Despite the recognized effectiveness of course-based undergraduate research experiences (CUREs), there are few examples of the development of a CURE-based course in a large-enrollment undergraduate organic chemistry laboratory. Herein, we describe the development and implementation of a series of undergraduate laboratory experiments centered around the synthesis and characterization of pyrylium salts in the context of photoredox catalysis. Pre- and post-survey data regarding the CURE features of collaboration, discovery, iteration, and student project ownership also highlight the strengths of the CURE implementation in this large-scale lab course.

Academic advising is one of the key functions in higher education. While there has been a development of advising practices in the past decade, the assessment of academic advising practices is far from satisfactory. In this article, we review major academic advising approaches and key characteristics of quality assessment practices. Based on the review, we propose the consideration of integrating both the logic model and mixed methods design in academic advising assessment framework. Adapting the Appreciative Education (AE) framework to guide the assessment process, we specify a 6-step model to assess the initiation, interaction, and impact of academic advising practices.

This article outlines a motivational/empowerment model for students on academic probation implemented at The University of North Carolina Greensboro (UNCG). The model draws from several theoretical orientations, and includes individual and group interaction as well as discussion in four key topic areas: personal responsibility, positive affirmations, goal setting/life planning, and self-management. Since implementation, the percentage of UNCG students eligible to return to the institution after being placed on academic probation has increased from 40% to 58% over a four-year period. When comparing the net gain in grade point average of students completing the program to a control group, students enrolled in the program had a significantly higher academic achievement (p = .036). Generalizability of the model and future research recommendations are explored in the article.

The faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from assessment of faculty advising to assessment for faculty advising that extends the consideration of advising beyond the service component. Building upon an overview of the faculty advisor role, we unpack this paradigm shift and discuss aspects to consider to enhance the quality and assessment for faculty advising in terms of advising content, process, and impact. We highlight faculty engagement in the scholarship of academic advising to recognize faculty advising as more than faculty service responsibilities.

Appreciative education is presented as a framework for leading higher education institutions, delivering truly student‐centered services, and guiding higher education professionals' interactions with students.