Lyle McKinney, Gerald V. Bourdeau, Andrea Backscheider Burridge, Mimi Lee, Melissa Miller-Waters, Yolanda M. Barnes
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引用次数: 0
Abstract
Academic advising has been described as the second-most important function in the community college (behind only instruction) toward helping students achieve their goals. Using interview data from 78 students and 33 advisors at one of the nation’s largest and most racially diverse community college systems, our qualitative case study examined how academic advisors inform, and directly influence, students’ enrollment decisions. Advisors emphasized their role as supporting and scaffolding student decision-making, but not making decisions for students. Most advisors endorsed a developmental approach focused on building students’ knowledge and capacity to make better decisions about their own academic trajectory. However, some students had conflicting expectations of the advising relationship (e.g., advisors should tell them exactly what to study, which courses and how many to take), which resulted in frustration and desires for highly prescriptive advising.
期刊介绍:
The official journal of the Association for the Study of Higher Education (ASHE), The Review of Higher Education provides a forum for discussion of issues affecting higher education. The journal advances the study of college and university issues by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today.