Commentary: The Pivotal Role of the Faculty in Propelling Student Persistence and Progress toward Degree Completion

Stevenson, Joseph Martin; Buchanan, Debra; Sharpe, Abby

doi:10.2190/1xpy-hut3-1w8l-dcdu

Cited by 13 publications

(10 citation statements)

References 6 publications

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“…should assist student to choose classes and to determine major/minor 13) should assist student in internship opportunities 14) should inform students about their academic progress as well as their academic problems Some of these characteristics that students have identified were consistent with finding of this study as far as 15 structured-question format was concerned. As already indicated in the previous part of this study, two major classification of advisor's characteristics are information related skills and attitudinal skills.…”

Section: Characteristics Of a Successful/effective Student Advisorsupporting

confidence: 81%

Student Perception And Challenges Facing Academic Advising

Afshar

2009

TLC

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This study examined the patterns of student perception regarding academic advising in an undergraduate program in a privately operated school. Participants were 156 students enrolled in fall 2004 term and were asked to respond to both a 15 structured question questionnaire and an open-ended questionnaire. In the former format students were asked to rate their current advisor on each question using a scale from 1 to 4, where I indicated that student was very dissatisfied and 4 indicated that student was very satisfied. Our findings revealed that student’s satisfaction varied from question to question. Students were most satisfied with those questions that measured their social and personal needs and the advisor’s attitudinal skill. The major source of student’s dissatisfaction came from advisor’s lack of knowledge and information related to both institutional and non-institutional issues.

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Section: Characteristics Of a Successful/effective Student Advisorsupporting

confidence: 81%

Student Perception And Challenges Facing Academic Advising

Afshar

2009

TLC

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“…Instructional expenditures include faculty salaries among other expenses, while academic support expenditures include academic advising. Academic advising, which is frequently performed by faculty, has been tied to student integration into the institution through student interactions with faculty (Stevenson, Buchanan, & Sharpe, 2006;Tinto, 1993). In addition, the student-faculty ratio was calculated based on an institution's total student and faculty headcounts, not only first-time students and faculty serving them.…”

Section: Block 5 -Faculty Interaction Characteristicsmentioning

confidence: 99%

Institutional Characteristics and Student Retention in Public 4-Year Colleges and Universities

Marsh

2014

Journal of College Student Retention: Research, Theory & Pr

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The purpose of this study was to determine the relative importance of specific student and institutional factors and characteristics on the retention of students at public, 4-year colleges and universities in the United States based on aggregate student cohort and institutional data. The overriding goal of this research was to identify any institutional characteristics that may improve student retention rates, which would provide administrators with valuable information for planning purposes. Hierarchical multiple regression was utilized to measure the relative effect of each of five blocks of independent variables on institutional student retention rates. Results of the study indicated that while entering student characteristics were most successful in explaining variances in retention rates among institutions, the various institutional characteristic blocks also had significant effects on student retention rates, to varying degrees. Results from this study may be instructive for college and university administrators in the institutional decisionmaking process.While colleges and universities in the United States have experienced increasing enrollments, levels of student attrition remain high at many institutions (Braunstein, Lesser, & Pescatrice, 2006). Student departure from institutions of higher education prior to graduation has been a central topic of discussion and concern for college and university administrators and researchers, particularly

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“…40 Features thought most relevant to this goal include academic support; facilitating peer networks; advising and counseling resources; racial composition of students, staff, and faculty; institutional size and selectivity; formal training programs; and research infrastructure. 11,23,28,41 Mechanisms for optimizing these elements include affirmative action, revisiting institutional missions, curriculum and faculty development, and more aggressive, targeted recruitment, admission, and retention policies specific to students, staff, and faculty. The parallels to postdoctoral and postresidency training are direct and immediately apparent.…”

mentioning

confidence: 99%

“…[59][60][61][62][63] Here, again, mentors play an important role. 41,64,65 Many trainees in our program, as a consequence of being American Indian/Alaska Native, are highly sought after to serve on university committees, to review grants for research sponsors, to participate in governmental advisory boards, to submit grant applications, to lecture, and to publish. These invitations appear on a career roadmap as guideposts to success, rendering them reasonable, creditable, even desirable opportunities.…”

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confidence: 99%

Personal Journeys, Professional Paths: Persistence in Navigating the Crossroads of a Research Career

Manson

2009

Am J Public Health

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Persistence in a research career can be readily understood within the trainee models that have emerged from undergraduate and graduate instruction. These models offer a common language for discussing training processes, serve as guides for assessing trainee needs, promise to render training programs that are more comprehensive and attentive than are current programs to the factors that contribute to academic and scientific persistence, and enable us to measure with greater precision, internal consistency, and generalizability the elements that logically belong in research career developmentprograms. ( NUMEROUS PROGRAMS HAVE emerged in recent years to recruit junior investigators to the social, behavioral, and health sciences; to enhance their scholarly productivity; to increase their ability to secure externally sponsored research; and to improve the likelihood of their promotion within academia, thereby retaining them in their respective fields of inquiry. 1 the Native Investigator Development Program at the University of Colorado,8,9 and others. However, such programs typically have not been erected on a firm conceptual foundation; rather, they draw upon longstanding formulas, usually dictated by funding agencies, that cry out for theoretical reexamination.10 Surprisingly, despite decades of conceptually driven instruction at earlier levels of education, which has analogous goals, albeit tailored to undergraduate and graduate preparation, little of this thoughtfulness has found its way into postdoctoral or postresidency research training.A rich intellectual tradition is evident in the literature regarding the recruitment and retention of minority students in higher education.11-14 Much of it is rooted in Tinto's 15-17 general theory of academic persistence. His model asserts that students enter higher education with a variety of personal attributes (e.g., gender, culture), precollege experiences (grade-point averages, academic and social attainments), and family backgrounds (socioeconomic status, parental educational level), each of which has direct and indirect impacts upon performance in college. Furthermore, once these students are in college, Tinto argues that the degree to which they become integrated into the academic and social systems of their respective institutions is directly related to their commitment to that institution and, in turn, the greater likelihood they will complete college. This line of thought holds considerable merit for informing later points in the developmental trajectory of scientists-to-be. I have extended Tinto's model of student persistence to postdoctoral and postresidency training, with special emphasis on the individual, structural, and organizational elements particular to preparing for a successful career in social, behavioral, and health sciences research. This conceptual framework takes into account the broader, more fluid context of developing such a career. This framework includes the tasks and competencies-communicating across disciplines; formulating specific, funda...

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Commentary: The Pivotal Role of the Faculty in Propelling Student Persistence and Progress toward Degree Completion

Cited by 13 publications

References 6 publications

Student Perception And Challenges Facing Academic Advising

Student Perception And Challenges Facing Academic Advising

Institutional Characteristics and Student Retention in Public 4-Year Colleges and Universities

Personal Journeys, Professional Paths: Persistence in Navigating the Crossroads of a Research Career

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