The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can…

The structure of undergraduate advising at private institutions that offer degrees beyond the baccalaureate level is considered. Shared advising models are found to be suitable for highly selective, extensive doctoral institutions with sizeable full-time undergraduate populations and relatively basic programmatic structures. Similar but more…

John Holland's typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but few have carried the theory over to the field of higher education and academic advising (Smart, Feldman, & Ethington, 2000). Therefore, Holland's theory and the subsequent research on it were…

Reviews advising research from 1965 to the present and offers recommendations to improve research in the years ahead. Suggests how individual advisors, their institutions, and the National Academic Advising Association (NACADA) can contribute to advising research efforts. (EV)

Reviews literature to examine the fundamental principles upon which the concept of developmental academic advising is based. (EV)

Examined faculty advisor perspectives on faculty-student advising interactions. Results included that advisors' knowledge of advising and their preparation contribute to advising success, and that advisors have a concern that the time and importance of good advising are not sufficiently recognized by upper-administrative personnel. (EV)

Offers advice on helping students to gather information about the title professions, seek health-related experience, and prepare academically competitive portfolios. Discusses admission procedures, including application timelines, standardized tests, interviews, and letters of evaluation. (EV)

Surveyed students and found that international student-athletes adjusted to college as well as students and student-athletes from the United States, and that they were significantly better adjusted than international non-athletes. Also uncovered gender and ethnicity differences. (EV)

Students on varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. The most intrusive intervention resulted in higher cumulative grade point averages and higher retention rates. Students with the highest risk of dismissal were…

Evaluated the effects of a freshman seminar incorporating academic advising in an integrated baccalaureate-medical degree program. Found that participating students were more satisfied, and that their biology grades and first-year grade point averages (GPAs) were higher. (EV)

Suggests that effective advising practices can be found on a continuum including prescriptive advising, developmental advising, and counseling. Discusses technological tools for positive intervention with students (such as e-mail), and addresses developmental theories, use of narrative, defense mechanisms, and reframing. (EV)

Surveyed undergraduate students about mentors, finding that many use informal mentors to fill various roles. Also uncovered the composition and needs of the unmentored student population. (EV)

This follow-up study of Kansas Regents Honors Academy participants found that they were likely to be white females who pursued postsecondary education in their home state and entered the fields of biological sciences, social sciences, business, engineering, English, or education. Data offer guidance for advising academically gifted students. (EV)

Describes efforts colleges should be making to promote student retention, especially for first-year students. Learning communities are needed to connect students, faculty members, and staff to involve them actively in shared learning activities. Academic advising must be an integral part of the first-year experience. (SLD)

Presents guidelines for the evaluation of academic advising that can be used in a variety of settings. Illustrates the process by examining advising in an academic support program at a small New England college. Discusses the roles of formative and summative evaluation. (SLD)