college : retention and cost effectiveness factors impacted by faculty advising and online advising in the academic department /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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4

Shank, Jason Edward. „Online Academic Advising: Student Needs and their Satisfaction“. Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31972.

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The purpose of this study was to examine the type of advising conducted (prescriptive v. developmental), the type of information sought, and the level of participant satisfaction gained through online academic advising. For purposes of this study, online academic advice was defined as advice or information provided by an academic department obtained via the Internet to improve the studentâ s academic experience. The three types of online academic advice considered for this study included (a) email correspondence with an academic advisor, (b) instant messaging or chat based conversation between a participant and an academic advisor, (c) and obtaining academic information from a department supported web page.

To obtain a sample for this study, academic deans were contacted by email and asked to distribute a link for an online survey to their respective undergraduate student populations. Data was collected by administering a version of Winston and Sandorâ s (1984) Academic Advising Inventory (AAI) modified specifically for this study. Participants were asked to complete the multiple-choice instrument online.

The researcher conducted t-tests, ANOVAs, and Tukey post-hoc tests on the data in an effort to examine the mean scores between four groups: (a) gender, (b) type of residency, (c) race, and (d) academic college. The data revealed significant results pertaining to several key differences between groups including gender, race, and academic college. The findings shed light on needs and satisfaction of students who receive academic advice online. The results suggest ways to provide consistency among the online academic advising methods of different academic colleges and ways to better meet the needs of students in an effort to increase retention.
Master of Arts

5

Green, Jamie Loretta. „Improving Graduate Students' Satisfaction with Academic Advising“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2540.

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Academic advising is associated with increased student retention and academic success. However, advising at an urban graduate school of education in Tennessee has been criticized for limited advisor availability, poor communication, and lack of advising knowledge. The purpose of this qualitative case study was to gain a deeper understanding of the reasons for student satisfaction or dissatisfaction and to identify techniques to improve academic advising. This study was guided by the conceptual frameworks of Kelly's personal construct theory and Daloz's psycho-developmental perspective. The research question addressed the perceived role of academic advisors that graduate students associated with academic success. The data were collected using 4 focus groups. Group 1 consisted of 10 graduate students; group 2 included 5 professors; group 3 was comprised of 2 advisors; group 4 consisted of 3 administrators. A thematic analysis was performed on the data, and member checking was used to improve data quality. Findings revealed that students were satisfied with the positive attitude of advisors, but were dissatisfied with advisors' relational skills and knowledge of college programs. Findings also revealed that students, professors, and administrators were dissatisfied with advisor's limited availability and lack of training. Based on these research findings, a 3-day professional development workshop for advisors was developed. The workshop included training about techniques to improve advisor communication skills and knowledge of effective advising practices. Implementation of this professional development workshop could bring about positive social change by improving the effectiveness of the advising program and the quality of graduates.
6

Powers, Keith L. „Academic advising assessment practices: a descriptive study“. Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14945.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Kenneth F. Hughey
In academic courses, assessment is used to evaluate the effect of teaching on student learning. Academic advising has been viewed as a form of teaching (Crookston, 1972); therefore, it is necessary to assess the effect of academic advising on student learning. The best practices of assessment of academic achievement involve three key steps: the identification of student learning outcomes (i.e., what is assessed), the development and use of good measures of student learning (i.e., how assessment is conducted), and the use of sound professional judgment to understand the information gathered and to make changes to improve student learning (i.e., how assessment results are used). However, the assessment of academic advising is often minimal, narrow, and inconsistent. Further, when assessment of academic advising is conducted, it is most commonly a survey of student satisfaction of their advising experience (Carlstrom, 2012; Habley, 2004; Macaruso, 2007; Robbins, 2009). The purpose of this study was to learn about the assessment practices in the profession by surveying those who conducted or were responsible for assessment of academic advising. The study found that 80% of participants had identified academic advising student learning outcomes in their situation. The most frequently reported outcome was that students would know degree requirements. A little over half of the participants who identified student learning outcomes assessed the achievement of those outcomes and student surveys were the most frequently reported measure used. Seven percent of participants reported to use three or more measures to assess student learning outcomes. Multiple measures are needed in assessing outcomes to gather comprehensive evidence of outcomes achievement. Sixty percent of participants reported they used assessment information to make decisions regarding improvement of services and student learning. The most frequently reported use of information was making revisions to the advising process/delivery outcomes. The results of the survey indicated that participants viewed advisors’ belief in assessment as important to facilitating assessment of academic advising. They also viewed administrators’ use of information in making decisions and changes to improve advising practices and increase student learning as important.
7

Soden, Stacy Renaee. „Perceptions of Academic Advising and Student Retention“. Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637689.

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The purpose of this research study was to examine student and academic advisors? perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution and the student (Himes, 2014). Most college students are in a state of change and need academic advice to achieve success during a college transition (Tinto, 2012). Academic advisors can assist students in finding the right career for students? specific strengths. This qualitative study utilized Tinto?s (2012) theories of student departure and retention to provide an understanding of how student retention rates can be based on a lack of positive institutional relationships between students and academic advisors. A higher education institution must establish conditions within its own system to promote positive student experiences and outcomes (Vianden & Barlow, 2015). Four research questions guided this study. Focus groups and interviews were used to collect data from students and academic advisors. Students and academic advisors discussed academic advising experiences, student satisfaction, and information needed to achieve successful advising sessions. Themes emerged relating to developing relationships, personalized advising sessions, and a consistent campus. Tinto (2012) stated students need individualized academic and social support to properly transition into college. Findings of the study indicated progressive academic advisement strategies have a positive impact on student retention.

8

Hill, Helen. „A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY“. Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2299.

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ABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer assisted advising throughout the State University System. Individuals who use or have responsibility for the advising system were identified in each institution in the State University System. An instrument was developed to identify the use of key components of the Student Academic Support System and interviews were scheduled. A review of the literature and results of this study found that there were many factors that influenced the success or failure of a computer assisted advising system. Factors such as funding, administrative sponsorship from the highest levels of the institution, institutional culture, advisor computer proficiency, and the existence of alternate computer advising technologies played significant roles in the development and implementation of the mandated state computer advising system. The qualitative interviews utilized in this case study highlighted the complexities of computer assisted advising. This research studied the perceptions and practices of administrators and advisors in the 11 State Universities in Florida. This research study documents the history of the development and implementation of computer assisted advising within the Florida State University System. As such, this research provides insight for administrators, technology professionals, and policy makers in the field of student advisement. Implications of this study, for the Florida State University System, show that strong administrative support and acceptance of the value of the system by advisors are necessary for successful implementation of a computer assisted advising system. Continued assessment, modification, and funding must be a priority for any institution that utilizes computer assisted advising systems. A properly implemented advising tool, such as the Student Academic Support System, results in a better informed student and a more effective sharing of information between students, advisors, and the university. Properly advised students will reach their educational goals in a timely and efficient fashion. The use of computer assisted advising was found to result in a satisfying academic experience for the advisor and to increase a student's level of satisfaction with the advising encounter.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
9

Queen, Ashleigh Everhardt. „Transfer Student Faculty Academic Advising: Understanding Student Perspectives“. W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091549.

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The purpose of this study was to understand the perceptions of academic advising held by junior and senior transfer students who have declared a major within the STEM programs at a small, highly selective, public institution in the Mid-Atlantic Region. A phenomenological case study of Small University was utilized to understand the perception and socially constructed reality and knowledge that vertical and lateral transfer students build through interactions with a faculty academic advisor. Interviews were conducted with a diverse population of 20 junior and senior transfer students who have declared their major in one of the eight STEM departments at Small University. Overall, students experienced difficulties once on campus in terms of navigating the institution and obtaining the courses needed in a timely manner. The majority of participants did not work closely with their advisor and therefore needed to find supports and resources on their own. Modification of faculty advising away from a prescriptive model towards a developmental or proactive model may serve to prevent negative outcomes for transfer students during the transition into a new institution.
10

Alsharif, Abdulrahman M. „Perceptions of Undergraduate Engineering Students on Academic Advising“. Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589309175110422.

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Bücher zum Thema "Academic advising":

1

Gordon, Virginia N. Handbook of academic advising. New York: Greenwood Press, 1992.

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Gordon, Virginia N. Academic advising: An annotated bibliography. Westport, Conn: Greenwood Press, 1994.

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Gordon, Virginia N. Career advising: An academic advisor's guide. San Francisco: Jossey-Bass, 2006.

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Simpson, Carl. Academic advising at Western: Some feedback from alumni. Bellingham, Wash: Office of Institutional Assessment and Testing, Western Washington University, 1993.

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5

Dickson, Ryan A. Departmental academic advising study at Western Washington University. Bellingham, WA: Office of Institutional Assessment, Research, and Testing, Western Washington University, 2005.

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Anne, Lee. Successful research supervision: Advising students doing research. New York, NY: Routledge, 2011.

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7

National Conference on Academic Advising (8th 1984 Philadelphia, Pa.). Proceedings of the 8th National Conference on Academic Advising, October 14-17, 1984, Philadelphia, Pennsylvania: Academic advising as a form of teaching. Herausgegeben von Polson Cheryl Jean und National Academic Advising Association. [S.l.]: The Association, 1985.

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Sentman, Catherine. Guiding the arts student: Academic advising, career counseling, and mentoring. Reston, Va: National Office for Arts Accreditation in Higer Education, 1995.

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9

Gordon, Virginia N. The undecided college student: An academic and career advising challenge. 2. Aufl. Springfield, Ill: C.C. Thomas, 1995.

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Gordon, Virginia N. The undecided college student: An academic and career advising challenge. Springfield , Illinois: Charles C. Thomas Publishers, 2015.

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Buchteile zum Thema "Academic advising":

1

Shaffer, Leigh S. „Academic advising.“ In APA handbook of career intervention, Volume 2: Applications., 85–98. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14439-007.

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2

Ansburg, Pamela I., Mark E. Basham und Regan A. R. Gurung. „Academic advising.“ In Thriving in academia: Building a career at a teaching-focused institution., 71–96. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000261-004.

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3

Albalooshi, Fawzi, und Safwan Shatnawi. „Online Academic Advising Support“. In Technological Developments in Networking, Education and Automation, 25–29. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9151-2_5.

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4

Soliman, Abdelfattah Y., und Ali M. Al-Bahi. „Enhancing Lifelong Learning Skills Through Academic Advising“. In The Challenges of the Digital Transformation in Education, 502–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_48.

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Gavriushenko, Mariia, Mirka Saarela und Tommi Kärkkäinen. „Towards Evidence-Based Academic Advising Using Learning Analytics“. In Communications in Computer and Information Science, 44–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94640-5_3.

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Martínez-Argüelles, María J., Elisabet Ruiz-Dotras und Eva Rimbau-Gilabert. „The Academic Advising System in a Virtual University“. In Communications in Computer and Information Science, 345–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_49.

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7

Semenov, Alexander, Alexander Veremyev, Alexander Nikolaev, Eduardo L. Pasiliao und Vladimir Boginski. „Ranking Academic Advisors: Analyzing Scientific Advising Impact Using MathGenealogy Social Network“. In Computational Data and Social Networks, 437–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04648-4_37.

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8

Haderlie, Tressa M., Apoorva Chauhan, Whitney Lewis und Breanne K. Litts. „The Graduation Game: Leveraging Mobile Technologies to Reimagine Academic Advising in Higher Education“. In Handbook of Mobile Teaching and Learning, 1–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_98-1.

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Haderlie, Tressa M., Apoorva Chauhan, Whitney Lewis und Breanne K. Litts. „The Graduation Game: Leveraging Mobile Technologies to Reimagine Academic Advising in Higher Education“. In Handbook of Mobile Teaching and Learning, 179–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_98.

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Hilliger, Isabel, Tinne De Laet, Valeria Henríquez, Julio Guerra, Margarita Ortiz-Rojas, Miguel Ángel Zuñiga, Jorge Baier und Mar Pérez-Sanagustín. „For Learners, with Learners: Identifying Indicators for an Academic Advising Dashboard for Students“. In Addressing Global Challenges and Quality Education, 117–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_9.

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Konferenzberichte zum Thema "Academic advising":

1

Ismail, Shahrinaz, und Sarerusaenye Ismail. „Agent-mediated academic advising system“. In IMCOM '17: The 11th International Conference on Ubiquitous Information Management and Communication. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022227.3022328.

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Nachouki, Mirna, und Mahmoud Abou Naaj. „Process Automation Tool for Academic Advising“. In 2019 IEEE International Symposium on Signal Processing and Information Technology (ISSPIT). IEEE, 2019. http://dx.doi.org/10.1109/isspit47144.2019.9001864.

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Hollanda, L. „FOREWORD“. In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-0.

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Listik, Yonathan. „THE INVENTION OF HUMAN: BIOLOGY AND TECHNOLOGY AS EXISTENCE“. In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-01.

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Ávila, Fabio Rodrigues de. „A ETOCRACIA DE HOLBACH: POLÍTICA E MORAL NUMA PERSPECTIVA MATERIALISTA“. In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-02.

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Lama, Fernando Araújo Del. „NOTAS SOBRE A CONCEPÇÃO DE EXPERIÊNCIA NO JOVEM WALTER BENJAMIN“. In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-03.

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7

Mendes, Bruno Moretti Falcão. „A RECUSA ÉTICA NO JOVEM LUKÁCS: CONTORNOS E LIMITES DA SUBJETIVIDADE EM TEORIA DO ROMANCE.“ In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-04.

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8

Hollanda, L. „THE RECEPTION OF HUME IN ROMANCE LANGUAGES: FRENCH AND PORTUGUESE“. In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-05.

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9

Trevisan, Yara Miris de Medeiros. „MOVIMENTO INTERIORIZANTE E ASCENSIONAL NO DE QUANTITATE ANIMAE DE AGOSTINHO“. In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-06.

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10

Serrano Junior, Luiz Antonio. „DODECAFONISMO E LINGUAGEM MUSICAL EM ADORNO“. In Symposium of Philosophical and Academic Advising. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sofia2017-07.

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Berichte der Organisationen zum Thema "Academic advising":

1

Bundy, Jennifer, und Jodi A. Sterle. Academic Advising Strategies to Support Undergraduate Student Success. Ames (Iowa): Iowa State University, Januar 2018. http://dx.doi.org/10.31274/ans_air-180814-361.

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2

Bullock, Emily, und Robert Reardon. Holland’s Theory and Implications for Academic Advising and Career Counseling. Florida State University Libraries, Januar 2004. http://dx.doi.org/10.17125/fsu.1525971730.

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3

McFarlane, Brett. Academic Advising Structures that Support First-year Student Success and Retention. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1044.

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