Improved Advising Ratings in an Undergraduate Psychology Program

Rajecki, D. W.; Lauer, Joan B.

doi:10.2466/pr0.100.1.171-176

Cited by 6 publications

(10 citation statements)

References 6 publications

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“…In two separate studies, Abelman and Molina (2000) and Jones (2013) found benefits to increasing intru siveness levels within an advising program. Rajecki and Lauer (2007) found that an exploratory intrusive advising program at Indiana University-Purdue University Indianapolis correlated with an increase in student satisfaction with course and career advising. Jeschke, Johnson, and Williams (2001) found that students who participated in intrusive advising reported higher levels of satis faction and feeling connected to the department, but the study participants were not more academ ically successful than students who received prescriptive advising.…”

mentioning

confidence: 96%

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

Donaldson¹,

McKinney

Lee

et al. 2016

NACADA Journal

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For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.

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confidence: 96%

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

Donaldson¹,

McKinney

Lee

et al. 2016

NACADA Journal

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“…Despite the prevalence of preprofessional advising and the potentially important role it can play on college campuses, little research has been devoted to this topic. Studies have focused on the experiences of ''unsuccessful medical school applicants'' (Corder, 1982), advising in graduate programs (see, e.g., Knox, Schlosser, Pruitt, & Hill, 2006;Schlosser, Lyons, Talleyrand, Kim, & Johnson, 2011), or discipline-specific undergraduate advising (see, e.g., Karr-Lilienthal, Lazarowicz, McGill, & Menke, 2013;Rajecki & Lauer, 2007;Woolston, 2002). However, more study is needed to better understand preprofessional advising on college campuses.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of Effectiveness and Job Satisfaction of Pre-law Advisors

Knotts

Wofford

2017

NACADA Journal

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Despite playing an important role, preprofessional advising has received little research attention. For this study, 313 U.S. preprofessional advisors were surveyed in 2015. Drawing on work adjustment and social cognitive career theories, we analyzed the job satisfaction and perceived effectiveness of pre-law advisors. The major findings reveal that advisors having a law degree, the ability to secure more resources, and a commitment to spending significant hours weekly in advising tend to be more satisfied and perceive themselves to be more effective in helping students gain admission to law school and preparing them for academic success than other pre-law advisors. Other factors related to participant self-perceptions on advising future law students are also discussed.

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“…Furthermore, these issues have been compounded by a prescriptive "feminization" of advising in which particular gendered assumptions about who should be advisors, and how advisors should and should not support students affect not only the nature of advising and the advising relationship, but they affect the identity of the advisor as well (Rajecki & Lauer, 2007). That is because the complex and multiple resources, identities, and standpoints that an advisor might leverage are violated when social scripts and policies constraining the nature and roles of advisors are present and enforced.…”

Section: List Ofmentioning

confidence: 99%

“…Culturally competent advisors help bridge these experiences of disenfranchisement to suggest ways to achieve positive outcomes (Rajecki & Lauer, 2007). Advisors must concentrate on effective advising spaces that transcend stereotypes perpetuated on diverse student populations through deliberate choice and efforts.…”

Section: Culturally Competent Advisingmentioning

confidence: 99%

“…I seek to incorporate the Native respect for the whole person and their place in the world, even as I work in a small microcosm of the world of higher education. A holistic approach can be mindful of Indigenous perspectives (Kadar, 2001;McClellan, 2007;Rajecki & Lauer, 2007). Just as some academic spaces are exclusive versus inclusive, so are some Native nations' beliefs.…”

Section: Indigenous Beliefs and Connections To Advisingmentioning

confidence: 99%

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Medicine Bag: An Autoethnographic Account of Learning to Use Memory and Indigeneity as Resources in College Advising

Bobick¹

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Autoethnography was used to investigate lived experiences of self to connect the individual to the cultural (Ellis et al., 2011). My life's recollections were gathered together in a metaphorical personal medicine bag. The use of memory work and storytelling/histories helped to "reframe the old understandings of history and memory" (Clare & Johnson, 2000, p. 210). The conceptual framework was situated within an autoethnographic approach that included three components. The first component was Indigenous ideas, which included memory as a process of decolonization, telling stories past-present-future, and oral traditions/histories. The second included feminist ideas about memory with descriptions of memory work theory. The framework's third component was the process of culturally competent academic advising. Narratives were used to empower and resist othering as explained by Fine (1994) in Working the Hyphens. The use of autoethnography provided space within the research process for issues of multiple identities in marginalized spaces. My findings helped to answer how complex, shifting, and sometimes fluid intersections of my identities influenced the formation of decolonizing advisory relations in my role of academic advisor. Autoethnographic memory work facilitated a deeper understanding of the roles of my identities in these relations. Opportunities to thoughtfully engage with social concepts were revealed through autoethnography, Indigeneity, and memory work. This scholarly spiritual expedition filled the metaphorical medicine bag to exhibit fragmented thoughts, ideas, experiences, and memories that informed my role as an advisor. My medicine bag now carries the woven threads that inform Indigenous, feminist, and culturally competent approaches to academic advising. MEDICINE BAG OF MEMORIES iii Dedication For Helen and George, my parents "You see, we may encounter many defeats, but we must not be defeated. It may even be necessary to encounter the defeat, so that we can know who we are.

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Improved Advising Ratings in an Undergraduate Psychology Program

Cited by 6 publications

References 6 publications

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

Perceptions of Effectiveness and Job Satisfaction of Pre-law Advisors

Medicine Bag: An Autoethnographic Account of Learning to Use Memory and Indigeneity as Resources in College Advising

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