Adviser and Faculty Perceptions of the Benefits and Feasibility of Intrusive Advising
DOI:
https://doi.org/10.26209/mj1961239Abstract
Intrusive advising requires the efforts and collaboration of faculty and academic advisers. Research suggests (Miller & Murray, 2005; Schee, 2007) that students are more successful when they have more meaningful relationships with academic advisers and faculty. This study compared the attitudes and perceptions about intrusive advising between faculty members and academic advisers at a Midwestern, public university. Results from this single-institution study suggest that faculty members (n=134) moderately recognize and academic advisers (n=40) strongly recognize benefits to the components of intrusive advising. Participants did not envision intrusive advising practices as entirely feasible at their institution, but indicate that innovation and collaboration may make some components of intrusive advising feasible.
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