Academic Advising

The study aims to attempt to assess the quality of the practices of the academic counseling provided to the students of the Department of Special Education, Faculty of Education, where the study sample consisted of (133) students in the Department of Special Education, including (5) specialization paths, namely: mental disability, learning difficulties, hearing disability, behavioral disorders and autism and disorders of speech and language for students enrolled in the second semester of the academic year 1434/1435 AH, with a percentage amounts to 37% of the study population. The study has relied, to achieve its goal, on construction of a tool to assess the quality of the practices of the academic counseling provided to students of the Department of Special Education, Faculty of Education based on the vision of the students themselves, composed of 49 clauses distributed on three themes, and the results showed that the overall average for the quality of the practices of the academic ...

This study explores the ways that youth make sense of the United Nations Sustainable Development Goals and how context informs the scope and nature of youth-led local civic action. Using an embedded case study approach, this study focuses on the Cultivating Pathways to Sustainability project, which engages scores of young people in the state of Vermont, U.S.A. Data for this study was drawn from observations and interviews of middle and high school students and teachers from 18 participating schools. The study's findings show the value of intermediaries as catalysts for civic action, demonstrate ways of linking global policy with local civic action, and show how a youth-adult partnership model can deepen the meaning and implementation of civic action.

The course selection process in higher education has grown more complex as the students face the growing volume of academic options that must align with their personal and career goals. The traditional advising methods often fail to provide the personalized recommendations, resulting in the delayed graduations and the higher dropout rates. Therefore, the automated and intelligent course selection models and systems are becoming more important. These AI-based systems nearly deliver the tailored guidance to the students by analyzing their academic performance. In addition, this guidance is also based on the students' individual characteristics, helping to create the personalized course recommendations. This study presents a predictive model for the personalized course advising, in which it incorporates data from the academic, personal, and the social dimensions. Then, this model uses and employs the advanced machine learning algorithms and the optimization techniques and methods to maximize the accuracy of course recommendations. The feature selection methods like Information Gain and Chi-Square are used, in addition to dedicated classifiers such as the Decision Trees (DT) and the K-Nearest Neighbors (KNN). To balance the dataset, the Synthetic Minority Oversampling Technique (SMOTE) is applied. In the implementation phase, first, the Knapsack Problem algorithm is applied to optimize the students' course loads in order to ensure the recommendations match their abilities and the institutional requirements. Next, the KNN is applied and reaches an accuracy of 91.57% and outperforms the DT, which provides a practical solution for the problem of adaptive course advising. INDEX TERMS Personalized academic advising, educational data mining (EDM), feature selection techniques, knapsack problem algorithm.

Academic advising is a crucial aspect of higher education, as it helps students navigate their academic journey, achieve their academic goals, and overcome any challenges they may face. The Faculty of Medicine at the University of Zawia, Libya, recognized the importance of academic advising and implemented an academic advising program for its undergraduate medical students in May 2022. This study aims to demonstrate the methodology of creating and implementing an academic advising program for undergraduate medical students at the Faculty of Medicine, University of Zawia, and to highlight the rationale behind implementing this program and its associated benefits. Additionally, the study will discuss the challenges faced by the academic advising department team during the program implementation and provide recommendations for improvement. Through a review of the literature on academic advising programs implemented in various international universities, a unique academic advising guide for the Faculty of Medicine at the University of Zawia was designed and implemented to support undergraduate medical students.

The study examines the challenges that students face when translating the English relative pronoun "who" into Arabic. It examines the linguistic differences that impact translation accuracy and assesses the strategies required to address these challenges. A survey was intended for different non-English departments, and 45 students were chosen randomly to obtain more data about the translation of the relative pronoun (who). A statistical analysis has been used to explore the findings. The results of the study revealed that the students suffered from various grammar and vocabulary problems hindering them from suitably translating relative pronouns (who), it also appeared that students often struggle with maintaining the grammatical and contextual subtle of "who" in Arabic due to variations in sentence structure and the influence of their native language This research contributes to the field of translation studies by offering insights into the complexities of translating relative pronouns and finding better ways to enhance translation education.

Academic advising remains an emerging practice and profession within the South African higher education sector. Although there has been an increase in literature about advising in South Africa recently, there remains a dearth of literature about the experiences of academic advisors working in this context. This article aims to make such a contribution, by focusing in particular on the experiences and insights from 15 South African advisors (from one university) about academic advising prior to the COVID-19 pandemic. The data that informs this study was collected through semi-structured interviews. The focus in this article is on advisor responses to three of the interview questions, which proved sufficient because of the richness of the data. The study draws on elements of social realist Margaret Archer's (1995) morphogenetic framework to explicate why this perspective on advising within a South African higher education context is necessary. Archer's (1995, 2005) work on structure, culture, and agency is then used as analytic lenses with which to analyse the advisors' experiences and insights of advising prior to the pandemic. A phenomenographic approach (Marton 1981; Tight 2016) is adopted to explore the varying conceptions (Cibangu and Hepworth 2016) of advising offered by the academic advisors. Nine focal areas emerge from these insights, which are analysed and discussed using structure, culture, and agency. It becomes apparent that academic advising was complex even before the pandemic. The advisors express an urgency to help others, raise concerns about entrenched inequities and resource constraints, highlight the pitfalls of inadequate help-seeking among students, and emphasise the need for better institutional integration of academic advising at the advisors' university, among other things. It becomes clear that there are numerous structural and cultural tensions that constrain advisor and student agency, possibly to the detriment of student success. The article leaves the reader with insights into the experiences of academic advisors prior to the pandemic, thus providing a baseline against which to measure advising during and beyond the pandemic, at a time when advising in South African higher education is still being developed and defined.

The structural and material factors affecting the lived realities and prospects of tertiary success for South African students are complex and manifold. Inexorably, these lived realities impact the work of academic advisors who guide and support students throughout their higher education journeys. The purpose of this article is to contribute to the growing body of literature about academic advising in and for South African higher education contexts, and in particular the daily work of academic advisors in the country. This is achieved by first drawing on literature to elucidate the various structural and material constraints affecting the lives of many South African students, before reconciling what emerges from the literature with quantitative data collected by an academic advisor working at a South African university about his engagements with students over a three-year period. This phenomenological study is underpinned by social realist principles as proposed by Margaret Archer a...

The South African (SA) higher education sector continues to battle high attrition rates. Helping students gain a sense of belonging while at university and creating an environment where students feel cared for can enhance their prospects of success. Academic advising is a high-impact practice with the potential to enhance student belonging and success. This article proposes intentionally linking Tronto’s Ethic of Care (EoC) and academic advising for SA higher education contexts. The author argues that the dimensions of Tronto’s EoC (attentiveness, responsibility, competence, and responsiveness) are relevant to the work of SA advisors. These dimensions are used as a framework for analysing interview data collected from 15 academic advisors from one university. The findings suggest that elements of Tronto’s EoC are present in the advisors’ work, though not explicitly. The author argues that integrating EoC and advising more intentionally in SA higher education contexts, could enable a...

Academic advising remains an emerging profession and practice in the South African higher education sector, with an increase in evidence-informed literature about advising for this context in recent years. The disruptions brought by the COVID-19 pandemic appear to have been significant for academic advising. This paper posits that the pandemic has had a catalytic effect on advising, how it is perceived, and how it is practiced at the university where the author works, thus potentially setting the scene for change. By drawing on data generated through interviews with 15 academic advisors, the paper examines the likelihood of change (or morphogenesis). The examination is underpinned by Social Realist principles. Margaret Archer’s notions of structure, culture, and agency, as well as elements of her work on the morphogenetic cycle, guides the study. The focus is on the potential of advising and advisors within and for SA HE contexts. The academic advisors interviewed emerge as a previo...

This is the first in a series of papers that emanate from the author’s doctoral research. This research explores academic advising as a profession and academic advisors as practitioners in the South African Higher Education sector; it focuses on advising within the Faculty of Commerce, Law and Management (FCLM) at a research-intensive public university in South Africa. During the period of investigation, academic advising engagements between students and the author were logged, thus forming a baseline dataset for the doctoral study. In phase one of the data analysis, baseline data were coded and clustered into overarching and subsidiary categories. The baseline dataset consists of 34 subsidiary categories, which form part of seven overarching categories; it contains 2240 entries based on 1023 consultations with 614 individual students during the three-year period under investigation. Using Archer’s (1995, 2000, 2005) notions about Social Realism as a theoretical framework, the autho...

The exponential growth of higher education enrolment in South Africa has resulted in increased diversity of the student body, leading to a proliferation of factors that affect student performance and success. Various initiatives have been adopted by tertiary institutions to mitigate the negative impact these factors may have on student success, and it is suggested that interventions that include aspects of social integration are the most successful. This paper outlines an approach called Success Tutoring (a non-academic tutorial approach used as part of a student success and support programme in the Faculty of Commerce, Law, and Management at the University of the Witwatersrand), which is underscored by empirical evidence drawn from evaluation data collected during Success Tutor symposia. The authors draw conclusions and make recommendations based on a thematic analysis of the dataset, and ultimately provide readers with a framework for implementing Success Tutoring at their tertiary institutions.

En este trabajo se exponen los resultados parciales de un proyecto de investigación, orientado a incorporar en la enseñanza de nivel medio nuevas estrategias didácticas. El principal objetivo es analizar si el uso de herramientas digitales aumenta la motivación de los alumnos durante el proceso de aprendizaje. En un principio se realizó un análisis del estado del arte en relación a los estilos motivacionales de los alumnos y su relación con el proceso de enseñanza. Luego, en las planificaciones áulicas, se incorporaron diversas herramientas digitales (MSN, Facebook, Teléfonos móviles) y se analizó los resultados de tales modificaciones. Los resultados obtenidos hasta el momento indican que el uso de tales herramientas resulta atractivo para los alumnos aumentando su motivación dentro del aula.

En este trabajo se exponen los resultados parciales de un proyecto de investigación, orientado a incorporar en la enseñanza de nivel medio nuevas estrategias didácticas. El principal objetivo es analizar si el uso de herramientas digitales aumenta la motivación de los alumnos durante el proceso de aprendizaje. En un principio se realizó un análisis del estado del arte en relación a los estilos motivacionales de los alumnos y su relación con el proceso de enseñanza. Luego, en las planificaciones áulicas, se incorporaron diversas herramientas digitales (MSN, Facebook, Teléfonos móviles) y se analizó los resultados de tales modificaciones. Los resultados obtenidos hasta el momento indican que el uso de tales herramientas resulta atractivo para los alumnos aumentando su motivación dentro del aula.

Aim/Purpose This phenomenological study investigates cross-cultural relationships between international doctoral students and their academic advisors in Turkish universi-ties. Background Through in-depth interviews with 12 international doctoral students from di-verse backgrounds in Istanbul and Ankara, this paper explores how Turkish ac-ademia’s blend of hierarchical structures and interpersonal warmth influences advising dynamics. Methodology Phenomenological design using semi-structured interviews with 12 international doctoral students from various countries and disciplines studying in Türkiye. Contribution Advances understanding of international doctoral education by examining non-Western academic contexts and revealing how cultural-educational frameworks shape advisor-student relationships. Findings Major findings include: (i) meaning-making processes involve transformation of expectations and identity formation, (ii) challenges encompass communication difficulties and academic expectation misalignments, (iii) effective coping strate-gies include peer networks and proactive skill development, (iv) successful ad-vising relationships transcend cultural accommodation to create intellectual syn-ergies beneficial for both parties. Recommendations for Practitioners Engage in mutual cultural learning, establish trust through consistent communi-cation, and adopt transformative guidance approaches that balance hierarchical respect with collaboration. Recommendations for Researchers Explore longitudinal outcomes, examine institutional support policies, and de-velop frameworks for cross-cultural mentoring beyond Western models.

Student engagement refers to a broad range of activities where students participate in management, education, research, and community activities within their institutions. It is a mutually beneficial collaborative approach between students and their institutions. This article provides practical advice for the implementation or further development of student engagement at medical, dental, and veterinary schools. The tips provided are based on the experiences of a group of universities recently recognized for best practice in student engagement, and are supported by evidence from the literature. The tips cover overarching themes which include the creation of an institutional culture and formal framework for student engagement, and maximize communication routes between students with peers and faculty. Tips are for specific areas of active student engagement, covering curriculum design and development, peer teaching, governance processes, research activities, peer support programs, and ...

    The relationship between graduate students and faculty members is a topic of great interest in higher education. While there is a wealth of theoretical and empirical research on the subject, discussions overlook the social dynamics that shape these relationships. This article seeks to fill this gap by presenting a conceptual framework that considers crucial components, including interpretations, reciprocal roles and responsibilities, relational factors, and effects, in analysing graduate student-faculty advisor relationships. By exploring these elements, the article offers a comprehensive framework that accounts for the nuances and limitations of these relationships and provides recommendations for best practices.

Background: Considering that college student-athletes spend a lot of time attending to academic and athletic tasks, their well-being can be compromised. Published literature on the impact of time demands on the well-being of college student-athletes is limited. Hence, the scholarly place of the current study is warranted. Objective: This research investigated the effects of academic time use and athletic time use on the subjective, emotional, and physical well-being of college student-athletes. Methods: A subset of the NCAA GOALS data, which included 5,042 student-athletes, was utilized. Two research questions were examined: (1) to what extent does academic time use predict subjective, emotional, and physical well-being? and (2) to what extent does athletic time use predict subjective, emotional, and physical well-being? and (2) to what extent does athletic time use predict subjective, emotional, and physical well-being? A series of two-step hierarchical regression analyses were per...

The concept of roles of language/learning advisors (LAs) at self-access learning centers (SALCs) is often elusive. While some literature distinguishes LAs from language teachers (LTs), others argue that LAs fulfill multiple roles, including those of advisor, teacher, and coach despite the title "advisor." Although there have been discussions about LAs' roles from their perspectives, advisees' viewpoints remain largely unexplored. Therefore, this study investigates the roles of LAs from both LAs' and advisees' perspectives. Utilizing Thompson's (2017) Coaching Impact Model, which conceptualizes advising, teaching, mentoring, and coaching as a spectrum of shifting roles, this study examines how both LAs and their advisees perceive these roles. In the context of a Japanese university, semistructured interviews were conducted with two LAs and four advisees to delve into their perceptions of LA roles. The findings revealed that advisees' views of their LAs' roles evolved as they became more autonomous in their learning. These findings suggest that LAs' roles should not be confined to a single role. Instead, LAs could adapt their approach, shifting between the roles of advisor, teacher, mentor, and coach, depending on the advisee's autonomy level.

Course advisement and results computation are tedious, timeconsuming and exhaustive jobs; yet they are necessary as students' performance/success is partly due to them. These jobs engulf cumbersome tasks ranging from course scheduling to guidance and counseling, and then the computation of Grade Point Average (GPA) for students. Improper and untimely advising or computation of results may hinder a student from timely graduation. This paper proposes the FMI course autoscheduling algorithm which was implemented in an application called "Nixz"a Course Advisory and Results Expert System (CARES). The inference engine of Nixz, which was programmed using Python, is a hybrid of Rule-Based Reasoning (RBR) and Case-Based Reasoning (CBR). Nixz was built to house both prescriptive and developmental advising models. Nixz reasons through forward chaining. The other programmable components of Nixz were built in C#.NET using Microsoft Visual Studio 2017. The knowledge base of Nixz was built using Microsoft SQL Server 2012.

Students with disabilities face tremendous change when transitioning to postsecondary education. Student athletes with disabilities face additional time and academic demands. Many universities have developed academic support programs for these student athletes. This article describes a case study of a Learning Assistance Program developed to support student athletes with disabilities and others who struggle transitioning to a Division 1 university.

The Doctor of Education (EdD) in Leadership program at City University of Seattle instituted an alternative advising program separating the roles of enrollment advising and academic advising. Faculty program directors are responsible for advising students regarding academic success and concerns while enrollment advisors provide support pertaining to administrative functions. This team approach to academic advising is associated with an average increase of 11 percent in the student satisfaction scores related to the overall advising experience. This chapter presents a case

Veterinary Professions Advising Center (VetPAC) is a unique undergraduate advising center that combines Career Center services with preprofessional advising for preveterinary students at North Carolina State University (NCSU). During the past 10 years, VetPAC has created five distinct internships, three annual study abroad courses, and a competitive annual high school summer camp, provided holistic advising, and hosted large-scale advising events that consistently provide resources to more than 800 students annually. The VetPAC provided outreach to an average of 13 local high schools per academic year and educated over 300 visiting students about VetPAC and preveterinary life at NCSU since 2015. NCSU College of Veterinary Medicine has had a minimum of 26% and a maximum of 45% DVM students in the incoming classes who accessed VetPAC resources and advising. This article presents the impact VetPAC has had on preveterinary student success at NCSU and provides an outline of VetPAC’s firs...

Doctoral students’ mental health is increasingly recognized as a critical issue in academia, with advisor-advisee relationships playing a key role in both well-being and academic performance. The organizational culture of doctoral programs may also influence these outcomes, but existing literature has yet to fully addressed the interplay between these factors. This scoping review aims to identify elements within the advisor-advisee relationship and supervision process that are associated with doctoral students’ mental health and academic performance. It also seeks to examine how the organizational culture of doctoral programs relates to these dynamics. The review will include both empirical studies and literature reviews focusing on these relationships. The following databases will be searched: Medline (Ovid), Embase (Ovid), Cochrane Library, Web of Science, ERIC, PubMed, CINAHL (EBSCOhost), and PsycInfo (APA). Studies will be screened by two independent researchers, with duplicates removed. There will be no restrictions on publication date or language. Data extraction will be conducted using a standardized spreadsheet, and findings will be synthesized using thematic analysis, with results presented in both narrative form and summary tables.

Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under‐explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision‐making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard...

The purpose of this exploratory study was to examine the relationship between student-athletes' engagement experiences on campus and their career situation awareness at a historically Black university (HBU) with NCAA Division I affiliation in the Southeastern United States. Data was obtained from a sample (n = 118) of female (n = 45) and male (n = 73) student-athletes using measures from the revised versions of the Student-Athlete Experiences Inventory (SAEI) and the Student-Athlete Career Situation Inventory (SACSI). One-way ANOVA, Pearson product-moment correlation tests, and t-tests were employed to analyze gender and race effects. Following data analysis, three key findings were identified. First, HBCUs are likely to provide socially enriching environments for minority student-athletes of both genders that promote career confidence, particularly for Black female student-athletes. Second, in an HBCU context, White student-athletes may not be as academically involved in university life when compared to their minority counterparts. Third, the use of the library for academic purposes and engagement in socially enriching experiences may have diminishing effects on female student-athletes' sport identities. Implications and future research recommendations are discussed. To better validate and improve the generalizability, future research should conduct similar studies that employ data from multiple HBCUs.

Desde el proyecto DECHADOS elaboramos una investigación para analizar el potencial fomento de la creatividad a través de las visitas a museos. Un aspecto que nos interesa es la estética del museo y cómo las visitas pueden convertirse en un proceso de conocimiento de las posibilidades creativas que esconden los propios espacios museísticos. Estudiamos la creatividad inclusiva, teniendo muy en cuenta el papel que juega en este entorno de aprendizaje la igualdad y la diversidad, habiéndonos centrado en el alumnado y el profesorado de Educación Secundaria. Investigamos asimismo el vínculo que existe entre los centros educativos y los museos, a través de la observación de las experiencias, y también preguntando a los colectivos implicados. Consideramos que el nivel de creatividad del alumnado de secundaria puede mejorarse aprovechando las visitas a museos, y valoramos cada experiencia. Intentamos descubrir las muestras (dechados) o ejemplos de buenas prácticas en las visitas a museos.

As undergraduate numbers grow, the demand for academic advisory systems increases. This study introduces an Enhanced Academic-Advisory Performance Index (EAPI) leveraging Fuzzy Logic and Expert Knowledge. The framework evaluates academic performance by incorporating qualitative and quantitative factors often overlooked by human advisors. Fuzzy logic handles uncertainty and vagueness in academic evaluations, while fuzzy rules and expert knowledge provide a dynamic and comprehensive measure of performance. Key features include the Outstanding Credit Membership function, adding precision to evaluations by accounting for credits earned with distinction. The EAPI demonstrates efficacy in capturing complex advisory metrics, showing potential as a tool for institutions aiming to improve advisory practices. By aligning with strategic academic goals, it ensures relevance and adaptability in diverse educational contexts.

The purpose of the current study was to evaluate anxiety, preparedness and attitudes of pre-service TESOL teachers participating in a Health Literacy Learning program. More specifically the study analyzed the Imposter Phenomenon (IP) and Teacher Anxiety (TchA). Data were gathered using the NSST Imposter Scale, and the Teacher Anxiety Scale. Participants consisted of 15 pre-service TESOL teachers (12 females, 3 males). Results revealed significant differences in examining the influence of IP on confidence about teaching competence t(13) =2.91, p=.01, and marginally significant results when examining the influence of IP on anxiety about lesson presentation t(13) =1.04 p=.05. No significant results were found in influences of gender on IP or anxiety, or level of experience on anxiety, p =ns. Future research should examine IP and anxiety among teachers in general, as well as gender differences. Additionally differences among TESOL instructors and general K-12 teachers. 3 THE IMPOSTER PH...

Informed by self-directed learning theory, we explored the relationship between community college students' ages and their use of academic advising. Although academic advising has been shown to be an important part of student success, few studies have explored academic advising at community colleges and among adult learners. We performed regression analyses on data representing two incoming classes (n = 4207) at an urban community college in the Northwest. We investigated if older students used first-year academic advising services similarly to younger students while controlling for time commitments such as work and family. We found as students' age increased they were less likely to participate in academic advising. Women students showed a steeper decline in their participation from ages 20 to 25, and they continued to have lower probabilities than men students across the life span. Our findings simultaneously support assumptions of self-directed learning theory and highlight that not all students participate equally in academic advising. In particular, educators may need to design academic advising experiences that are more self-guided than administratively directed to ensure the success of adult learners. Despite academic advising's long history and benefit to students, researchers have yet to show how its use relates to student identities and demographics. Of particular concern to community colleges is that much of the research on students' use of academic advising comes from 4-year institutions, a trend that overlooks the unique needs of community college students, many of whom have limited social capital and ability to transfer to a 4-year institution . Relatedly, these students tend to have competing priorities and time commitments, more so than their peers at 4-year institutions . And those advising students in community colleges are similarly stretched, asked to serve multiple roles, and perform competing duties to mitigate constant enrollment and retention pressures . Any research meant to illuminate the relationship between student demographics and academic advising in community colleges must account for these challenges. In this study, we address a noticeable gap in the literature by using the framework of self-directed learning (SDL) to explore the relationship between first-year community college students' ages and their decisions to meet with an academic advisor. Specifically, we seek to determine if community college students' ages are a useful predictor of their likelihood to use academic advising, after controlling for time-related variables.

According to Webster (Merriam-Webster's Collegiate Dictionary, 1993): Ap pre ci ate -value, prize . . . holding a person or thing in high regard Ad vice -a recommendation offered as a guide to action A ppreciative Advising is supportive, positive, dynamic and holistic. It is designed to assist all students by changing their negative thinking pattern (if necessary), while assisting them to find what is the best of what was and what can be, through a positive interaction with an academic advisor. According to , academic advising is the one system that is required by all students which has the potential to enhance student retention (organizationally). Vincent Tinto (1986, 1995) proposed a multivariate model of student retention to explain student departure from college prior to graduation. In his model, Tinto includes a comprehensive set of demographic, cognitive, psychosocial, psychological, and institutional factors. He also writes about the blending of the social and academic environments between the student For further information contact: Jack

Since their first conceptualizations in the early 20th century, autism spectrum disorder and attention deficit/hyperactivity disorder have been perceived as predominantly, or even exclusively male conditions (Kreiser & White, 2013). Over recent years, support has grown for the hypothesis that this ratio is caused not by differences in prevalence but rather, differences in likelihood of diagnosis, with AFAB people being frequently under-and misdiagnosed. This is in part due to the difference in presentation of ASD and ADHD. The causes behind the underdiagnosis of AFAB individuals as well as their unique presentation of symptoms are discussed.

Over the last 20 years, recycling programs have developed throughout the United States and internationally. However, once the "recycled" material is placed at the curbside or brought to the recycling center, what happens next? Developing and implementing research efforts on the reuse of waste materials was the aim of a first-year engineering students advising option called "Window on Research and Scholarship". In this program, students are tasked to perform research and present their results in a poster presentation. Thus, the advising program not only allowed students to get advised (weekly) by a faculty member, but to also participate in research efforts of the faculty. This paper describes the Windows on Research and Scholarship advising program used at Tufts University and, specifically, what influence this advising program ultimately had in defining the academic path taken by them. The cohort being examined entered the institution in Fall 2004. The paper presents the various research efforts of this cohort and if these efforts lead to further progress of a particular research effort and/or initiated continued student involvement in the research. In addition, the paper assesses whether this advising option, for this particular cohort, enhanced, inspired, or dampened the prospect of them doing future research, either in extending their first-year effort or exploring new research avenues. This assessment indicates that many students did not continue to pursue research efforts beyond this initial effort, mostly because of more traditional academic restraints; e.g., course work and other extracurricular activities. However, those students who did continue to pursue research have found their academic lives enriched by the experiences.

Four advising styles, authoritative, authoritarian, permissive, and uninvolved, were identified according to doctoral students' perceptions of demandingness and responsiveness of their advisors. Doctoral students who perceive working with authoritative advisors reported the highest levels of perceived development in cognition, motivation, professional skills, satisfaction, and professional production.

In 1998 Arthur Levine and Jeannette Cureton wrote in When Hope and Fear Collide: A Portrait of Today's College Student that the current college generation they had studied was "wearied by the enormous pressure they face economically, politically, socially, and psychologically. At the same time, they are energized by a desire to enjoy the good life and make their corner of the world a better place. This is a generation in which hope and fear are colliding" (17). We have recently graduated a class of college seniors for most of whom the events of September 11, 2001 occurred within a few weeks of their arrival on campus. If hope and fear were colliding in 1998, one might suppose that on September 11 fear must have won a decisive victory and that current college students--including those in Valparaiso University's honors college, Christ College--would have turned decisively toward those outlooks and behaviors associated with social anxiety and dread of the future: disi...

Abstract: Power relationships between mentors and protégés within formal mentoring relationships are largely ignored in research and literature concerning mentoring. The purpose of this research is to expose the imbedded power relationships within a teacher education mentoring program to better understand whose interests were really served by this program.

The neurodiversity movement grew out of the autism community but is now being applied to many neurological types, from dyslexia to schizophrenia. The resulting neurodiversity paradigm maintains that these neurological differences are normal variations in the human species, like race and sexual orientation, which should be valued and accommodated, not "fixed" or eliminated. Yet some clear-eyed individuals view their brain differences as deficits and would continue to seek treatment in the absence of discrimination or lack of accommodation. I argue that fully appreciating cognitive diversity requires more nuanced normative claims that respect individual differences and fluid circumstances. Although analogies to minority statuses can be useful, variations in personality traits provide a more flexible and inclusive model for neurodivergence. Despite ultimately rejecting the biodiversity metaphor, a more nuanced neurodiversity paradigm emphasizing our shared humanity can promote compassion, respect, and support for all.