Show Me the Way: The Power of Advising in Community Colleges

ABSTRACT This study was on the knowledge and perception of students towards academic counseling and its benefits amongst student nurses in Delta State University Abraka. A college career is more than just taking classes; it’s also learning more about one’s self, the world, where they want to be and what they want to do. It is about growing and developing and becoming scholars and leaders. The counseling department empowers students to achieve their educational goals, expand their individual potential, and successfully pursue their aspirations for a better future themselves and their community. A majority of college students do not earn their degree at the stipulated years. Some switch majors or work part- or- full- time. Others enrolled into programs such as: nursing, engineering, that are structured to take five years but end up spending more than five years. But more should graduate on time, said Charlie Nutt, executive director of the National Academic Advising Michigan. One reason cited for the low on-time graduation rates are; inadequate academic counseling. Most students begin to build their interest and readiness during the course of training without any pre-information or orientation on what the profession entails and what to expect during the course of training.

Pell Institute For the Study of Opportunity in Higher Education, 2011

Sealing the gapS 2011 S u p p o r t i n g L o w -i n c o m e, F i r S t -g e n e r a t i o n S t u d e n t S a t F o u r -Y e a r i n S t i t u t i o n S i n t e x a S

… , College, Columbia University, Community College …, 2006

This study titled “A Study on “Effectiveness of Academic Advising to the students in Ibra College of Technology” It is very important to study the major benefits of the students through academic advising.The researcher used both primary and secondary data limelight the insight. With the help of present research more useful findings the researcher got. The researcher selected 50 students as a sample size and collected the feedback on the said title. The main objectives of the study are (1) to evaluate the effectiveness of academic advising (2)to understand what the importance of academic advisor is. (3) to be aware what is academic advising. The research is done using a sample study, selecting the respondents from different departments of Ibra college of Technology. The data collected were subjected to detailed analysis, based on which suggestions and recommendations are made. From the study I found that the satisfaction of the respondents towards academic advising Key words: Academic Advising, Advisor

Increasing student retention is complex and no one single intervention can independently solve the student success problem; however, academic advising has been cited more prominently in student success literature as a central feature in a comprehensive strategy to improve student persistence, especially on college campuses. This paper explores current literature on academic advising, its relationship with student success, and the current state of the literature in Canada. Findings include that there is very little research showing the direct effect of academic advising on student success, and that only on rare occasion does this research employ rigorous analytical and design methods. It is also argued that the organization and practice of academic advising in Canada is still in its infancy. Implications for future research and practice are also presented.

International Journal of ePortfolio, 2013

This paper provides the rationale and framework for the blended advising model, a coherent approach to fusing technology—particularly the ePortfolio—into advising. The proposed term, “blended advising,” is based on blended learning theory and incorporates the deliberate use of the strengths from both face-to-face and online environments, as well as synchronous and asynchronous technologies and interactions. ePortfolios and an advising syllabus will be offered as core examples of practical applications of the theoretical blended advising model in redefining and reengineering the advising process. Current and emerging advisor support systems and delivery technologies are also organized and applied to the proposed model to illustrate the possibilities, potential, and processes that are created from a transformative blended advising redesign.

Roughly one-fifth of all undergraduates attend minority-serving institutions (MSIs), including large proportions of underrepresented minoritized students of color who otherwise may not enroll in postsecondary education (Aragon & Zamani, 2002; Gasman & Nguyen, 2014; Núñez, Hurtado, & Galdeano, 2015). Institutions are designated as MSIs based on either their primary mission or origin or the percentage of minoritized undergraduate students of color enrolled at the institution. In total, there are seven categories of MSIs recognized by the U. S. Department of Education National Center for Education Statistics, 2007). Status as Historically Black Colleges and Universities or Tribal Colleges and Universities was granted legislatively as part of the Higher Education Act of 1965 and the Equity in Education Land-Grant Status Act of 1994 to institutions based on the primary mission and origin of these institutions. Status as Historically Black Colleges and Universities was designated by Congress to accredited institutions founded prior to 1964 whose primary mission was the education of African Americans. Similarly, Tribal Colleges and Universities are institutions designated by Congress that serve predominantly American Indian and Alaska Native students. Outside of Historically Black Colleges and Universities and Tribal Colleges and Universities, the definitions and titling of each designation of MSIs can vary across federal agencies, funding opportunities, and research.

Philanthropists, researchers, policymakers and practitioners are increasingly focused on a college completion crisis in the United States. Collectively and independently, they have called for increasing the number of adults with postsecondary certificates and degrees as a national imperative. Using the 2007 administration of the Community College Survey of Student Engagement (CCSSE), this paper explores the statistical relationships between student engagement, as measured by the CCSSE, and institutional graduation rates reported to the Integrated Postsecondary Education Data System (IPEDS). Both bivariate correlations and hierarchical multiple regression analyses yielded results that reinforce the salience of student engagement as an important predictor of college completion: specifically, the CCSSE student engagement benchmarks of active and collaborative learning, and support for learners are positive predictors of institutional graduation rates. The paper concludes with suggestions around instructional practices and institutional policies to consider for community college leaders committed to the completion agenda.