Date of Award

2010

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School of Education

Abstract

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 in this study did experience measurable increases in academic self efficacy upon completion of the first term of enrollment. The support of faculty, advisors, and other students contributed to the confidence levels of students to earn a degree at the university. The role of advisors in providing structure and organization to help keep students on track to graduation was perceived to be the most valuable role of advisors. The findings support the value of academic advisors on college and university campuses.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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