Higher Education Administration Commons^™

Intrusive Academic Advising Student-Athletes At A Division Iii University, Robert Holmes

Dissertations

Abstract

There are many factors that affect the graduation of collegiate student-athletes. Factors include student-athlete characteristics, academic advising, engagement, and relationships. These factors affect student-athlete retention at the university. Student-athletes must navigate their academic and athletic success with assistance from academic advisors and other university support systems. The ability of the student-athlete and the academic advisor to communicate and cultivate a relationship that is built on regularly scheduled meetings, sharing of the student-athlete’s personal goals, suggestions for personal and professional improvement culminating in trust is paramount to the success of the student-athlete. This research focuses on the relationship between the …

The Relationship Of The Type Of Academic Advising And Parental Types On The Transition Of Freshmen Students To College, Elizabeth Ruth Gordon

Dissertations

The field of academic advising has evolved to incorporate more developmental approaches to academic advising, which includes analyzing a college student's personal or academic experience, as well as future career aspirations. An avenue of understanding a student’s background would be to understand the parental type to which students have been exposed. This study attempts to determine if there are relationships between academic advising type, parental type and transition of the freshmen college student. The purpose of this study was to examine the relationships of the academic advising types, including developmental and prescriptive advising, and parental types, whether permissive, authoritative, and …

The Impact Of Intrusive Advising On Academic Self Efficacy Beliefs In First-Year Students In Higher Education, Lauren Kemner Miller

Dissertations

First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate academic success are needed. This study presents a mixed method approach to examine intrusive academic advising and the impact of this program on first-year students enrolled at a four-year, private institution. Semi-structured interviews and the College Self Efficacy Inventory were utilized to gather the data.

First-year students …