Advising in the First Year
For first-year students, the perception of institutional emphasis on support for academic success and use of learning support services remained nearly constant regardless of how many discussions students had with advisors, but it was positively related to quality of advising (Figure 5). For example, students who experienced high-quality advising reported much higher institutional emphasis on supporting academic success (about 3.5 on the 4-point scale) regardless of the frequency, compared to those who experienced low-quality advising (2.3 to 2.6). We found a similar pattern for institutional emphasis on use of learning support services. This suggests that advising quality matters much more to students’ perception of academic support than the number of meetings with an advisor.
Go to an accessible version of Figure 5.
Similarly, first-year students’ intention to return for their second year showed only a modest relationship with the number of discussions with an advisor, while those who experienced higher levels of advising quality were more likely to plan to return the following year (Figure 6). For example, among first-year students who met 5 or more times with an advisor, there was a 17 percentage-point difference on intention to return between those who experienced high- and low-quality advising (94% versus 77%).
Go to an accessible version of Figure 6.
Academic advising for first-year students can also facilitate interactions with faculty. Although Student-Faculty Interaction was nearly constant across the number of advising discussions, it was positively related to advising quality (Figure 7).
Go to an accessible version of Figure 7.