Developmental Academic Advising Revisited

Grites, Thomas J.; Gordon, Virginia N.

doi:10.12930/0271-9517-20.1.12

Cited by 36 publications

(24 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Intrusiveness is intended to generate personal contact between the student and academic advisor, student responsibility for problem solving and decision making, the identification of resolvable causes of poor academic performance, and a plan for future actions (Grites & Gordon, 2000). However, once the intervention reported here concluded, no tracking of subsequent advising sessions was undertaken, and modifications in course load, tutoring, counseling, or the employment of other student services that might have facilitated academic performance and fostered retention remain unknown.…”

Section: Discussionmentioning

confidence: 99%

Style Over Substance Revisited: A Longitudinal Analysis of Intrusive Intervention

Abelman

Molina

2001

NACADA Journal

View full text Add to dashboard Cite

In a recent report, the authors showed that the academic intervention process, rather than the specific intervention content, was responsible for a short-term influx in at-risk student performance and persistence. Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. Results showed that the most intrusive intervention produced higher cumulative grade-point averages and retention rates for all at-risk students. This follow-up study on the long-term impact of these one-time interventions confirms results regarding performance and persistence: Some intrusion is better than none in academic advising.

show abstract

Section: Discussionmentioning

confidence: 99%

Style Over Substance Revisited: A Longitudinal Analysis of Intrusive Intervention

Abelman

Molina

2001

NACADA Journal

View full text Add to dashboard Cite

show abstract

“…Intrusive advising, also referred to as high involvement advising, includes personal contact, generating student responsibility for problem solving and decision making, assisting students in identifying resolvable causes of poor academic performance, and offering negotiated agreements for future actions (Earl, 1988). The effectiveness of combining intrusive advising with a developmental approach has been shown in a number of studies (Grites & Gordon, 2000;Kirk-Kuwaye & Nishida, 2001;Upcraft & Stephens, 2000).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation

Schee

2007

NACADA Journal

View full text Add to dashboard Cite

In this study, I examined the effectiveness of adding insight-oriented strategies to an intrusive academic-advising approach with students on academic probation. Twenty males and 22 females at a comprehensive private university participated in the study. Students who attended three to eight meetings had a significant improvement in semester GPA compared to students who attended one or two meetings or no meetings. This study suggests that insight-oriented intrusive advising had a positive affect on academic achievement; however, other factors, such as motivation, may also play a role and are worthy of future investigation. Relative Emphasis: research, practice, theory

show abstract

“…Scholars and professional organizations have promoted developmental as the preferred method of advising at the undergraduate level. While Crookson (1994) defines prescriptive and developmental advising as a dichotomy, other researchers perceive of these styles of advising as a continuum (Grites & Gordon, 2000;Winston & Sandor, 1984).…”

Section: Advisingmentioning

confidence: 99%

Facilitating Master's Student Success: A Quantitative Examination of Student Perspectives on Advising

Drummond

Brooks²

2000

View full text Add to dashboard Cite

Faculty advising is crucial for student success, but little is known about the specific relationship between advising and master's students' success. Given that master's student enrollment is growing and diversifying, examining the relationships between advising and success is imperative for institutional efficiency and educational excellence. This quantitative study investigated nearly 1,000 master's students' experiences with two primary types of advising-administrative and mentoring. The study looked for correlations with multiple proxies of student success (e.g., graduation, retention, institutional commitment, and GPA). As well, other potentially influential individual, educational, and organizational variables (e.g., background characteristics, peer culture, and department climate) were examined for their effect on the relationship between advising and success. Results indicate that student satisfaction with advising is correlated with success. In particular, student satisfaction with administrative advising, which communicates accurate policies and helps students form educational plans, increased student success. Student satisfaction with mentoring advising, which emphasizes individualized professional support (e.g., feedback on thesis writing) was also shown to facilitate master's student success. Recommendations highlight the importance of creating degree maps and electronic degree tracking as a form of administrative advising support for students and the importance of having nurturing multiple faculty-student contacts within the department to build collegial rapport and mentoring relationships. FACILITATING MASTER'S STUDENT SUCCESS ii Acknowledgements

show abstract

Developmental Academic Advising Revisited

Abstract: Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.

Cited by 36 publications

References 3 publications

Style Over Substance Revisited: A Longitudinal Analysis of Intrusive Intervention

Style Over Substance Revisited: A Longitudinal Analysis of Intrusive Intervention

Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation

Facilitating Master's Student Success: A Quantitative Examination of Student Perspectives on Advising

Contact Info

Product

Resources

About