An Examination of Academic Advising Experiences of Undergraduate Students Enrolled in Face-to-Face and Online Courses when Considering Gender, Ethnicity, First Generation Status, and Pell Grant Status PDF Download
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Author: Dorothy Moss Hale Publisher: ISBN: Category : Languages : en Pages :
Book Description
Higher attrition rates among students in online as compared to face-to-face (F2F) degrees are a major concern in higher education. Consequently, many institutions are rethinking academic advising to support the retention and graduation of F2F and online students. This study analyzed existing data collected from 522 undergraduate seniors at a large public urban university who completed the 2014 National Survey of Student Engagement (NSSE) Academic Advising Module. Three research questions guided the study: 1) To what degree, if any, does the frequency of interaction with academic advisors reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation status, and Pell Grant status)? 2) To what degree, if any, does academic advisor support reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? 3) To what degree, if any, does the primary source of advice reported by undergraduate students differ on the basis of course format (face-to-face vs. online) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? Regarding frequency of interaction with academic advisors, findings revealed no significant differences between face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. Additionally, no significant differences were found in reported levels of academic advisor support received by face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. However, Chi square analyses revealed that White, first generation, and non-Pell eligible online students sought advice from their assigned advisor significantly more that their F2F counterparts. The findings have implications for academic advising policies that may lead to the implementation of more effective strategies that enhance students' overall academic advising experiences. Recommendations for future research include examining advising experience when combining student factors as well as advisor support by frequency of interaction and primary source to identify possible correlations. Lastly, research examining additional NSSE indicators of student engagement beyond academic advising might provide insight into student retention and graduation issues.
Author: Dorothy Moss Hale Publisher: ISBN: Category : Languages : en Pages :
Book Description
Higher attrition rates among students in online as compared to face-to-face (F2F) degrees are a major concern in higher education. Consequently, many institutions are rethinking academic advising to support the retention and graduation of F2F and online students. This study analyzed existing data collected from 522 undergraduate seniors at a large public urban university who completed the 2014 National Survey of Student Engagement (NSSE) Academic Advising Module. Three research questions guided the study: 1) To what degree, if any, does the frequency of interaction with academic advisors reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation status, and Pell Grant status)? 2) To what degree, if any, does academic advisor support reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? 3) To what degree, if any, does the primary source of advice reported by undergraduate students differ on the basis of course format (face-to-face vs. online) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? Regarding frequency of interaction with academic advisors, findings revealed no significant differences between face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. Additionally, no significant differences were found in reported levels of academic advisor support received by face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. However, Chi square analyses revealed that White, first generation, and non-Pell eligible online students sought advice from their assigned advisor significantly more that their F2F counterparts. The findings have implications for academic advising policies that may lead to the implementation of more effective strategies that enhance students' overall academic advising experiences. Recommendations for future research include examining advising experience when combining student factors as well as advisor support by frequency of interaction and primary source to identify possible correlations. Lastly, research examining additional NSSE indicators of student engagement beyond academic advising might provide insight into student retention and graduation issues.
Author: George D. Kuh Publisher: John Wiley & Sons ISBN: 1118046854 Category : Education Languages : en Pages : 422
Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Kendra Joy Millay Publisher: ISBN: Category : Counseling in higher education Languages : en Pages : 163
Book Description
"The majority of research on first-generation college students focuses on undergraduate experiences and retention rates. Once first-generation students complete their undergraduate degree, some may find themselves hoping to enroll in graduate school. Yet, first-generation students are less likely than their peers to enroll in graduate school, even when controlling for key variables, like GPA. First-generation college students who have matriculated into graduate and professional postbaccalaureate degree programs have been overlooked by scholars in the field, despite their successes being worthy of examination and replication. The purpose of this interpretative phenomenological analysis (IPA) study was to discover and describe the lived experiences of first-generation college students' journeys to law school and the undergraduate academic advisors that may have helped them discover pathways to achieve their graduate school goals. The researcher spoke with four first-generation college students that were currently enrolled in law school and asked them to reflect on their lived experiences working with their undergraduate academic advisors. Synder's hope theory served as the theoretical framework. The findings of this study highlight the role that higher education-related cultural capital has on a first-generation college student. The study also underscores that first-generation college students view their undergraduate academic advisor as an important institutional resource. Knowledge generated can inform undergraduate academic advising practices in order to better support first-generation college students with graduate and law school aspirations"--Author's abstract.
Author: Jess Everet Tuck Publisher: ISBN: Category : Counseling in higher education Languages : en Pages : 178
Book Description
The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were contacted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising. Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment. Recommendations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
Author: Mary Stuart Hunter Publisher: First-Year Experience Monograp ISBN: 9781889271552 Category : Education Languages : en Pages : 255
Book Description
Published in partnership with NACADA, The Global Community for Academic Advising Grounded in the philosophy that academic advising is a robust form of one-on-one teaching, this monograph places advising in a new light, one that brings it to the center of the institutional mission and activity. The monograph challenges all readers to embrace the tremendous potential that academic advising has for educating today's college students. Chapter authors explore the advising paradigm; examine current student demographics; and address learning patterns, self-assessment, and technology as key components of advising. Chapters also explore academic advising before enrollment and beyond the advising office, as well as the critical issue of advising assessment. The diverse populations of first-year students addressed in this monograph include adult learners, students of color, students with disabilities, honors students, undecided students, first-generation students, and GLBT students. The monograph editors conclude the volume by offering a series of recommendations and addressing the future of advising.
Author: Benjamin L. Castleman Publisher: Harvard Education Press ISBN: 1612507433 Category : Education Languages : en Pages : 244
Book Description
Under increasing pressure to raise graduation rates and ensure that students leave high school college- and career-ready, many school and district leaders may believe that, when students graduate with college acceptances in hand, their work is done. But as Benjamin L. Castleman and Lindsay C. Page show, summer can be a time of significant attrition among college-intending seniors—especially those from low-income families. Anywhere from 10 to 40 percent of students presumed to be headed to college fail to matriculate at any postsecondary institution in the fall following high school. Summer Melt explores the complex factors that contribute to this trend—the absence of school support, confusion over paperwork, lack of parental guidance, and the teenage tendency to procrastinate. The authors draw on findings from fields such as neuroscience, behavioral economics, and social psychology to contextualize these factors. Drawing on a series of research studies, they show how schools and districts can develop effective, low-cost, scalable responses—including counselor outreach, peer mentoring, and using text messages and social media—to help students stay on track over the summer. Summer Melt offers very practical guidance for schools and districts committed to helping their students make the transition to college.
Author: Shayne A. Futujma Publisher: ISBN: Category : College students Languages : en Pages : 0
Book Description
Hispanic/Latino student enrollment in higher education has increased in recent years. However, persistence and dropout rates in higher education for Hispanic/Latino students are still an issue of great concern. Online degree programs are also on the rise, allowing some Hispanic/Latino students to attend college where there was no opportunity before. Although online programs are an excellent option for Hispanic/Latino students, their persistence and dropping out are also a concern, because Hispanic/Latino students are more likely to drop out of online courses than face-to-face. One of the resources that college students have access to is academic advisors, who serve as a source of support and encouragement. Therefore, it was essential to understand how interactions between Hispanic/Latino students and academic advisors influence persistence decisions when attending online undergraduate degree programs. The purpose of this quantitative study was to determine if satisfaction with advising and frequency of advising appointments predict degree commitment among Hispanic/Latino students enrolled in online bachelor’s degree programs at four-year higher education institutions in Texas. A purposive sample of 87 participants completed online surveys. The results indicated that satisfaction with advising and frequency of advising appointments statistically significantly predicted degree commitment. These findings are significant to the field of academic advising and provide a greater understanding of how valuable academic advising services are in higher education. Keywords: Hispanic, Latino, online programs, academic advising, undergraduate
Author: Gilberto Q. Conchas Publisher: Routledge ISBN: 1317192516 Category : Education Languages : en Pages : 258
Book Description
Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire—and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don’t work, have unintended consequences, and when policies help. Although policy reform is thought of as an effective way to improve schooling structures and to diminish the achievement gap, many such attempts to reform the system do not adequately address the legacy of unequal policies and the historic and pervasive inequalities that persist in schools. Exploring the roots of school inequality and examining often-ignored negative policy outcomes, contributors illuminate the causes and consequences of poor policymaking decisions and demonstrate how policies can backfire, fail, or have unintended success.
Author: Dorothy Moss Hale
Author: Dorothy Moss Hale
Author: George D. Kuh
Author: United States
Author: Anne-Marie Nuñez
Author: Kendra Joy Millay
Author: Jess Everet Tuck
Author: Mary Stuart Hunter
Author: Benjamin L. Castleman
Author: Shayne A. Futujma
Author: Gilberto Q. Conchas