Maximizing Student Retention and Success Through Effective Models of Academic Advising and Cross-Campus Partnerships

2010 ◽  
Author(s):  
Jennifer Siciliani ◽  
Carol Kivi ◽  
Floyd Welsh
Keyword(s):  
Student Retention ◽  
Academic Advising ◽  
Effective Models

Effectiveness of Online Advising on Honors Student Retention and Engagement

2018 ◽  
pp. 1460-1479
Author(s):  
Monica VanDieren
Keyword(s):  
Student Retention ◽  
Academic Advising ◽  
Honors Students ◽  
Accurate Information ◽  
Web Page ◽  
Audit System ◽  
Repetitive Tasks ◽  
Information Time ◽  
University Degree

Academic advising is an important component of a student's education, and more often universities are turning to technology to aid in this task. This paper presents a case study of an online advising system that complements a university degree audit system by providing honors students and advisors up-to-date details on individual progress towards completing the honors curriculum and on the level of engagement in the honors co-curricular programming. By leveraging the features of Google Apps for Education, this advising system allows faculty and students to securely and easily access accurate information during schedule planning, and frees up honors staff from repetitive tasks allowing them to dedicate more time to helping students plan their educational journey. Effectiveness of this new system is measured by accuracy of information, time spent by the administration in maintaining the system, student retention and completion of the honors curriculum, and student engagement in honors co-curricular programming. The Google Script described in this paper can be adapted for mail-merge and automatic web page generation in several educational settings beyond academic advising.

Academic Advising and Student Persistence

2017 ◽  
pp. 51-73
Author(s):  
Cherié Kay Thriffiley LaRocca
Keyword(s):  
Higher Education ◽  
Adverse Reaction ◽  
Student Success ◽  
Student Retention ◽  
Academic Advising ◽  
Student Persistence ◽  
Positive Impact ◽  
Mentoring Relationship ◽  
Undergraduate Experience

Academic advising is at the forefront of conversations in higher education (Drake, 2011). The mentoring relationship that occurs between students and advisors can be beneficial for both students and institutions, yet academic advising programs may not offer a quality mentoring relationship able to impact student success. When properly constructed, quality academic advising can have a positive impact on a student's undergraduate experience, as well as directly connecting to student persistence. If not constructed properly, the adverse reaction on student success may occur, and particularly can negatively impact student retention. The following chapter will explore quality academic advising, the means by which quality academic advising can be provided, the connection of quality academic advising to student persistence and methods to assess the academic advising process.

scholarly journals A Composite Textual Phenomenological Approach to CUREs versus Traditional Laboratory Experiences

2021 ◽  
Author(s):  
Amie Sommers ◽  
Dana Richter-Egger ◽  
Christine Cutucache
Keyword(s):  
Student Retention ◽  
Stem Education ◽  
Undergraduate Students ◽  
Time Management ◽  
Undergraduate Research ◽  
Phenomenological Approach ◽  
Research Experience ◽  
Research Questions ◽  
Effective Models ◽  
Laboratory Experiences

Here we present unique perspectives from undergraduate students (n=3) in STEM who have taken both a traditional laboratory iteration and a Course-based Undergraduate Research Experience (CURE) iteration of the same introductory chemistry course. CUREs can be effective models for integrating research in courses and fostering student learning gains. Via phenomenological interviews, we asked students to describe the differences in their perspectives, feelings, and experiences between a traditional lab guided by a lab manual and a CURE. We found that (i.) critical thinking/problem solving, (ii.) group work/collaboration, (iii.) student-led research questions and activities, and (iv.) time management are the top four emergent themes associated with the CURE course. Students also indicated that they learned more disciplinary content in the CURE, and, importantly, that they prefer it over the traditional lab. These findings add another dimension of success to CUREs in STEM education, particularly surrounding student retention.

Academic Advising to Facilitate Student Retention

1982 ◽  
Vol 2 (2) ◽  
pp. 59-69
Author(s):  
E. DANIEL KAPRAUN ◽  
DORIS W. COLDREN
Keyword(s):  
Student Retention ◽  
Academic Advising

scholarly journals ANALYSIS OF STUDENT AND FACULTY OPINION OF ACADEMIC ADVISING SERVICES

1987 ◽  
Vol 7 (1) ◽  
pp. 49-61 ◽  
Author(s):  
Brenda Hart McAnulty ◽  
Carol Alf O'Connor ◽  
Libby Sklare
Keyword(s):  
College Student ◽  
Student Retention ◽  
Student Perceptions ◽  
Academic Advising ◽  
Faculty Members ◽  
College Student Retention ◽  
Recruitment Activities ◽  
Advising Services

As college student enrollment continues to decline on regional and national levels, faculty members and administrators alike are increasingly concerned about the corresponding loss in revenue. Closely aligned with this concern, and also with the increased intensity of recruitment activities, is the emphasis on college student retention. At the same time, the quality of academic advising provided to an institution's students is being carefully scrutinized, particularly for its relationship to retention. This article reports on the results of a questionnaire dealing with faculty and student perceptions of the role of advising and the advisor in academic institutions.

scholarly journals Antecedents of Student Retention: A Predictive Modelling Approach

2020 ◽  
Vol 11 (11) ◽  
Author(s):  
Prathamesh Muzumdar ◽  
Ganga Prasad Basyal ◽  
Piyush Vyas
Keyword(s):  
Regression Analysis ◽  
Student Retention ◽  
Academic Advising ◽  
Principal Component ◽  
Predictive Modelling ◽  
Intrinsic Factors ◽  
Initial Stage ◽  
Current Student ◽  
The University ◽  
A Current

Today university and college rankings are the major determinants influencing the enrollment decision of the current student. Universities improving on certain aspects are found to retain a majority of freshman students despite the university tier status. These aspects are seen to determine a student’s retention, which eventually helps the university to attend a higher tier status. The study tries to evaluate the aspects which primarily influence the future enrollment decision, thereby resulting in retaining the student. The evaluated aspects deal with the intrinsic factors responsible to support the academic tenure of a current student. The aspects, mainly revolve around the factors like peer effectiveness, academic progress, and academic advising out of which academic advising is a controlled variable addressed by the university administration. Two other variables are seen to indirectly be controlled by the administration. In the initial stage principal component analysis is used to identify the factors, followed by multiple regression analysis to determine the influence of each factor on the likelihood of retention. To validate the facts logistic regression analysis is used to verify the same factors that influence the actual retention of the student.

Academic Advising and Student Retention in Distance Learning: The Case of University of Cape Coast, Ghana

2017 ◽  
Vol 7 (3) ◽  
pp. 25-37
Author(s):  
Vera Arhin ◽  
Tabitha Wang’eri ◽  
Edward Kigen
Keyword(s):  
Distance Learning ◽  
Student Retention ◽  
Academic Advising ◽  
Sampling Technique ◽  
Structured Interview ◽  
Snowball Sampling ◽  
Sampling Frame ◽  
Cape Coast ◽  
The University ◽  
The Impact

AbstractThis research investigated the impact of academic advising on student retention in distance learning at the University of Cape Coast, Ghana. Explanatory sequential mixed methods design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731. Four academic advisors and three counsellors at the College of Distance were purposively selected for the study. Further, 16 students who had dropped out from the college were sampled using the snowball sampling technique. A researcher-self constructed questionnaire and a semi-structured interview guide were used to collect data. Quantitative data were analysed using descriptive and inferential statistics. Analyses of qualitative data were done using Merriam analytical coding process. At an alpha level of .05 academic advising made a non-significant contribution to prediction (p = .10) which implies that academic advising is not a significant predictor of student retention in distance learning. The study concluded by recommending that academic advisory services should be provided in a practical manner to address the specific needs of students at the College of Distance Education of the University of Cape Coast.

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