The Engagement Model for Effective Academic Advising With Undergraduate College Students and Student Organizations

Dyarbrough, Davi

doi:10.1002/j.2164-490x.2002.tb00130.x

Cited by 34 publications

(18 citation statements)

References 6 publications

(7 reference statements)

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“…If a trusting relationship cannot be established early in the advising process, the advisor-advisee partnership will likely not reach full potential. This crucial introductory practice supports Alexitch's (2002) and Yarbrough's (2002) contention that a personal relationship between the academic advisor and the student is important for student satisfaction, academic success, and reten tion.…”

Section: Discussionsupporting

confidence: 73%

“…For students who have not yet decided upon a major as they transition from high school to college, academic advisors serve as primary connections to the institution. The relationship between the academic advisor and the student facilitates these students' satisfaction, success, and retention (Alexitch, 2002;Habley & Morales, 1998;Yarbrough, 2002). Successful retention programs incorporate effective advising for stu dents who enter college undecided in their majors (Tinto, 2004).…”

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confidence: 99%

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Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

Ellis

2014

NACADA Journal

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Often the frontline campus representatives who interact with undecided students, academic advi sors receive the opportunity to offer academic support and guidance during the academic journey, which especially benefits first-year students trying to navigate this new and chal lenging endeavor. As a result of their unique position, advisors have the potential to influence both students' academic experience and satisfac tion with the institution. This qualitative case study focuses on the advising experiences of firstyear students who were undecided in their majors while attending a high-research-activity institu tion. Through individual interviews, participants articulately revealed how they made meaning of academic advising.

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Section: Discussionsupporting

confidence: 73%

mentioning

confidence: 99%

Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

Ellis

2014

NACADA Journal

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“…The results of this study suggest this is especially important for transfer students, who typically have less time on campus to become involved and, therefore, less time to take on meaningful leadership roles. While, some resources are available to inform the development of these experiences (Dunkel & Schuh, 1998;Yarbrough, 2002), additional research is needed to identify specific characteristics or activities of extracurricular involvement that are most likely to increase leadership outcomes. This information would be very valuable as educators work with student leaders to create meaningful experiences.…”

Section: Implications and Recommendationsmentioning

confidence: 99%

Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students

Foreman

Retallick

2012

JAE

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The purpose of this study was to identify and describe experiences of undergraduate extracurricular involvement that result in increased leadership development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. Leadership development was conceptualized using the social change model. The Socially Responsible Leadership Scale (SRLS-R2) group scale was used to access leadership group values, and the Omnibus SRLS-R2 was used to measure the overall leadership construct. Ninety-six percent of respondents indicated they were involved in an extracurricular activity, including 21% in the Greek system, 95% in clubs and organizations, and 29% in competitive teams. Students who reported serving as an officer of a club or organization and students who reported spending more hours per week in extracurricular clubs and organizations scored significantly higher on both the SRLS-R2 group and an Omnibus SRLS score.

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“…See [Crookston, 1972;O'Banion, 1972]. models of academic advising, it is reasonably viewed as being too reductive, and a number of additional alternatives to prescriptive advising have been developed; these include the engagement model [-Yarbrough, 2002] and the collaborative model [Lowenstein, 1999]. For present purposes, we needn't be concerned with the differences among these non-prescriptive models, which are minor and tend to focus on the components of the advising session.The salient point for us is that, while prescriptive advising is curriculum-centered, non-prescriptive is student-centered: it focuses on helping students develop "the skills and behaviors needed to become a learner and expands the domain of concern to include learning through the whole college experience" [Melander, 2002] (quot.…”

Section: The Distinction First Articulated By Burns Crookston and Imentioning

confidence: 99%

Academic Advising for the Liberal Arts and Sciences

Shein¹

2015

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Abstract. In this article, I provide an overview of academic advising in the United States, articulate a definition of academic advising for the liberal arts and sciences and defend three theses about the role of academic advising in promoting the sorts of critical thinking and civic engagement that makes the liberal arts and sciences an important catalyst for social and political change. First, I argue that academic advising is essential to the effective implementation of a liberal arts and sciences education and so, even if it were not a part of the concept of the liberal arts and sciences, it is essential to the realization of that concept. Second, I argue that advising is a part of the concept of a liberal arts and sciences education because of the role it plays in student-centered pedagogy, which is a cornerstone of the liberal arts and sciences. Finally, I argue that student-centered pedagogy is not limited to the classroom context, that it includes extra-and co-curricular life, and so our account of liberal arts and sciences education needs to be expanded. These three theses constitute a series of increasingly robust challenges to the model of liberal arts and sciences education developed by Jonathan Becker in "Liberal Arts and Sciences Education: Responding to the Challenges of the XXIst Century" and, for educators who have been trained in the Humboltian/European tradition, provide some practical lessons in the development and implementation of that model.

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The Engagement Model for Effective Academic Advising With Undergraduate College Students and Student Organizations

Cited by 34 publications

References 6 publications

Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study

Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students

Academic Advising for the Liberal Arts and Sciences

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