Adventures in Advising: Strategies, Solutions, and Situations to Student Problems in the Criminology and Criminal Justice Field

The role of counseling for non-traditional students in formal higher education: a scoping review

“…Recognizing and addressing the multifaceted needs of adult students in HE is essential for offering comprehensive support that not only promotes academic success but also nurtures personal growth. Regardless of their learning environment, adult students in HE required a complex and holistic advising model that should be individualized for their specific learning group, taking into consideration their unique life experiences, challenges, and needs (Schroeder and Terras, 2015;Mier, 2018). Recognizing adult students' diverse challenges and aspirations, advisors should provide guidance that spans the personal, professional, and academic realms.…”

“…Providing formal and informal feedback on 10.3389/feduc.2024.1361410 assignments and daily progress can foster a positive learning experience (MacDonald, 2018). A holistic approach to advising was especially beneficial for adult students belonging to racial and ethnic minority groups who might feel marginalized, as it acknowledges their unique needs and individual situations (Mier, 2018). The results underscore the importance of relational maintenance behaviors in the advisor-advisee mentoring relationship and highlight the significance of understanding both parties' perceptions of the relationship.…”

“…The importance of proactive advising methods for adult students was further emphasized by Mier (2018). This approach is also known as intrusive advising, as it involves advisors intruding into a student's personal space by contacting students, pushing them to stay connected with campus resources, such as scholarships and internship opportunities, and making them accountable for their academic progress.…”

Delivering Advising as Teaching in a Technology-Mediated Environment: Evidence From the Field

“…Academic advising that takes a learning-centered approach and addresses students' academic and non-academic circumstances, referred to as developmental advising, has long been associated with undergraduate student retention (Hatch & Garcia, 2017;Metzner, 1989;Tinto, 1993, p. 172). Developmental advising helps students define, clarify, and achieve their personal, academic, and career goals by providing targeted support and/or directing students to supports they need (Donaldson, McKinney, Lee, & Pino, 2016;Hatch & Garcia, 2017;Mier, 2018;Tinto, 1993;Varney, 2007Varney, , 2012.…”

‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention

“…The expectations, perceptions and experience of students in their first 2 year of higher education is thought to be indicative of attrition outcomes, course satisfaction and engagement with learning (Ang et al 2019;Tinto 1993). Understanding the student's background and current circumstances are crucial in shaping the ways a student experiences higher education and their academic outcomes (Mier 2018) thus, attention has shifted to identifying students who may be at risk of dropping out in order to provide additional support. This is particularly important in universities which have a widening participation agenda, that is, those institutions which specifically aim to increase access to HE for under-represented groups as a way to combat poverty or social exclusion (Christie et al 2005).…”