Educational Studies
A review of the first- and second-year experience of a group of Trent University students admitted below admission requirements
This study used qualitative research methods to explore the first- and second-year experiences of Trent University students who were admitted below admission requirements in September 2015. Through review of an on-line questionnaire completed by 13 students and two-rounds of semi-structured interviews completed by 5 students, information was gathered on the students' experiences, specifically regarding self-efficacy for academic achievement, self-efficacy for self-regulated learning, locus of control, student engagement, and sense of belonging. The major findings of this case study were grouped into four driving themes: self-awareness as a learner, goal-setting and motivation, the Trent community, and course experience. Participants of the study felt that the inclusive social and learning environments at Trent University enhanced their sense of belonging within the university community. These findings are not meant to be generalized, as they arose from this specific group of students at Trent University.
Author Keywords: first-year experience, locus of control, post-secondary, self-efficacy, sense of belonging, student engagement
Experiences of Five Undergraduate Academic Advisors in Ontario Universities
This study used qualitative research methods to develop an understanding of the landscape of undergraduate academic advising in Ontario universities as well as deeply explore the experiences and practices of five full-time academic advisors. Phase one of the study consisted of a document analysis of Ontario universities' public-facing websites. Phase two of the study consisted of five interviews with five undergraduate academic advisors from four Ontario institutions. The findings of the study demonstrated a variable landscape of academic advising across universities with responsibilities of advising ranging from solely course selection to a much broader role inclusive of helping students navigate their educational journey. Additionally, a relationship between external influences including institutional mission and organizational structure, and internal influences including advisors' values, beliefs, and theoretical knowledge was identified. This relationship informed current advising strategies. These findings were used to develop a praxis of academic advising as well as five promising practices.
Author Keywords: Academic Advising, Practice of Advising, Strategies of Advising, Universities