Advising for special populations

Grites, Thomas J.

doi:10.1002/ss.37119821707

Cited by 7 publications

(4 citation statements)

References 5 publications

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“…The figures demonstrate that individual advisors can manifest an almost 100% congruence with the balanced profile represented by the a priori model, and as little as 10% learning style compatibility between any two individuals. This condition suggests that, just as previously reported learning style differences exist among learners (M. O'Shea, personal communication, August 31, 2000;Szucs et al, 2001;Uhlik, 2004), differences likely exist among academic advisors as well; cognitive skills in academe are not identical (Anderson & Adams, 1992;Grites, 1982;Hemwall & Trachte, 1999McClellan, 2005). Therefore, as they continue to learn as much as they can about their advisees (Nutt, 2000), advisors also must learn more about themselves (Anderson & Adams, 1992;Dunn & Dunn 1993;Dunn & Griggs, 1995;Hemwall & Trachte, 2005).…”

Section: Conclusion Limitations and Recommendationssupporting

confidence: 54%

Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications

Uhlik

Jones

2008

NACADA Journal

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The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors' own learning styles has received little attention. In addition to establishing a critical baseline, analyzing the learning style profiles of 30 academic advisors reveals that, although composite advisor learning style scores show substantial congruence with an a priori model, the disparity between any two individual advisor's contrasting styles was as much as 90%, leaving only a 10% learning style compatibility on which to base the advising process. Relative Emphasis: research, practice, theory

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Section: Conclusion Limitations and Recommendationssupporting

confidence: 54%

Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications

Uhlik

Jones

2008

NACADA Journal

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“…As Grites (1982) points out, the narrow goal of a career in athletics is so enticing and is reinforced so frequently through the media, that advisers need to &dquo;exercise the initiative&dquo; (p.80) to educate student-athletes about career possibilities and improbabilities.…”

Section: Athletes As a Anddquo;specialanddquo; Populationmentioning

confidence: 96%

“…Several student services professionals have stated that athletes need and can benefit by advisement which recognizes the pressures and experiences that make them different from other students (Earl 1979;Cleland 1981;Grites 1982). While Grites recognizes that athletes may present profiles placing them in more than one category needing special advising (such as minority or academically disadvantaged or even intellectually superior), their athletic experience often differentiates them because of their &dquo;extremes of commitment, expectations, and previous attention&dquo; (p.78).…”

Section: Athletes As a Anddquo;specialanddquo; Populationmentioning

confidence: 99%

Academic Advising for Athletes

Figler

1987

Journal of Sport and Social Issues

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Athletes live for the present. Feedback to athletes is prompt, if not instantaneous, coming from coach, teammates, the athlete's own self-assessment, and when in competition, from spectators and opponents. Particularly if the team is successful, college athletes know little delay in hearing about their latest performance from schoolmates and often from boosters, administrators, and professors. Such direct linkage between action and result is satisfying, but it holds the danger of diverting the athlete's attention from the less immediate, more extended and tenuous business of acquiring an education and adequately planning for the future.Since the environment of intercollegiate athletics leads participants, intentionally or not, to focus upon the immediate, often at the expense of the future, a growing number of institutions are providing advising programs to help athletes orient to their own lon-term welfare. Some of these support systems for student -athletes are extensive, while others are minimal. In this paper I will (1) discuss the rationale for special advising programs for athletes, (2), relate three surveys assessing the amount and kind of special support programs for athletes in operation at NCAA institutions, (3) describe features of advising/counseling support in use at various institutions, (4) comment upon the need for role-conflilct counseling, and (5) summarize those areas of advising/counseling for athletes about which we know too little.

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“…To qualify for this study, students had to be (a) at least 18 years of age or older, (b) currently enrolled full-time at the accredited 4-year PWI under study, and (c) identify as a Black/ African American male. We excluded students in honors and exploratory/ undecided programs, adult learners, and student-athletes, given their oftenunique academic advising arrangements (Grites, 1982;Museus & Ravello, 2010). This approach yielded nine Black male college students across several majors, ranging from math education to business marketing.…”

Section: Samplingmentioning

confidence: 99%

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

2019

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To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

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Advising for special populations

Abstract: All college students can be categorized into some campus subpopulation(s), and their advising needs vary accordingly.

Cited by 7 publications

References 5 publications

Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications

Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications

Academic Advising for Athletes

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

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