Constructivism, Dewey, and Academic Advising

Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.

Strengthening Academic Advising by Developing a Normative Theory

Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in their personal growth, and helping them set and achieve educational goals. To continue clarifying the role of advising within higher education, practitioners need to move from analogical theories to normative theories. The diversity and richness of current theories in advising will provide the foundation for developing a normative theory and strengthening the field of advising.

From mission to measurement : advancing postsecondary academic advising assessment and practice through evaluating program theory and outcomes

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Through a program evaluation, this study was designed as a mixed method, causal comparative, cross-sectional inquiry into academic advising program theory and outcomes at Missouri State University (MSU). Data (i.e., advising mission statement, best practices, and surveys) revealed only implicit articulation of program theory�that is, the operational plan did not logically connect desired advising outcomes with program activities. Chi square analyses demonstrated significant differences between freshman expectations and senior experiences related to advising. ANOVA results revealed no significant GPA differences based on different amounts of advising. ANOVA results linked advisor support, advisor information, and personal responsibility to senior GPA, and regression analyses revealed each as significant GPA predictors. Qualitative data supported quantitative findings, providing insights to expand advising theory. In sum, findings were aligned with advising theory and constructs from the literature, including advisor accountability and empowerment, student responsibility, self-efficacy, study skills, and perceived advisor support (Lowenstein, 2005; Young-Jones, Burt, Dixon, and Hawthorne, 2013), and resulted in recommendations to enhance institutional advising assessment. Keywords: academic advising, advisor, evaluation, learning outcomes

Using Quality Function Deployment to Improve Academic Advising Processes

Quality Function Deployment (QFD), a set of concepts and tools often used in manufacturing engineering to link consumer needs with product design, can be used to improve academic advising systems and processes. QFD promotes a structured and logical examination of students' advising needs and a rigorous examination of the relationship of these needs to the design of advising systems, processes, methods, and tools. Because its conceptual base is radically different from the disciplines underpinning advising theory, QFD can offer advising leadership useful insights and avenues for advising improvement.

A Customer Service Approach to Advising: Theory and Application

The customer service marketing model provides an organizing strategy for advising in higher education. The university contributes resources for an advising process that addresses the needs and expectations of students as consumers and faculty as providers. The model's components are discussed within the context of an academic program. The author proposes careful consideration of the model in an effort to improve advising and increase retention rates.