scholarly journals Academic Advising Structures that Support First-year Student Success and Retention

2000 ◽  
Author(s):  
Brett McFarlane
Keyword(s):  
Student Success ◽  
Academic Advising ◽  
First Year ◽  
First Year Student

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

scholarly journals Influence of Integrated Academic and Co-Curricular Activities On First-Year Student Success

2020 ◽  
Author(s):  
Timothy Hinds ◽  
S. Patrick Walton ◽  
Mark Urban-Lurain ◽  
Daina Briedis
Keyword(s):  
Student Success ◽  
First Year ◽  
First Year Student

scholarly journals Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates

2017 ◽  
Vol 37 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Krista M. Soria ◽  
Nicole L. Laumer ◽  
Dale J. Morrow ◽  
Garrett Marttinen
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Academic Advising ◽  
First Year ◽  
Matched Pairs ◽  
Self Awareness ◽  
First Year Students ◽  
First Year Retention ◽  
Matching Techniques ◽  
Academic Self Efficacy

We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).

scholarly journals Frequency of First-Year Student Interactions With Advisors

2017 ◽  
Vol 37 (1) ◽  
pp. 74-86 ◽  
Author(s):  
Kevin Fosnacht ◽  
Alexander C. McCormick ◽  
Jennifer N. Nailos ◽  
Amy K. Ribera
Keyword(s):  
Academic Advising ◽  
Institutional Characteristics ◽  
First Year ◽  
Full Time ◽  
Academic Advisors ◽  
Student Interactions ◽  
First Year Students ◽  
Institutional Types ◽  
Using Data ◽  
First Year Student

Although acknowledged that academic advising helps students adjust to and deal with the challenges of college, little is known about students' frequency of interactions with advisors. Using data from 52,546 full-time, first-year students at 209 diverse institutions, we examined the frequency with which students met with academic advisors and the way these interactions vary by student and institutional characteristics. We found that the typical first-year student met with an advisor 1 to 3 times during his or her first college year; however, the number of meetings varied across student subpopulations and institutional types.

Re-designing Curriculum to Enhance First-Year Student Success: A Case Study

2021 ◽  
pp. 251-270
Author(s):  
Trish McCluskey ◽  
Gayani Samarawickrema ◽  
Andrew Smallridge ◽  
Naomi Dempsey
Keyword(s):  
Student Success ◽  
First Year ◽  
First Year Student

scholarly journals Early English Language Assessment to Improve First-Year Student Success

2016 ◽  
Author(s):  
Penny Kinnear ◽  
Micah Stickel ◽  
Brian Frank ◽  
James Kaupp
Keyword(s):  
Student Success ◽  
English Language ◽  
Language Assessment ◽  
First Year ◽  
Early English ◽  
First Year Student
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