Tonya M. Buchanan, Aaron Brown, Patrizia Chirco, Danielle M. Klein, Ashley M. Purgason
Across two experimental university studies, we examined how small changes in language embedded in advising communications influence student outcomes (e.g., support, persistence) and explored the utility of advising micromessages congruent with growth mindset and appreciative advising for diverse student populations. We found that micromessages embedded within hypothetical advisor emails increased anticipated positive student outcomes, including feelings of support and persistence. In line with our hypotheses and attribution-based intervention research with nontraditional and/or marginalized students, the positive effect of micromessaging appears greater for first-generation students and students of color. This research highlights opportunities to shape consequential student outcomes through small, strategic language changes. Empowering advisors with thoughtfully crafted language improves students' sense of support and persistence and may reduce achievement gaps.
{"title":"Messaging Matters: The Impact of Advising Micromessages on Student Affect and Behavior across Diverse University Campuses","authors":"Tonya M. Buchanan, Aaron Brown, Patrizia Chirco, Danielle M. Klein, Ashley M. Purgason","doi":"10.12930/nacada-22-04","DOIUrl":"https://doi.org/10.12930/nacada-22-04","url":null,"abstract":"Across two experimental university studies, we examined how small changes in language embedded in advising communications influence student outcomes (e.g., support, persistence) and explored the utility of advising micromessages congruent with growth mindset and appreciative advising for diverse student populations. We found that micromessages embedded within hypothetical advisor emails increased anticipated positive student outcomes, including feelings of support and persistence. In line with our hypotheses and attribution-based intervention research with nontraditional and/or marginalized students, the positive effect of micromessaging appears greater for first-generation students and students of color. This research highlights opportunities to shape consequential student outcomes through small, strategic language changes. Empowering advisors with thoughtfully crafted language improves students' sense of support and persistence and may reduce achievement gaps.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123863655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Payne, Tancy Vandecar-Burdin, Daniela Cigularova
In this study, cybersecurity faculty and academic advisors from community colleges and 4-year universities in the southeast region of the United States completed a survey assessing attitudes about and support for articulation agreements and related transfer policies. Hypothesizing that professional structures shape attitudes and experiences, the researchers conducted an exploratory quantitative study with primarily descriptive analyses. The results reveal differences in attitudes between community college and 4-year stakeholders and between faculty and academic advisors. The results of this study are discussed in relation to faculty and advisor training and communication.
{"title":"Attitudes about Cybersecurity Articulation Agreements and Transfer Students: A Statewide Survey of Faculty Members and Advisors","authors":"B. Payne, Tancy Vandecar-Burdin, Daniela Cigularova","doi":"10.12930/nacada-21-30","DOIUrl":"https://doi.org/10.12930/nacada-21-30","url":null,"abstract":"In this study, cybersecurity faculty and academic advisors from community colleges and 4-year universities in the southeast region of the United States completed a survey assessing attitudes about and support for articulation agreements and related transfer policies. Hypothesizing that professional structures shape attitudes and experiences, the researchers conducted an exploratory quantitative study with primarily descriptive analyses. The results reveal differences in attitudes between community college and 4-year stakeholders and between faculty and academic advisors. The results of this study are discussed in relation to faculty and advisor training and communication.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"14 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130268775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work expands the literature and research focused on career change students enrolled in an online master's program by examining the literature regarding transitions, motivations, and advising support for career changers. Also studied are the motivations of career change students enrolled in two different online, synchronous graduate programs. The study outlined offerings to this special population in terms of full-time primary role academic and career advising. It was found that participants utilized personalized communications and orientation programming provided by academic and career advising.
{"title":"Online Graduate Career Changers: Motivations and Use of Academic and Career Advising Services and Resources","authors":"Katelyn Talbott","doi":"10.12930/nacada-21-36","DOIUrl":"https://doi.org/10.12930/nacada-21-36","url":null,"abstract":"This work expands the literature and research focused on career change students enrolled in an online master's program by examining the literature regarding transitions, motivations, and advising support for career changers. Also studied are the motivations of career change students enrolled in two different online, synchronous graduate programs. The study outlined offerings to this special population in terms of full-time primary role academic and career advising. It was found that participants utilized personalized communications and orientation programming provided by academic and career advising.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131955738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Academic advising is fraught with ethical dilemmas. Advisors' actions are beholden to various and conflicting constituents. Existing literature on ethics in academic advising provides guidance for advisors via normative ethical principles, suggested processes, and statements about how advising ought to be practiced. However, knowledge of advisors' experiences of ethical dilemmas remains limited. This grounded theory study produced a model of how primary-role academic advisors working in large state university systems engage in ethical practice. It includes four cyclical phases: pre-encounter, encounter, discernment, and response. Each phase highlights discrete but interconnected themes grounded in data gleaned from semi-structured interviews with 12 advisors. The grounded theory has implications for advisors, advising administrators, and future research in bolstering ethical practice.
{"title":"Tensions: A Grounded Theory of Ethical Practice","authors":"Andrew W. Puroway","doi":"10.12930/nacada-22-18","DOIUrl":"https://doi.org/10.12930/nacada-22-18","url":null,"abstract":"Academic advising is fraught with ethical dilemmas. Advisors' actions are beholden to various and conflicting constituents. Existing literature on ethics in academic advising provides guidance for advisors via normative ethical principles, suggested processes, and statements about how advising ought to be practiced. However, knowledge of advisors' experiences of ethical dilemmas remains limited. This grounded theory study produced a model of how primary-role academic advisors working in large state university systems engage in ethical practice. It includes four cyclical phases: pre-encounter, encounter, discernment, and response. Each phase highlights discrete but interconnected themes grounded in data gleaned from semi-structured interviews with 12 advisors. The grounded theory has implications for advisors, advising administrators, and future research in bolstering ethical practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122102546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the United States, academic advising is among the highest turnover professions in the university system. Academic advisors, who work at the intersection of academics and student life, bear the brunt of increased pressures and decreased resources. Yet, primary-role advisors often do not experience high salaries or opportunities for advancement. Despite a high turnover in advising, some advisors have intentionally chosen to remain in advising. Framed by the social cognitive model of career self-management, this phenomenological study examined the workplace career management of female primary-role advisors at public institutions in the midwestern region of the United States. Through holistic coding, three primary factors emerged from the data: students, supportive environments, and balance and benefits. We offer implications for practice.
{"title":"Understanding the Career Management of Female Primary-Role Advisors","authors":"Keira Solon, Craig M. McGill, Daniel H. Jensen","doi":"10.12930/nacada-22-16","DOIUrl":"https://doi.org/10.12930/nacada-22-16","url":null,"abstract":"In the United States, academic advising is among the highest turnover professions in the university system. Academic advisors, who work at the intersection of academics and student life, bear the brunt of increased pressures and decreased resources. Yet, primary-role advisors often do not experience high salaries or opportunities for advancement. Despite a high turnover in advising, some advisors have intentionally chosen to remain in advising. Framed by the social cognitive model of career self-management, this phenomenological study examined the workplace career management of female primary-role advisors at public institutions in the midwestern region of the United States. Through holistic coding, three primary factors emerged from the data: students, supportive environments, and balance and benefits. We offer implications for practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122716538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies of academic recovery courses (ARCs) focus almost exclusively on academic outcomes, such as postcourse grade point average (GPA) and academic standing. This study explores the role of noncognitive factors—specifically attribution perspective, shame resilience, and academic identity—for students engaged in ARCs. Pre- and postcourse data from ARC students revealed significant correlations between noncognitive factors and academic standing and statistically significant relationships among non-cognitive factors, as well as a significant difference in mean shame scores by gender. Practice implications are presented to guide educators in their retention efforts with probationary students and to encourage future research.
{"title":"Noncognitive Factors for Probationary Students Engaged in Academic Recovery Courses: A Preliminary Study","authors":"C. Robinson, Ran Shi","doi":"10.12930/nacada-21-04","DOIUrl":"https://doi.org/10.12930/nacada-21-04","url":null,"abstract":"Studies of academic recovery courses (ARCs) focus almost exclusively on academic outcomes, such as postcourse grade point average (GPA) and academic standing. This study explores the role of noncognitive factors—specifically attribution perspective, shame resilience, and academic identity—for students engaged in ARCs. Pre- and postcourse data from ARC students revealed significant correlations between noncognitive factors and academic standing and statistically significant relationships among non-cognitive factors, as well as a significant difference in mean shame scores by gender. Practice implications are presented to guide educators in their retention efforts with probationary students and to encourage future research.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133763360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2016, State University (a pseudonym) implemented a proactive advising approach known as Monitoring Advising Analytics to Promote Success (MAAPS). The initiative was designed to improve academic achievement and retention measures for first-generation students and students from limited-income backgrounds. Using a qualitative methodological design, the purpose of this study was to learn about students' experiences with MAAPS advisors and their overall perceptions of the program. Findings confirm prior research that suggests some students may benefit from advisors' proactive communications and holistic approach. However, the design and implementation of MAAPS discouraged many from participating in the initiative, highlighting several implications for improved future practice.
{"title":"Navigating College with MAAPS: Students' Perceptions of a Proactive Advising Approach","authors":"Matthew Van Jura, Kaity Prieto","doi":"10.12930/nacada-21-14","DOIUrl":"https://doi.org/10.12930/nacada-21-14","url":null,"abstract":"In 2016, State University (a pseudonym) implemented a proactive advising approach known as Monitoring Advising Analytics to Promote Success (MAAPS). The initiative was designed to improve academic achievement and retention measures for first-generation students and students from limited-income backgrounds. Using a qualitative methodological design, the purpose of this study was to learn about students' experiences with MAAPS advisors and their overall perceptions of the program. Findings confirm prior research that suggests some students may benefit from advisors' proactive communications and holistic approach. However, the design and implementation of MAAPS discouraged many from participating in the initiative, highlighting several implications for improved future practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116421421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to develop and validate a strength-based instrument for assessing the academic advising needs of university students in Hong Kong using the Appreciative Advising Inventory (AAI) as a blueprint. We reviewed the content validity and cultural relevance of the AAI and developed a 37-item AAI Hong Kong Version (AAI-HK). We conducted Rasch analysis and principal component analysis. The AAI-HK has four stable and reliable factors (social competence and support; positive identity and participation; positive values; and commitment to learning and study), which represent key strengths of university students. Four AAI-HK subscales demonstrate good reliability. We found significant differences in AAI-HK scores between students who are under academic probation or not and between students who are local or nonlocal.
{"title":"A Strength-based Inventory for Assessing the Needs for Academic Advising of University Students in Hong Kong","authors":"A. Siu, C. Chien, Rhonda Y. S. Cheung, D. Shek","doi":"10.12930/nacada-21-13","DOIUrl":"https://doi.org/10.12930/nacada-21-13","url":null,"abstract":"This study aims to develop and validate a strength-based instrument for assessing the academic advising needs of university students in Hong Kong using the Appreciative Advising Inventory (AAI) as a blueprint. We reviewed the content validity and cultural relevance of the AAI and developed a 37-item AAI Hong Kong Version (AAI-HK). We conducted Rasch analysis and principal component analysis. The AAI-HK has four stable and reliable factors (social competence and support; positive identity and participation; positive values; and commitment to learning and study), which represent key strengths of university students. Four AAI-HK subscales demonstrate good reliability. We found significant differences in AAI-HK scores between students who are under academic probation or not and between students who are local or nonlocal.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116416138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lorin Richard, Jennifer M. Plaisance, Brigett Scott, Ruston J. Poché
Graduate-level professional health care programs have a highly selective admissions process. Applicants can distinguish themselves by participating in High Impact Practices (HIPs) to enhance their undergraduate experience and academic and professional success. The variables analyzed in this study included acceptance, grade point average (GPA), minor attainment, items from the National Survey of Student Engagement (NSSE), and HIPs. Results of the analysis indicate a significant positive association between professional school acceptance and GPA, minor attainment, and capstone course completion. Data analysis suggests specific HIPs correlate with admission to desired graduate programs, and implications for advising students with this goal are discussed.
{"title":"High Impact Practices and Professional School Acceptance in Health Science Concentrations","authors":"Lorin Richard, Jennifer M. Plaisance, Brigett Scott, Ruston J. Poché","doi":"10.12930/nacada-20-29","DOIUrl":"https://doi.org/10.12930/nacada-20-29","url":null,"abstract":"Graduate-level professional health care programs have a highly selective admissions process. Applicants can distinguish themselves by participating in High Impact Practices (HIPs) to enhance their undergraduate experience and academic and professional success. The variables analyzed in this study included acceptance, grade point average (GPA), minor attainment, items from the National Survey of Student Engagement (NSSE), and HIPs. Results of the analysis indicate a significant positive association between professional school acceptance and GPA, minor attainment, and capstone course completion. Data analysis suggests specific HIPs correlate with admission to desired graduate programs, and implications for advising students with this goal are discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"9 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116429923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of academic advising in higher education remains largely misunderstood by university stakeholders, faculty and staff, students, and academic advisors. Many hold the simplistic view that academic advising is merely transmitting information to students to ensure timely graduation, a perception that limits what advising can do for student learning, growth, and development. Interviews with NACADA leaders and document analysis reveals a grounded theory of the academic advising process: within the advising context, students connect with caring institutional representatives, make meaning of experiences, and engage in informed decision-making. Synthesizing these experiences helps students develop their academic identity. The theory can aid stakeholders outside of academic advising and give practicing advisors language to explain the valuable work they do with students.
{"title":"Toward a Substantive Theory of the Academic Advising Process: A Grounded Theory","authors":"Craig M. McGill","doi":"10.12930/nacada-18-36","DOIUrl":"https://doi.org/10.12930/nacada-18-36","url":null,"abstract":"The role of academic advising in higher education remains largely misunderstood by university stakeholders, faculty and staff, students, and academic advisors. Many hold the simplistic view that academic advising is merely transmitting information to students to ensure timely graduation, a perception that limits what advising can do for student learning, growth, and development. Interviews with NACADA leaders and document analysis reveals a grounded theory of the academic advising process: within the advising context, students connect with caring institutional representatives, make meaning of experiences, and engage in informed decision-making. Synthesizing these experiences helps students develop their academic identity. The theory can aid stakeholders outside of academic advising and give practicing advisors language to explain the valuable work they do with students.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133597711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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