Partners in learning: How Millennial students and advisors perceive advising within the first -year seminar
Academic advising and first-year seminars are commonly accepted strategies used in the transition of students to college but have led parallel existences on many campuses. This qualitative case study conducted at two small, private comprehensive I colleges explored the perceptions that traditional-age students and first-year academic advisors hold about academic advising embedded within first-year seminars (extended orientation type). The questions that guide this study are: What is the perceived influence of a first-year seminar on the transition from high school to college? What are the perceptions of having an advisor as the instructor of a first-year seminar? What would a first-year seminar be like if it were designed with and for Millennial students? Building on action research that enabled students to design their own advising seminar, I also conducted individual and focus group interviews and document analysis. Key findings include: frequency of contact both inside and outside the seminar allows students and advisors to engage in more developmental advising; Millennial students articulate a need to reshape pedagogies for seminars from information-based to active learning; and authentic roles for peer advisors within the seminars support student transitions. This research indicates that developmental advising for first-year students is achieved with the advisor as the instructor of a first-year seminar (extended orientation type) at small, private comprehensive I colleges. Institutions may use this research to frame more holistic and effective advising and transition seminar experiences.
School counseling|Higher education
Herron, Anne J, "Partners in learning: How Millennial students and advisors perceive advising within the first -year seminar" (2008). Dissertations available from ProQuest. AAI3311542.