General Education: An Academic Adviser's Perspective

White, Eric R.

doi:10.1353/jge.2013.0011

Cited by 8 publications

(7 citation statements)

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“…Habley (2003) noted that faculty advising was influenced by an increase in the diversity of students served by post-secondary institutions, the evolution of the curriculum to include wider areas of study, and increased expectations for faculty performance. Faculty continue in an advising role at many institutions, but the question of whether this is the best model to meet student advising needs is raised by Allen and Smith (2008) and others (White, 2013). Baker and Griffin (2010) noted that traditionally, faculty advisers were expected to assist students in with the needed navigation of academic rules and policies, yet others have reported that effective advising is much more than knowledge of major and degree requirements (Allen & Smith, 2008).…”

Section: Abstract: Academic Advising Administration Undergraduatesmentioning

confidence: 99%

“…Accordingly, much has been written on the components of effective academic advising (Allen & Smith, 2008;White, 2013;White, 2015). The research of Janine M. Allen and Cathleen L. Smith (Allen & Smith, 2008;Smith & Allen, 2006) summarizes five domains drawn from over 30 years of literature on the subject, including integration, referral, information, individuation, and shared responsibility.…”

Section: Abstract: Academic Advising Administration Undergraduatesmentioning

confidence: 99%

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Section: Abstract: Academic Advising Administration Undergraduatesmentioning

confidence: 99%

Section: Abstract: Academic Advising Administration Undergraduatesmentioning

confidence: 99%

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“…Baker and Griffin (2010) noted that traditionally, faculty advisers were expected to assist students in with the needed navigation of academic rules and policies, yet others have reported that effective advising is much more than knowledge of major and degree requirements (Allen & Smith, 2008). Accordingly, much has been written on the components of effective academic advising (Allen & Smith, 2008;White, 2013;White, 2015). The research of Janine M. Allen and Cathleen L. Smith (Allen & Smith, 2008;Smith & Allen, 2006) summarizes five domains drawn from over 30 years of literature on the subject, including integration, referral, information, individuation, and shared responsibility.…”

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confidence: 99%

<p>Professional Advisers in Engineering and Technology Undergraduate Programs: Opportunities and Challenges</p>

Mosher¹

2017

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The basis of high quality academic advising is a strong relationship between the student and the adviser. Historically, these relationships have been cultivated between faculty advisers and students. Increasingly, the "faculty-only" model is declining, as institutions have chosen to hire non-faculty staff to serve the role of academic advisers. These "professional advisers" focus solely on advising, with limited research, teaching, and governance duties. This article summarizes the research on the use of professional advisers as compared with faculty advisers, and outlines challenges inherent to the professional adviser model in an engineering and technology department at a research-intensive land grant institution. Information on the use of professional advisers in an engineering and technology department may be useful to other engineering and technology-oriented departments, specifically those managing large enrollment increases. Factors considered in measuring advising effectiveness for professional and faculty advisers will also be discussed. As administrators in engineering and technology departments add to the list of tasks required for faculty, the use of professional advisers shifts the faculty mentoring focus toward disciplinary and career pursuits, roles faculty have indicated they are comfortable assuming.

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“…Students do not appear to recognize the purpose and value of general education, thus perceiving general education requirements as an unnecessary component of their undergraduate education, which they need to get "out of the way" (Boyer, 1988;Johnston, et al, 1991;Gump, 2007;Laff, 2006;Twombly, 1992;White, 2013;White & Cohen, 2004;Yarmolinsky, 1996).…”

Section: Statement Of Problemmentioning

confidence: 99%

“…While the faculty members are responsible for engaging students in learning with a course, academic advisors, given their generalist role and their ability to understand the totality of the curriculum, should stand ready to help students develop a fuller and deeper understanding of general education and its relationship to the other parts of their undergraduate experience (Lowenstein, 2015;White, 2013). Academic advisors cannot simply explain the value, purpose, and intent behind the general education requirements to the students; rather, it requires ongoing and meaningful advising conversations through which students cultivate a true understanding of and an appreciation for the curriculum (Egan, 2015).…”

Section: Situating Learning-centered Advising In General Educationmentioning

confidence: 99%

qualitative inquiry into the roles and practices of academic advising in facilitating students' understanding of general education

Lee¹

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This qualitative study explored the roles and practices of academic advising in general education through the lens of the academic advising practitioners. General education in this study was defined as the degree component that is shared by all students, regardless of their majors pursued, in an undergraduate program. Participants in this study were all academic advising practitioners who provided students with academic advising and guidance on general education requirements. This study captured the voices and explored the perspectives of the advising practitioners regarding their role in helping students understand general education through individual interviews. This study uncovered three key findings: 1) academic advisors serve in multiple and robust roles in general education advising; 2) academic advisors face challenges that preclude them from conducting in-depth and academically-centered advising discussions; and 3) general education-focused advising professional development is needed to help advisors engage students in more intentional advising conversations. The rich, descriptive data collected from interviewing with academic advising practitioners provided insights into the roles, challenges, and opportunities of academic advising in facilitating students' understanding of general education.

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General Education: An Academic Adviser's Perspective

Cited by 8 publications

References 0 publications

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<p>Professional Advisers in Engineering and Technology Undergraduate Programs: Opportunities and Challenges</p>

qualitative inquiry into the roles and practices of academic advising in facilitating students' understanding of general education

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