Статті в журналах: "Academic advising"

1

Tuttle, Kathryn Nemeth. "Academic Advising." New Directions for Higher Education 2000, no. 111 (2000): 15–24. http://dx.doi.org/10.1002/he.11102.

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2

Roper, Larry D., and André McKenzie. "Academic Advising." NASPA Journal 26, no. 2 (October 1, 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, no. 6 (January 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.

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4

Raushi, Thaddeus M. "Developmental academic advising." New Directions for Community Colleges 1993, no. 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, no. 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, no. 1 (March 1, 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.

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7

Paulsen, Michael B. "DEVELOPMENTAL ACADEMIC ADVISING." NACADA Journal 9, no. 2 (September 1, 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.

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8

Koerin, Beverly B. "Improving Academic Advising." NASPA Journal 28, no. 4 (July 1, 1991): 323–27. http://dx.doi.org/10.1080/00220973.1991.11072227.

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9

Kramer, Gary L., Larry Taylor, Beverly Chynoweth, and Jerry Jensen. "Developmental Academic Advising." NASPA Journal 24, no. 4 (April 1, 1987): 23–31. http://dx.doi.org/10.1080/00220973.1987.11072015.

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10

Couture, Rene. "Impactful Academic Advising." International Journal for Innovation Education and Research 4, no. 8 (August 31, 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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11

Kramer, Gary L., Norma R. Arrington, and Beverly Chynoweth. "The Academic Advising Center and Faculty Advising." NASPA Journal 23, no. 1 (July 1, 1985): 24–35. http://dx.doi.org/10.1080/00220973.1985.11071943.

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12

Harrison, Elizabeth. "What Constitutes Good Academic Advising? Nursing Students’ Perceptions of Academic Advising." Journal of Nursing Education 48, no. 7 (April 30, 2009): 361–66. http://dx.doi.org/10.3928/01484834-20090615-02.

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13

Schulenberg, Janet K., and Marie J. Lindhorst. "Advising is Advising: Toward Defining the Practice and Scholarship of Academic Advising." NACADA Journal 28, no. 1 (March 1, 2008): 43–53. http://dx.doi.org/10.12930/0271-9517-28.1.43.

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Academic advising has emerged as a distinct interdisciplinary field and profession, but the description of its role has recently relied on analogies and metaphors. While helpful in clarifying practice, their continual use obscures the uniqueness of academic advising and masks the importance of the scholarship that underlies its practice. We use the development of archaeology as a distinct profession and scholarly field to highlight critical developments in academic advising and draw examples of key aspects in the professionalization of academic advising from The Pennsylvania State University. The scholar-practitioner model must be nurtured for all who engage in academic advising and for a distinct scholarly identity to be established within higher education. Efforts must proceed at national and local levels. Relative Emphasis: theory, practice, research

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14

Rawlins, William K., and Sandy P. Rawlins. "Academic Advising as Friendship." NACADA Journal 25, no. 2 (September 1, 2005): 10–19. http://dx.doi.org/10.12930/0271-9517-25.2.10.

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We present a theoretical basis for engaging in academic advising as friendship and offer examples of the applicability of friendship in advising. We begin with interconnections between civic friendship and personal friendship in the context of academic advising. Next we overview theoretical work on communication and friendship that offers characteristics and ideals of friendship relevant to academic advising. Then we provide a dialectical framework describing six tensions that potentially emerge in the advising relationship viewed as a friendship. We argue that advisors and advisees must negotiate the tensions and benefits that potentially arise from practicing the academic advising relationship as friendship.

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15

Fielstein, Lynda L. "STUDENT PRIORITIES FOR ACADEMIC ADVISING." NACADA Journal 9, no. 1 (March 1, 1989): 33–38. http://dx.doi.org/10.12930/0271-9517-9.1.33.

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Student priority ratings for personal developmental advising activities are compared with instructive prescriptive advising activities. Results indicate that students prefer prescriptive advising activities to developmental advising activities. However, review of the ratings for each advising activity reveals that students prefer a combination of these two advising roles, and it further suggests that there are limits to the degree f personal involvement desired. While student ratings do support the dual role of advising, i.e., offering academic guidance within an individualized/personal relationship, advisors who are attracted to the developmental model of advising are cautioned to consider carefully how much personal counseling a student may desire. Suggestions for further research are also offered to determine which students prefer which type of advising relationship at what point in their academic development.

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16

Figler, Stephen. "Academic Advising for Athletes." Journal of Sport and Social Issues 11, no. 1-2 (December 1987): 74–81. http://dx.doi.org/10.1177/019372358701100106.

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17

Hanson, Gary R., and Christine Huston. "Academic advising and assessment." New Directions for Teaching and Learning 1995, no. 62 (1995): 87–96. http://dx.doi.org/10.1002/tl.37219956213.

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18

Gordon, Virginia N. "Resources for academic advising." New Directions for Teaching and Learning 1995, no. 62 (1995): 103–11. http://dx.doi.org/10.1002/tl.37219956215.

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19

Harrison, Elizabeth. "(Re)Visiting Academic Advising." Nurse Educator 34, no. 2 (March 2009): 64–68. http://dx.doi.org/10.1097/nne.0b013e31819907ff.

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20

Lowenstein, Marc, and Thomas J. Grites. "Ethics in Academic Advising." NACADA Journal 13, no. 1 (March 1, 1993): 53–61. http://dx.doi.org/10.12930/0271-9517-13.1.53.

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Academic advisors confront many ethical problems and benefit from being able to draw on a system of ethical principles. Such principles, to be credible, should be philosophically defensible and not merely reflective of individual tastes. This article proposes such a set of principles, shows how they can be used to cope with ethical dilemmas, and explains why such dilemmas cannot be prevented. These principles are intended to be useful in training academic advisors but are not intended to create a code of ethics for advising.

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21

O'Banion, Terry. "An Academic Advising Model." NACADA Journal 14, no. 2 (September 1, 1994): 10–16. http://dx.doi.org/10.12930/0271-9517-14.2.10.

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This classic article, upon which many of the subsequent articles reflect, originally appeared in 1972 in the Junior College Journal (volume 42, pp. 62, 64, & 66–69) and is reprinted with both permission and deep appreciation.

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22

Hagen, Peter L. "Academic Advising as Dialectic." NACADA Journal 14, no. 2 (September 1, 1994): 85–88. http://dx.doi.org/10.12930/0271-9517-14.2.85.

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23

Grites, Thomas, and Virginia N. Gordon. "Developmental Academic Advising Revisited." NACADA Journal 20, no. 1 (March 1, 2000): 12–15. http://dx.doi.org/10.12930/0271-9517-20.1.12.

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Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.

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24

Jackson, Rodger L. "Academic Advising and Philosophy." NACADA Journal 25, no. 2 (September 1, 2005): 30–36. http://dx.doi.org/10.12930/0271-9517-25.2.30.

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The field of philosophy has much to contribute to academic advising, both because of the kinds of training philosophers typically receive and because of the sorts of projects on which they work. Because of these factors, philosophers have the potential to make excellent academic advisors, and they can broaden and enrich the theoretical investigations into the nature of academic advising. Philosophers can and should embrace the field of academic advising, both as a practice that is critical to a successful academe and as a potential research area. The reverse is also true: Any advisor would benefit from the study of philosophy.

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25

Grites, Thomas, and Virginia N. Gordon. "Developmental Academic Advising Revisited." NACADA Journal 29, no. 1 (March 1, 2009): 119–22. http://dx.doi.org/10.12930/0271-9517-29.1.119.

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Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.

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26

O'Banion, Terry. "An Academic Advising Model." NACADA Journal 29, no. 1 (March 1, 2009): 83–89. http://dx.doi.org/10.12930/0271-9517-29.1.83.

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27

Weaver, Frederick S. "Academic advising as teaching." Innovative Higher Education 12, no. 1 (1987): 22–25. http://dx.doi.org/10.1007/bf00892445.

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28

Aune, Betty. "Career and Academic Advising." New Directions for Student Services 2000, no. 91 (2000): 55–67. http://dx.doi.org/10.1002/ss.9105.

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29

Sherlywati, Sherlywati, Imelda Junita, Fanny Kristine, and Elhaq Wisamtamma. "Perbedaan persepsi bimbingan akademik mahasiswa pada sebuah perguruan tinggi swasta di Indonesia." Jurnal Manajemen Maranatha 20, no. 2 (May 12, 2021): 119–34. http://dx.doi.org/10.28932/jmm.v20i2.3133.

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This research is about academic advising in bachelor degree of management department in a private university in Bandung City. There are two style of academic advising, prescriptive and developmental academic advising. The result showed developmental academic advising is covered in that department. In this research, the differences in perceptions of academic advising were tested based on gender, origin area of residence, age, year of study, intensity, and frequency of academic advising. The main objective of this research is to provide an evaluation of academic advising process based on academic demographic of respondents. The tests of differences were carried out by using Anova Test and U Mann Whitney Test on 302 samples of respondents. The results showed that there are differences in perceptions of academic advising based on ages, year of study, and frequency of academic advising. Meanwhile, some of variable such as gender, origin area of residence, and time intensity of academic advising, there were no differences in their perceptions. From the research results, the department can redesign the academic advising system which is suited to students to make academic advising becomes one of excellent academic achievement tool.

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30

Junita, Imelda, Fanny Kristine, Sherlywati Limijaya, and Tabita Emmanuella Widodo. "A Study of Undergraduate Students’ Perception about Academic Advising in an Indonesian University." Humaniora 11, no. 2 (July 30, 2020): 129–35. http://dx.doi.org/10.21512/humaniora.v11i2.6490.

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The aim of the research was to explore undergraduate students’ perceptions about academic advising in an Indonesian university by measuring aspects of academic advising, involving the nature of advising relationship, the frequency of activities occurring during advising sessions, and students’ satisfaction with academic advising. The research applied quantitative research conducted by administering a questionnaire. The sample consisted of 302 undergraduate students who were asked to respond about the type of academic advising they perceived, topics discussed between advisor and student during academic advising sessions, and their satisfaction with academic advising in the university. The results show that the undergraduate students at an Indonesian university perceive their academic advising as ‘developmental advising’ rather than ‘prescriptive advising’. Undergraduate students perceive that the advisors not only focus on academic performance but also students’ holistic development. Most students are satisfied with the academic advising they have experienced. The topics most frequently discussed are related to the registration and course selection, while the topics most rarely discussed are related to institutional policies. In general, 72,85% of students satisfy with the academic advising they have experienced.

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31

Lema, Joseph, and Jerome Agrusa. "Augmented Advising." NACADA Journal 39, no. 1 (July 1, 2019): 22–33. http://dx.doi.org/10.12930/nacada-17-018.

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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.

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32

Issrani, Rakhi, Ahmed Saad Assaf, Darrel Singh, Namdeo Prabhu, Mohammad Khursheed Alam, and Arunpriya Srinivasan. "Perception of saudi college students on academic advising: A cross-sectional survey study." Work 67, no. 2 (November 9, 2020): 359–68. http://dx.doi.org/10.3233/wor-203285.

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BACKGROUND: Academic advising is a central and essential element in the process of education that can help students unravel their academic problems and succeed in their academic and professional careers OBJECTIVES: To seek students’ perception about academic advising and solicit suggestions to improve academic advising in our institute. The specific objectives of the study were to assess the students’ satisfaction regarding academic advising guidance and to ascertain whether students’ perceptions of academic advising differ by their demographic characteristics and academic years. METHODS: A forty-item questionnaire was hand delivered to all the undergraduate (UG) students of College of Dentistry, Jouf University, Sakaka, Kingdom of Saudi Arabia. The research questions focused on demographic information, advising assistance and guidance, satisfaction, and suggestions to improve the effectiveness of the present academic advising system. Data analysis is presented through tables and descriptive methods. RESULTS: The samples consisted of 98 males and 43 females. Overall, the respondents were positive about academic advising services they received from their respective advisors. Female students felt more positive than male students for all the statements on academic advising (p < 0.05). Additionally, our results indicate that as students climb the academic ladder, their rating of academic advising tends to rise. Strengths and weaknesses of academic advising are discussed here together with suggestions for improvements. CONCLUSION: The results of this questionnaire survey demonstrate the vital factors pertaining to the institutional academic advising services provided to the students.

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33

Champlin-Scharff, Sarah. "Advising with Understanding: Considering Hermeneutic Theory in Academic Advising." NACADA Journal 30, no. 1 (March 1, 2010): 59–65. http://dx.doi.org/10.12930/0271-9517-30.1.59.

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One might say that good advising requires understanding of those being advised. Yet, the way to achieve an accurate understanding of each advisee is unclear. An introduction to the field of hermeneutics, including an outline of Martin Heidegger's notion of human being and existential understanding, is presented to offer advisors a new opportunity to think closely about how to approach the work of understanding the advisee. Hermeneutic theory is presented, not as a new methodological approach to advising, but as a way of reconceptualizing what ought to be involved in the process of understanding the individual advisee.

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34

Cooper, Elizabeth J., and Johannah S. Franke. "Advising Underprepared Transfer Students: Integrating English Assessment and Academic Advising." NACADA Journal 12, no. 2 (September 1, 1992): 33–37. http://dx.doi.org/10.12930/0271-9517-12.2.33.

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Academic advisors make important contributions to preventing the academic difficulties of underprepared transfer students through active cooperation with the English composition program. Joint efforts to get students evaluated and placed at the appropriate level of English composition instruction can encourage reading, writing, and critical thinking competencies that enhance students' performance in their other academic courses.

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35

Weir, Susan B., Marcia M. Dickman, and Dale R. Fuqua. "Preferences for Academic Advising Styles." NACADA Journal 25, no. 1 (March 1, 2005): 74–80. http://dx.doi.org/10.12930/0271-9517-25.1.74.

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This psychometric study was designed to test the feasibility of measuring college students' preferences for developmental and prescriptive advising styles as separate constructs. Part 5 of the Academic Advising Inventory (Winston & Sandor, 1984b) was revised into two independent scales, one for measuring preferences for developmental advising and the other for measuring preferences for prescriptive advising. Results suggest that the two scales have a reasonable item structure, and the internal consistency reliability is reported to be modest. Of greater theoretical importance, the two scales are found to be largely independent. The practical implications of this independence are discussed relative to future applications and research.

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36

He, Ye, and Bryant Hutson. "Appreciative Assessment in Academic Advising." Review of Higher Education 39, no. 2 (2016): 213–40. http://dx.doi.org/10.1353/rhe.2016.0003.

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37

Charles, Harvey, and Mac A. Stewart. "Academic Advising of International Students." Journal of Multicultural Counseling and Development 19, no. 4 (October 1991): 173–81. http://dx.doi.org/10.1002/j.2161-1912.1991.tb00554.x.

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38

King, Margaret C. "Academic advising, retention, and transfer." New Directions for Community Colleges 1993, no. 82 (1993): 21–31. http://dx.doi.org/10.1002/cc.36819938204.

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39

Beatty, J. D. "The National Academic Advising Association." NACADA Journal 11, no. 1 (March 1, 1991): 5–25. http://dx.doi.org/10.12930/0271-9517-11.1.5.

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40

Kirk-Kuwaye, Michael. "Using Metaphor in Academic Advising." NACADA Journal 18, no. 1 (March 1, 1998): 50–53. http://dx.doi.org/10.12930/0271-9517-18.1.50.

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Student understanding of academic programs and student services is essential to academic progress and the first step to enjoying an enriched college experience. However, student conceptions of college are often inaccurate, incomplete, and difficult to change. Through the use of metaphor, advisors can redirect students' attitudes about seeking assistance, increase their understanding of higher education and its philosophies, and encourage them to solve problems creatively.

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41

Maher, Michelle A. "Academic Advising During Program Discontinuance." NACADA Journal 26, no. 2 (September 1, 2006): 29–38. http://dx.doi.org/10.12930/0271-9517-26.2.29.

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Academic program closure is explored and student advising needs that emerged in 3 stages of program decline and discontinuation are identified. Data from interviews and advising communication of 20 graduate students enrolled in a master of education program targeted for discontinuation were qualitatively analyzed within a framework of an organizational death model. Findings indicate that program decline and discontinuation require academic advisors to understand and respond to a range of advising needs that vary with the phase of program closure: addressing students' emotional responses of grief, anger, and betrayal as well as managing student concerns over the loss of professional identity and lack of a professional network. Recommendations are offered for faculty advisors caught in the midst of program discontinuation. Relative emphasis: practice, research, theory

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42

Abelman, Robert, and Anthony D. Molina. "Institutional Vision and Academic Advising." NACADA Journal 26, no. 2 (September 1, 2006): 5–12. http://dx.doi.org/10.12930/0271-9517-26.2.5.

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Quality academic advising in higher education is the product of a multitude of elements not the least of which is institutional vision. By recognizing and embracing an institution's concept of its capabilities and the kinds of educated human beings it is attempting to cultivate, advisors gain an invaluable apparatus to guide the provision of effective educational planning to students. In a case study survey, we assessed whether and how institutional vision can be transformed into action as both vision-driven initiatives and more incidental activities reflective of an institution's vision statement. Relative emphasis: theory, research, practice

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43

GUINN, DONNA, and RICHARD MITCHELL. "Academic Advising: And Different Expectations." NACADA Journal 6, no. 2 (September 1, 1986): 99–105. http://dx.doi.org/10.12930/0271-9517-6.2.99.

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44

Nowicki, Michael. "LEGAL IMPLICATIONS OF ACADEMIC ADVISING." NACADA Journal 7, no. 1 (March 1, 1987): 83–86. http://dx.doi.org/10.12930/0271-9517-7.1.83.

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This article is offered primarily for the benefit of newcomers to the ranks of academic advising. It can also serve as a quick review for experienced advisors who might have forgotten some of the points made in past JOURNAL articles on this subject.

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45

Polson, Cheryl J., and Virginia N. Gordon. "ISSUES IN ACADEMIC ADVISING REVISITED." NACADA Journal 8, no. 2 (September 1, 1988): 49–58. http://dx.doi.org/10.12930/0271-9517-8.2.49.

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46

Xyst, Kurt. "Constructivism, Dewey, and Academic Advising." NACADA Journal 36, no. 2 (November 1, 2016): 11–19. http://dx.doi.org/10.12930/nacada-14-027.

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Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.

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47

Saleh, Mahmoud A. "AN INTERNATIONAL PERSPECTIVE ON ACADEMIC ADVISING." NACADA Journal 8, no. 1 (March 1, 1988): 46–51. http://dx.doi.org/10.12930/0271-9517-8.1.46.

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Academic advising constitutes one of the key problems facing higher education throughout the world today. The need for and benefits of advising are not limited to one geographical area, but represent a pervasive problem, penetrating international and cultural boundaries. This study examines the advising program at King Saud University, Riyadh, Saudi Arabia. Students' responses to a twenty-item questionnaire have been drawn upon to construct a picture of how students perceive academic advising at their university. The study also sought to determine if a significant difference in student responses to the survey existed between the colleges within the university and between the academic levels of the students. Recommendations and practical suggestions to help improve academic advising at the university are offered.

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48

Menke, Donna J., Mark Duslak, and Craig M. McGill. "Administrator Perceptions of Academic Advisor Tasks." NACADA Journal 40, no. 2 (October 1, 2020): 85–96. http://dx.doi.org/10.12930/nacada-20-12.

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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.

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Harris, Twaina A. "Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina." NACADA Journal 38, no. 1 (July 1, 2018): 36–46. http://dx.doi.org/10.12930/nacada-15-010.

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

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Lynch, Michael L. "A Survey of Undergraduate Student Reactions to Academic Advising." NACADA Journal 24, no. 1-2 (March 1, 2004): 62–74. http://dx.doi.org/10.12930/0271-9517-24.1-2.62.

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At the midwestern land-grant university under study, undergraduate academic advising is part of the teaching mission and under the purview of the academic deans. In the decentralized system used, academic advising is delivered via full-time professional advisors in advising centers serving entire colleges or multiple curricula, full-time professional departmental advisors, and faculty advisors. Evaluation data collected annually from over 17,000 undergraduate advisees are used to compare the three advising methods with regard to student utilization of advising services, reasons for not utilizing advising services, and student evaluations of the advising received.

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