Academic advising as student development

Ender, Steven C.; Winston, Roger B.; Miller, Theodore K.

doi:10.1002/ss.37119821703

Cited by 32 publications

(21 citation statements)

References 5 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ender et al (1982) expanded on the discussion of developmental advising practice by applying it to career and personal as well as academic goals. They characterized developmen tal advising with seven principles that served as an operational definition: It is undertaken throughout the student's academic career and is goal driven; addresses human growth; promotes a personal, caring, and empathetic relationship; features the advisor as a role model and mentor; demands collaboration between academic and student affairs departments; and encourages the utilization of all campus and community resourc es to best support the student (Ender et al, 1982, pp.…”

Section: Developmental and Holistic Advisingmentioning

confidence: 99%

“…Existing literature indicates a preference for a targeted and comprehensive advising model via a specialized unit and a support services office (Broughton & Neyer, 2001;Clark & Parette, 2002;Ender, Winston, & Miller, 1982;O'Banion, 1972O'Banion, /1994O'Banion, /2009). By promoting a developmental advising approach (Broughton & Neyer, 2011;O'Banion, 1972O'Banion, /1994O'Banion, /2009 and utilizing advisors to promote support services across campus, universities can better support and promote success of ISAs.…”

mentioning

confidence: 99%

See 1 more Smart Citation

International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

Newell

2015

NACADA Journal

View full text Add to dashboard Cite

Through an extensive literature review, student–athlete college transition issues as well as concerns of international student-athletes are identified. Research on general student advising, developmental advising, and mentoring literature points to successful tactics for assisting domestic students, international students, and student-athletes through the transition to college life. This review culminates in a table that combines findings from previous studies into a set of suggested practices for academic advisors working with international student-athletes. Advisors can use this research to support international student-athletes during recruitment and throughout their collegiate career.

show abstract

Section: Developmental and Holistic Advisingmentioning

confidence: 99%

mentioning

confidence: 99%

International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

Newell

2015

NACADA Journal

View full text Add to dashboard Cite

show abstract

“…It is therefore concerned with human growth and requires the establishment of caring interaction (Ford & Ford, 1989). This is a far less prescriptive role than the traditional approach and encourages students to make decisions and discover solutions for themselves (Ender et al, 1982). Thus students develop problem-solving abilities and increase their involvement in the overall learning process.…”

Section: Developmental Approach To Advisingmentioning

confidence: 95%

Academic advising—traditional or developmental approaches?: Student perspectives

Broadbridge

1996

British Journal of Guidance & Counselling

View full text Add to dashboard Cite

Academic advising schemes in higher educational institutions have received little research attention in the UK Two approaches w academic advising schemes are explored: the traditional and developmental approaches. The role of the adviser of studies system is examined and applied to one UK institution of higher educarion. Empirical research involving group discussions with jinal-year undergraduate students was conducted to assess the role of the advising scheme. This explored the approach students expected or desired of advisers of studies schemes. Analysis of the p r i m a y data concludes that students appear to favour a developmental approach to academic advising.

show abstract

“…In particular, the asymmetrical relationship between the advisor and the advisee is often highlighted in academic contexts (e.g., teacher-student and counselor-student). Advising students, which includes practices of giving feedback and proposing a solution, has been identified as one of the core practices that teachers adopt in pedagogical discourse (Angouri 2012;Ender, Winston, and Miller 1982;Koshik 2002;Limberg 2010;O'Banion 1972;Vehvil€ ainen 2009;Waring 2007a).…”

Section: Introductionmentioning

confidence: 99%

Stepwise advice negotiation in writing center peer tutoring

Park

2014

Language and Education

View full text Add to dashboard Cite

While the delivery and reception of advice is a practice integral to a wide range of settings, little attention has been given to the detailed practices of advice resistance and how it leads to advice negotiation. Based on 7 hours of videotaped tutoring interactions among 6 tutors and 11 tutees, this conversation analytic study examines the interactional practices of advice negotiation in peer tutoring at an undergraduate writing center. In particular, the study focuses on advice negotiation sequences in which students initially resist tutors' advice. The findings are in line with the current knowledge that advice resistance is presented and treated as interactionally dispreferred. In addition, the analyses contribute to further specifying the stepwise interactional practices through which advice resistance is produced and managed in a way that it results in successful advice negotiation with the more tailored advice forwarded by the tutor. The study shows how the context of tutoring is a site not only for knowledge development but also for the negotiation of epistemic rights and their interactional management by both participants.

show abstract

Academic advising as student development

Abstract: In order for colleges to have a beneficial impact on the intellectual and personality development of students, academic and student affairs divisions must work collaboratively; academic advising should be the touchstone for their integrated efforts.

Cited by 32 publications

References 5 publications

International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

Academic advising—traditional or developmental approaches?: Student perspectives

Stepwise advice negotiation in writing center peer tutoring

Contact Info

Product

Resources

About