What Matters in College to Students: Critical Incidents in the Undergraduate Experience

Vianden, Jörg

doi:10.1080/19496591.2015.1067226

Cited by 13 publications

(18 citation statements)

References 27 publications

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“…The findings also refute claims by scholars who purport that satisfaction measures used in academic advising research are flawed because they are based on unrealistic or uninformed student expectations (Powers et al, 2014;White & Schulenberg, 2012). Higher education leaders must acknowl edge student perceptions of institutional services, even those based on unsophisticated thinking, because they drive student beliefs of and experiences at their university (Vianden & Barlow, 2014, 2015. Institutions can ill afford situations in which students avoid seeking help from academic advisors because of past unsatis factory encounters.…”

Section: Nacada Journalmentioning

confidence: 58%

“…The CIT served as the method for data collection and analysis (as per Gremler, 2004;Vianden, 2012). Taken from a larger study of 157 college students who shared 309 incidents about their perceived relationship with their institution (Vianden, 2015), 32 critical incidents about academic advising, as reported by 29 students from three comprehensive midwestern institutions, are presented herein.…”

Section: Jörg Vianden University Of Wisconsin-la Crossementioning

confidence: 99%

“…Academic advisors should train all frontline and professional staff in basic relationship building and customer service behaviors, and they should invite students to evaluate staff behavior at all levels. All personnel, regardless of stature on campus, must strive to meet the highest standards of relationship quality when interacting with students (Rawlins & Rawlins, 2005;Vianden & Barlow, 2014, 2015.…”

Section: Ties That Bind-use Bonding Strategies In Academic Advisingmentioning

confidence: 99%

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Ties That Bind: Academic Advisors as Agents of Student Relationship Management

Vianden

2016

NACADA Journal

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To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in the context of student relationship management theory and the critical incident technique. Recommendations for academic advising practice are offered.

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Section: Nacada Journalmentioning

confidence: 58%

Section: Jörg Vianden University Of Wisconsin-la Crossementioning

confidence: 99%

Section: Ties That Bind-use Bonding Strategies In Academic Advisingmentioning

confidence: 99%

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Ties That Bind: Academic Advisors as Agents of Student Relationship Management

Vianden

2016

NACADA Journal

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“…The relationship formed between peers and faculty has been shown to be a critical factor for undergraduate students. 9 During the first few weeks, the separate teams rarely meet outside of scheduled activities, but this begins to change between weeks 3 -5. The collaboration meetings encourage the development of rapport between the participants and between the participants and the faculty mentors.…”

Section: Student Activitiesmentioning

confidence: 99%

“…8 It is important that faculty mentors be selected based, in-part, on how accessible they are to students. 9 Each group of student researchers were assigned to at least one faculty mentor. The group size for each project was constrained to be no larger than three participants.…”

Section: Projects and Mentorshipmentioning

confidence: 99%

An Interdisciplinary Undergraduate Research Experience Program in Electrical and Computer Engineering - Lessons Learned through 6 Years of Program Operations

Dean¹,

Rawashdeh²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Abstract:The NSF-funded Research Experience for Undergraduate (REU) program titled "Interdisciplinary Research Experience in Electrical and Computer Engineering (IREECE)" has run for 6 consecutive years at Oakland University. The 10-week summer program ran in 2010-2012, was renewed in 2013, and finished in 2015. During this time, many valuable lessons were learned in the areas of: recruitment, student empowerment/mentorship, faculty involvement, and assessment; to name a few. The program developed at Oakland University was focused on minority involvement and inspiring students in their first years of undergraduate pursuit. Ultimately, 65 students from 30 different universities participated, 45% were female, 35% were minorities, and 69% were lowerclassmen. These undergraduates were given an invaluable experience in research resulting in 17 conference papers, 10 poster presentations, and a design that lead, in-part, to an award-winning aerial/marine quad-copter. In this paper, we share our approach to running the 10-week summer program with an emphasis on techniques and tips for those seeking to start a new REU site at their institution. Introduction:

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Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

Salazar¹,

Liwanag²,

Zheng³

et al. 2024

Journal of Diversity in Higher Education

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Higher education practitioners are a wide-ranging group of professionals often responsible for implementing programs and services that support student success. In this qualitative study, we examine the nature of student-practitioner relationships among a multiracial sample of 39 science, technology, engineering, and mathematics (STEM) college seniors to address three questions: (a) How do STEM students describe their relationships with practitioners on campus? (b) In what ways, if any, do student-practitioner relationships influence STEM students' feelings of marginality and/or mattering in STEM? and (c) To what extent do STEM students have different experiences based on their racial/ethnic identities? We employ a cross-case study analysis approach, contrasting the experiences of majority-status (e.g., White and Asian/Asian American) and minoritized-status (e.g., Black/African American and Latinx) students within STEM contexts. Our findings show clear differences regarding how students describe their interactions with practitioners based on racial/ethnic background, as well as how student-practitioner relationships impact students' sense of mattering and marginality in STEM. We conclude with implications for research and practice to address the persistent structural issues affecting STEM college students.

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What Matters in College to Students: Critical Incidents in the Undergraduate Experience

Cited by 13 publications

References 27 publications

Ties That Bind: Academic Advisors as Agents of Student Relationship Management

Ties That Bind: Academic Advisors as Agents of Student Relationship Management

An Interdisciplinary Undergraduate Research Experience Program in Electrical and Computer Engineering - Lessons Learned through 6 Years of Program Operations

Marginality and mattering: Inequality in STEM majors’ relationships with higher education practitioners.

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