Advising Alliances: Sharing Responsibility for Student Success

Frost, Susan H.

doi:10.12930/0271-9517-14.2.54

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…We acknowledge that we cannot adequately assess the measurement properties of the shared responsibility domain because it is measured by only a single item. However, we would argue for retaining the shared responsibility function in the model because, according to Frost (1991), shared responsibility is the dominant theme in developmental advising. The χ 2 statistic for the fit of the five-factor model of advising function importance was 448.41 ( df = 45, p < .001).…”

Section: Methodsmentioning

confidence: 99%

“…Tailoring advising encounters to student circumstances, characteristics, and education level has long been considered good practice in academic advising (e.g., Frost, 1991; Gordon & Habley, 2000; Gordon, Habley, & Grites, 2008; Huff & Jordan, 2007; Strommer, 1995). Yet, to our knowledge, no research has examined how the specific advising priorities of community college pre- and posttransfer students differ.…”

mentioning

confidence: 99%

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What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?

Allen

Smith

Muehleck

2013

Community College Review

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Educators assert that academic advising before and after transferring enhances the success of baccalaureate degree-seeking students who begin at community colleges. Yet, there is little research that investigates the kinds of advising that are differentially important to pre-versus posttransfer students. In this study, we examined the importance ascribed to 12 advising functions by two groups: (a) students enrolled at two community colleges who intended to transfer to 4-year institutions and (b) students enrolled at five universities who had transferred from one of the study community colleges. Pretransfer students differed significantly from posttransfer students in their ratings of 7 of the 12 functions. Results highlight the kinds of advising that are particularly important to pretransfer students, as well as advising functions that are highly valued by both groups. Implications for advising practices at 2-and 4-year institutions are discussed.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?

Allen

Smith

Muehleck

2013

Community College Review

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“…Because both of these elements were expansive (and expensive) projects, the college applied for and was awarded a Title III grant in 1992 to accomplish both goals. Following Frost' s (1994) guidance, an early grant project activity was to involve the faculty leadership team in drafting a mission statement for the developmental advising program: "To create for all students, through furnishing resources for educational planning, a system of shared responsibility between students and the college, resulting in social and academic integration, educational and career plans, and the acquisition of study and life skills. "…”

Section: Getting Readymentioning

confidence: 99%

Using Teams to Change a Culture: Developmental Advising at Valencia Community College

Nelson¹

1998

New Drctns for Instit Rsrch

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When academic advisers are trained in the principles and practices of team-centered developmental advising, and when interventions create the expectation for student success, then advisers are better equipped to teach students to approach their education in purposeful ways. Technology that delivers accurate, reliable information about graduation, transfer, and workplace requirements can help strengthen the learning process.

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“…In contrast, the main focus of the developmental model of advising is to encourage and enhance intentional developmental changes in students and to systematically involve students in the decision-making process (Herndon, Kaiser, & Creamer, 1996). A developmental advisor engages students in conversations and information exchanges that assist the students in clarifying their career goals and educational plans, balancing the amount of challenge and structure they offer based on the students' developmental needs (Frost, 1994;King, 1996). Just as with prescriptive advising, developmental advisors need to provide accurate, up-to-date information to advisees; however, developmental advisors go further by helping advisees formulate and find answers to their own questions (Polson, 1994).…”

Section: Prescriptive Versus Developmental Advisingmentioning

confidence: 99%

“…In contrast, the main focus of the developmental advising model is encouraging and enhancing intentional developmental changes in students and systematically involving students in the decision-making process (Herndon, Kaiser, & Creamer, 1996). A developmental advisor engages students in conversations and information exchanges that assist the students in clarifying their career goals and educational plans, balancing the amount of challenge and structure they offer based on the students' developmental needs (Frost, 1994;King, 1996).…”

Section: Recommendations For Practicementioning

confidence: 99%

Advisors' attitudes toward developmental placement and the academic performance and perceived success of their underprepared community college advisees

Bracken¹

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Open admissions policies pose a critical challenge to retention at community colleges because, on average, over one third of the students enter unprepared to meet the academic demands. Faced with the shocking first-year attrition rate of over fifty percent at public community colleges (McCabe, 2000), taxpayers, legislators, and college officials have become embroiled in debate over the high cost of remediation and the "human capital" (Shaffer, 1997, 1998) costs of pitting access against excellence. Previous research has established that mandatory basic skills assessment and mandatory placement into developmental courses leads to lower attrition rates and higher grade point averages for underprepared students. Research also has shown that academic advising plays a critical role in improving student retention. This research project examined both developmental placement policies and the advisor/advisee relationship from a new perspective, through the lens of advisors' attitudes. This research explored the possibility that advisors hold preconceived views toward underprepared students and distinct opinions about the responsibility community colleges hold in providing them with access to higher education. It explored whether advisors' attitudes toward both underprepared students and the policies that direct course placement are related to the way the advisors view and carry out their role as advisor and, by extension, whether underprepared students' academic performance and perceived success is related to advisors' attitudes. Attitudes were measured on two researcher-constructed surveys. Two overarching hypotheses guided the study. The first hypothesis (H 1) was that advisors perform their advising duties in accordance with their attitudes or belief systems. H 1 gained statistical support. The second (H 2) was that advisors' attitudes toward underprepared students and toward developmental placement policies are related to their advisees' subsequent academic performance and perceived success. A relationship between advisors' attitudes and students' academic performance, as measured by course grades and completion rates, was not established. However, a small but significant relationship was found between students' perceptions of their advisors' attitudes and their own academic performance. Also, qualitative data indicated that students perceived a positive influence on their success from talking to their advisors.

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Advising Alliances: Sharing Responsibility for Student Success

Cited by 8 publications

References 4 publications

What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?

What Kinds of Advising Are Important to Community College Pre- and Posttransfer Students?

Using Teams to Change a Culture: Developmental Advising at Valencia Community College

Advisors' attitudes toward developmental placement and the academic performance and perceived success of their underprepared community college advisees

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