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.
{"title":"Administrator Perceptions of Academic Advisor Tasks","authors":"Donna J. Menke, Mark P. Duslak, Craig M. McGill","doi":"10.12930/nacada-20-12","DOIUrl":"https://doi.org/10.12930/nacada-20-12","url":null,"abstract":"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.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133858754","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}
P. Donaldson, Lyle McKinney, M. Lee, C. Horn, A. Burridge, Diana Pino
This study examines the structure of an enhanced advising program (EAP) through the perspectives of academic advisors. Utilizing a qualitative research design, interviews were conducted with 12 primary-role academic advisors employed within an EAP at a large, urban community college in Texas. Thematic analysis of the interviews identified the following distinguishing characteristics of EAPs: (1) improved student participation in academic advising; (2) stronger student engagement with advising; and (3) proactive construction of an educational plan. This study expands the literature on EAPs by providing additional context and description from the practitioner perspective and by delineating the EAP's strategy to strengthen advising programming at the community college level.
{"title":"Insider Information: Advisors' Perspectives on the Effectiveness of Enhanced Advising Programs for Community College Students","authors":"P. Donaldson, Lyle McKinney, M. Lee, C. Horn, A. Burridge, Diana Pino","doi":"10.12930/nacada-18-26","DOIUrl":"https://doi.org/10.12930/nacada-18-26","url":null,"abstract":"This study examines the structure of an enhanced advising program (EAP) through the perspectives of academic advisors. Utilizing a qualitative research design, interviews were conducted with 12 primary-role academic advisors employed within an EAP at a large, urban community college in Texas. Thematic analysis of the interviews identified the following distinguishing characteristics of EAPs: (1) improved student participation in academic advising; (2) stronger student engagement with advising; and (3) proactive construction of an educational plan. This study expands the literature on EAPs by providing additional context and description from the practitioner perspective and by delineating the EAP's strategy to strengthen advising programming at the community college level.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133039794","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 integral to student success in higher education. However, few studies have explored the beliefs, practices, and well-being of advisors. In this study, we introduce an instrument designed to explore advisors' beliefs, practices, and well-being based on literature that addresses advising approaches and their theoretical connections, along with research on measuring well-being. Trends and themes of advisors' beliefs, practices, and factors associated with their perception of well-being were highlighted using responses from 136 advisors from various U.S. higher education institutions. We also consider implications from both individual and institutional perspectives.
{"title":"Advisor Beliefs, Practices, and Perceptions of Well-Being: Development of an Advisor Self-Evaluation Instrument","authors":"Ye He, Bryant L. Hutson, J. L. Bloom, A. Cuevas","doi":"10.12930/nacada-18-02","DOIUrl":"https://doi.org/10.12930/nacada-18-02","url":null,"abstract":"Academic advising is integral to student success in higher education. However, few studies have explored the beliefs, practices, and well-being of advisors. In this study, we introduce an instrument designed to explore advisors' beliefs, practices, and well-being based on literature that addresses advising approaches and their theoretical connections, along with research on measuring well-being. Trends and themes of advisors' beliefs, practices, and factors associated with their perception of well-being were highlighted using responses from 136 advisors from various U.S. higher education institutions. We also consider implications from both individual and institutional perspectives.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126671686","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}
Craig M. McGill’s article in Volume 39, Number 1 of the NACADA Journal raises many issues about the status of academic advising as a profession. Despite having origins in the early 19 century, academic advising to many is still not a fully realized profession. Dr. McGill, writing on the literature addressing academic advising as a profession, has done what any professional would do: used a recognized forum in the field to present his research, thus allowing the opportunity for others to respond. Academic advising, like many professions, was a response to a recognized need. In the 1870s, administrators at Johns Hopkins University realized that students should not select electives without required input from faculty members. These administrators believed that advice from knowledgeable persons, in this case faculty members, could help students craft more meaningful and coherent educations for themselves. As curricula evolved to include general education, electives, minors, and the need to go outside the standard course of study with remediation and internships, for example, the demand for academic advisors grew. When World War II veterans joined the student body, it was clear that these heroes deserved special interventions from academic advisors, especially those veterans struggling with their chosen course of study. Adult students and students whose families had not previously accessed higher education were likewise provided with academic advisors. While the bulk of the work performed by academic advisors might seem to have been delivered on demand and without any substantive theoretical underpinnings, this period of academic advising represents the advent of significant antecedents and foundational influences. In 1970, I was hired as a psychological counselor at the small regional campus of a state university. At that time, I had no doubt that I was part of the counseling profession. Then, within a few days of starting, I was informed I had the responsibility to advise undecided students. The goal was to help these students declare majors within a specified time period. My sense of what an academic advisor did was limited to my own undergraduate experience. If I had an advisor, I certainly didn’t know it, although I did have to stand in a line at the end of my sophomore year to have a faculty member (my advisor?) sign me into my chosen major. I made all the decisions on what courses I would take by reading the course catalog, and I do not recall if anyone at the arena registration where I picked up the IBM punch cards for each course even signed off on my choices. Now, three years after earning a master’s degree, I had to advise students who did not know what they wanted to study. But there was help! I had learned from my colleagues that indecision was considered a psychological state ranging from mere indecision to persistent and debilitating indecisiveness. Interventions to help students move from undecided to decided involved talk therapy and
Craig M. McGill在NACADA期刊第39卷第1期的文章中提出了许多关于学术咨询作为一种职业地位的问题。尽管学术咨询起源于19世纪初，但对许多人来说，它仍然不是一个完全实现的职业。麦吉尔博士在将学术咨询作为一种职业的文献中做了任何专业人士都会做的事情:利用该领域公认的论坛来展示他的研究，从而为其他人提供回应的机会。像许多职业一样，学术咨询是对一种公认需求的回应。在19世纪70年代，约翰霍普金斯大学的管理人员意识到，学生不应该在没有教师的指导下选择选修课。这些管理人员相信，来自知识渊博的人的建议，在这种情况下是教师，可以帮助学生为自己设计更有意义和连贯的教育。随着课程的发展，包括通识教育、选修课、辅修课程，以及需要在标准课程之外进行补习和实习等，对学术顾问的需求也在增长。当第二次世界大战退伍军人加入学生团体时，很明显，这些英雄应该得到学术顾问的特别干预，尤其是那些在自己选择的课程上苦苦挣扎的退伍军人。成人学生和其家庭以前没有接受过高等教育的学生也同样被提供学术顾问。虽然学术顾问所做的大部分工作似乎都是按需提供的，没有任何实质性的理论基础，但这一时期的学术咨询代表了重要先例和基础影响的出现。1970年，我被一所州立大学的小校区聘为心理咨询师。那时，我毫不怀疑我是咨询行业的一员。然后，在开始的几天内，我被告知我有责任为犹豫不决的学生提供建议。目的是帮助这些学生在规定的时间内选择专业。我对学术顾问的理解仅限于我自己的本科经历。如果我有一个指导老师，我当然不知道，尽管我在大二结束时不得不排队让一位教员(我的指导老师?)帮我签入我选择的专业。我通过阅读课程目录来决定我要上什么课程，我不记得在竞技场注册时，我拿起每门课程的IBM打孔卡时，是否有人在我的选择上签名。现在，在获得硕士学位三年后，我不得不给那些不知道自己想学什么的学生提供建议。但是有帮助!我从同事那里了解到，优柔寡断被认为是一种心理状态，从单纯的优柔寡断到持续的、使人衰弱的优柔寡断。帮助学生从未决定转变为决定的干预措施包括谈话治疗和管理职业清单和测量职业优柔寡断的工具。这种理论和实践的基础大多来自职业和职业指导领域，但现在正被应用于专业的选择。我清楚地认识到，学术建议——至少是我应该做的那种建议——并不意味着告诉学生该选什么课程。这种方法(后来被称为规定性建议)可能会适得其反，导致学生积极抵制或被动。接下来的几年发生了重大事件，包括1972年《大学生人事杂志》发表了克鲁克斯顿的文章。这篇文章被证明是一个分水岭，学术顾问们意识到，他们想要拥抱的不仅仅是被克鲁克斯顿称为“规定性建议”的有限的建议。“说明性咨询曾经作为主要的咨询方法存在过，这与学术咨询的历史并不完全同步。当然，约翰霍普金斯大学顾问的工作就是帮助学生选择有意义的选修课。随着课程的不断发展，使用规定性方法提供建议变得更加不可行。当然，我对犹豫不决的学生所做的工作并不是规定性的。每个学生每学期都选修一套不同的课程，以满足自己的教育和职业需求
{"title":"The Professionalization of Academic Advising: A Structured Literature Review – A Professional Advisor's Response","authors":"Eric R. White","doi":"10.12930/nacada-20-01","DOIUrl":"https://doi.org/10.12930/nacada-20-01","url":null,"abstract":"Craig M. McGill’s article in Volume 39, Number 1 of the NACADA Journal raises many issues about the status of academic advising as a profession. Despite having origins in the early 19 century, academic advising to many is still not a fully realized profession. Dr. McGill, writing on the literature addressing academic advising as a profession, has done what any professional would do: used a recognized forum in the field to present his research, thus allowing the opportunity for others to respond. Academic advising, like many professions, was a response to a recognized need. In the 1870s, administrators at Johns Hopkins University realized that students should not select electives without required input from faculty members. These administrators believed that advice from knowledgeable persons, in this case faculty members, could help students craft more meaningful and coherent educations for themselves. As curricula evolved to include general education, electives, minors, and the need to go outside the standard course of study with remediation and internships, for example, the demand for academic advisors grew. When World War II veterans joined the student body, it was clear that these heroes deserved special interventions from academic advisors, especially those veterans struggling with their chosen course of study. Adult students and students whose families had not previously accessed higher education were likewise provided with academic advisors. While the bulk of the work performed by academic advisors might seem to have been delivered on demand and without any substantive theoretical underpinnings, this period of academic advising represents the advent of significant antecedents and foundational influences. In 1970, I was hired as a psychological counselor at the small regional campus of a state university. At that time, I had no doubt that I was part of the counseling profession. Then, within a few days of starting, I was informed I had the responsibility to advise undecided students. The goal was to help these students declare majors within a specified time period. My sense of what an academic advisor did was limited to my own undergraduate experience. If I had an advisor, I certainly didn’t know it, although I did have to stand in a line at the end of my sophomore year to have a faculty member (my advisor?) sign me into my chosen major. I made all the decisions on what courses I would take by reading the course catalog, and I do not recall if anyone at the arena registration where I picked up the IBM punch cards for each course even signed off on my choices. Now, three years after earning a master’s degree, I had to advise students who did not know what they wanted to study. But there was help! I had learned from my colleagues that indecision was considered a psychological state ranging from mere indecision to persistent and debilitating indecisiveness. Interventions to help students move from undecided to decided involved talk therapy and ","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129176988","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}
As academic advisors help students navigate academic challenges toward a degree, seemingly mundane interactions have the potential to shape students' beliefs about themselves and their abilities. This study examines whether subtle cues within messages from advisors may help students develop what Carol Dweck calls a growth mindset—the belief that ability is malleable through effort, strategy, and help-seeking—and lead to greater perceived support from advisors and student confidence. Drawing on focus groups and interviews with twenty undergraduate students at a large public university, this study offers empirical support for the positive impact that growth mindset language can have within advisor-student communication, as well as a set of practical recommendations for bringing these insights to day-to-day advising practice.
{"title":"Mindset Messaging: Fostering Student Support and Confidence through Micro-Messaging in Advisor Communication","authors":"S. Kyte, E. Collins, Regina Deil-Amen","doi":"10.12930/nacada-19-08","DOIUrl":"https://doi.org/10.12930/nacada-19-08","url":null,"abstract":"As academic advisors help students navigate academic challenges toward a degree, seemingly mundane interactions have the potential to shape students' beliefs about themselves and their abilities. This study examines whether subtle cues within messages from advisors may help students develop what Carol Dweck calls a growth mindset—the belief that ability is malleable through effort, strategy, and help-seeking—and lead to greater perceived support from advisors and student confidence. Drawing on focus groups and interviews with twenty undergraduate students at a large public university, this study offers empirical support for the positive impact that growth mindset language can have within advisor-student communication, as well as a set of practical recommendations for bringing these insights to day-to-day advising practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116088574","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 purpose of this study is to understand the relationship between pre-transfer advising and the development of transfer student capital (TSC) for students who have transferred from community college to a four-year university. Using TSC as a framework, this qualitative case study seeks to identify the roles that pre-transfer advisors at community colleges and universities have in students' transfer processes. In this study, we find that advisors can play a critical role in building students' TSC and supporting students' self-efficacy. We also find that students indicate that advisors sometimes provide conflicting information or that advising can often be inaccessible to students, which can lead to self-advising. Implications and recommendations are discussed.
{"title":"The Role of Academic Advisors in the Development of Transfer Student Capital","authors":"S. Hayes, L. Lindeman, C. Lukszo","doi":"10.12930/nacada-18-35","DOIUrl":"https://doi.org/10.12930/nacada-18-35","url":null,"abstract":"The purpose of this study is to understand the relationship between pre-transfer advising and the development of transfer student capital (TSC) for students who have transferred from community college to a four-year university. Using TSC as a framework, this qualitative case study seeks to identify the roles that pre-transfer advisors at community colleges and universities have in students' transfer processes. In this study, we find that advisors can play a critical role in building students' TSC and supporting students' self-efficacy. We also find that students indicate that advisors sometimes provide conflicting information or that advising can often be inaccessible to students, which can lead to self-advising. Implications and recommendations are discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122867421","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}
Adult learners represent a growing population of students in higher education who need various types of support to successfully embark on the transition to college. One popular type of support is a transition program, which aims to promote successful entrance to higher education. This study's findings imply that, while adult learners who have participated in transition programs continue to face challenges as they attempt to pursue higher education, the connections the participants made within transition programs helped mitigate the barriers they encountered. Additionally, the narratives of adult learners in this study demonstrate the need for academic advising during the transition to college. More research on the impact and effectiveness of transition programs is needed to develop programming that meets the needs of adult learners.
{"title":"Advising Adult Learners During the Transition to College","authors":"Courtney E. Karmelita","doi":"10.12930/nacada-18-30","DOIUrl":"https://doi.org/10.12930/nacada-18-30","url":null,"abstract":"Adult learners represent a growing population of students in higher education who need various types of support to successfully embark on the transition to college. One popular type of support is a transition program, which aims to promote successful entrance to higher education. This study's findings imply that, while adult learners who have participated in transition programs continue to face challenges as they attempt to pursue higher education, the connections the participants made within transition programs helped mitigate the barriers they encountered. Additionally, the narratives of adult learners in this study demonstrate the need for academic advising during the transition to college. More research on the impact and effectiveness of transition programs is needed to develop programming that meets the needs of adult learners.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"39 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122727411","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}
As college completion rates are a top priority for institutions and other stakeholders, understanding college student persistence is important. Some perceive students making an early decision about a major as necessary for success in college, arguing that enrolling as undeclared contributes to student attrition. Previous research about undeclared students and persistence, however, is limited, conflicting, and dated. For this longitudinal study, logistic regression analyses were conducted using institutional records for 4,489 first-time in college, full-time enrolled students from the Fall 2010 cohort at a large research university in the Western United States. The results show no difference in persistence between students who matriculate as declared versus undeclared majors, which has implications for advising practice.
{"title":"Early Declaration of a College Major and Its Relationship to Persistence","authors":"David B. Spight","doi":"10.12930/nacada-18-37","DOIUrl":"https://doi.org/10.12930/nacada-18-37","url":null,"abstract":"As college completion rates are a top priority for institutions and other stakeholders, understanding college student persistence is important. Some perceive students making an early decision about a major as necessary for success in college, arguing that enrolling as undeclared contributes to student attrition. Previous research about undeclared students and persistence, however, is limited, conflicting, and dated. For this longitudinal study, logistic regression analyses were conducted using institutional records for 4,489 first-time in college, full-time enrolled students from the Fall 2010 cohort at a large research university in the Western United States. The results show no difference in persistence between students who matriculate as declared versus undeclared majors, which has implications for advising practice.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130061357","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}
Course withdrawals have significant cost and curricular implications for both students and institutions. Yet within the retention literature, little is known about the context or impact of course withdrawals. This study examines course withdrawals of first year students from a sample of nine universities. Data reveal that demographic and contextual factors differentially influence the use of course withdrawals. Further, these data suggest that course withdrawals have negative consequences for second year retention, with nuanced significance when compared to making grades of D or F. We discuss implications for academic advisors, retention specialists, and faculty leaders, as well as policy and future research considerations.
{"title":"Are Course Withdrawals a Useful Student Success Strategy?","authors":"Patrick Akos, Scott James","doi":"10.12930/nacada-18-34","DOIUrl":"https://doi.org/10.12930/nacada-18-34","url":null,"abstract":"Course withdrawals have significant cost and curricular implications for both students and institutions. Yet within the retention literature, little is known about the context or impact of course withdrawals. This study examines course withdrawals of first year students from a sample of nine universities. Data reveal that demographic and contextual factors differentially influence the use of course withdrawals. Further, these data suggest that course withdrawals have negative consequences for second year retention, with nuanced significance when compared to making grades of D or F. We discuss implications for academic advisors, retention specialists, and faculty leaders, as well as policy and future research considerations.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129558637","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}
An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. In this national, mixed methods study, we examined how and to what extent the implementation of baccalaureate degree programs has impacted academic advising policies and practices across U.S. community colleges. Survey and interview data highlighted the reorganization of advising and adoption of various advising models as well as the need for collaborations, communication, and professional development. In addition to underscoring the overall complexities involved in establishing four-year degree programs at the community college, results from this study helped us illuminate implications for policy and planning as well as suggested areas for future research related to advising.
{"title":"Academic Advising and the Community College Baccalaureate: Implications for Research, Policy, and Practice","authors":"E. Martinez, C. Elue","doi":"10.12930/nacada-18-16","DOIUrl":"https://doi.org/10.12930/nacada-18-16","url":null,"abstract":"An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. In this national, mixed methods study, we examined how and to what extent the implementation of baccalaureate degree programs has impacted academic advising policies and practices across U.S. community colleges. Survey and interview data highlighted the reorganization of advising and adoption of various advising models as well as the need for collaborations, communication, and professional development. In addition to underscoring the overall complexities involved in establishing four-year degree programs at the community college, results from this study helped us illuminate implications for policy and planning as well as suggested areas for future research related to advising.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133985403","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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