Exploratory Model

Student engagement or the extents to which they participate in activities are key factors to the successful integration into college (Chickering & Gamson, 1987). In the publication, Seven principles of good practice for undergraduate education, Chickering and Gamson (1987) underscored seven categories of effective educational practises, which are student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and respect for diverse talents and ways of learning. The overall scores of studies over decades indicates that student engagement in activities benefit all types of students in different degree fields. The positive interaction with activities creates the needed outcome including grades, satisfaction, and persistence. These give the student the devotion to other educational purposeful activities.. As noted by Chickering and Reisser (1993): “living on campus has long been associated with persistence and student success”. Forest (1985) also performed a study about student academic ability and found that institutions that provided the most extensive orientation, activities and advising programs had higher graduation rates. Pascarella and Terenzini (2005) reported that students in residences with strong academic orientation towards academics generally

Academic Advisors have been needed for as long as there have been higher education institutions. America established its first collegiate institutions in the eighteenth century. It was during the nineteenth century “Faculty within specialized curricula took charge of guiding students to the classes they needed” (Gillespie, 2003). Today, the field of academic advising encompasses all of those same needs from the nineteenth century and more. The needs of students have changed and expanded drastically from when America 's first colleges were established. It is not uncommon for an advisor to assist the student in not only selecting which classes they should take but also helping them to determine what career they should have. Essentially that advisor is taking on the responsibility of facilitating the planning of a student 's next four years and their next forty years as well.

This theory has three sections that evolve overtime, as students learn to answer their own questions and/or seek answers. The advisor’s role in learning-centered advising revolves around helping connect the dots, so the student can progress further.

In bringing together our interviews, along with current research on academic advising in post-secondary institutions, we will consider student dynamics, needs, advisement issues, and potential ways to effectively advise high-ability students.

As a current Retention Specialist, for the College of Engineering and Computer Science (ECS), I have mastered group counseling. For instance, I have conducted over 100 academic advisement workshops. Aside from holding group counseling, I have prevented ECS Hispanic and Black American students from dropping out of California State University, Fullerton. Nonetheless, I am the face of a first-generation scholar who can relate to some challenges first-generation college students’ experience. These challenges may entail, working while pursuing an advanced degree, culture shock with the university environment, and overcoming learning disabilities. Remarkably, I have surmounted obstacles such as having a slight Reading Disability and successfully completing remediation courses during my freshman year in college.

In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers.

After reading Sonja Ardoin’s (2014) “the strategic guide to shaping your student affairs career” book, I read a variety of important content that has allowed me to reflect not only in my fieldwork position, as an Advising Assistant for the Puente Program, but also my current status as a graduate student in the Educational Counseling program.

The shift from high school to college involves a change in identity from a simple high school student to a professional college undergraduate. According to Stephen et al (2012) the school system focuses on “independent” variables, while first generation students need a more “interdependent” environment to thrive. These two variables will be explained in more depth further in the paper. Also, other research articles found that first-generation college student (FGCS) cannot benefit from their parents’ experiences in preparing for and applying to college (Sanez et al, 2007). As a result, FGCS are less exposed to the support and other contributing aspects that provide preparation to their peers, continuing-generation student (CGS), as they go through college (Mehta et al, 2011).

Tanjula Petty addresses challenges that first-generation college students face during their college career. Petty states that forty-three percent of first-generation students who attend post-secondary institutions leave college without completing a degree. The author examines two motivation theories explaining how each increases first-generation student academic success.

“Kids who are the first in their families to brave the world of higher education come on campus with little academic know-how and are much more likely than their peers to drop out before graduation” (1). Many people believe that school isn’t for everyone, and whoever goes is privileged for doing so. Countless people in the world today do not attend college, and this is mainly due to an influence of those in their family. Perhaps they are unsupportive of higher education, their parents and family members may view their entry into college as a break in the family system rather than a continuation of their schooling and higher learning. Most of the first-generation students decide to apply to colleges, because they aspire to jobs which require degrees. However, unlike some students whose parents have earned a degree, they often seek out college to bring honor to their families, and to ensure they make a decent amount of money for their future.

It is a well known fact but there are many people including counselors, parents, teachers, and friends who resist saying it out loud for fear it will sound like discouragement and negativity: college is definitely not for everyone. The pressure on high schools students, especially those that excel, to attend a college or university is enormous. And in the case of a bright, industrious and motivated high school student, attending a college or university is an obvious career choice. For those students, it's only a matter of what university to attend, whether one's SAT score is high enough, and the availability of the money. Then there are the millions of high school students who are not really personally motivated but are being pressured by their counselors, teachers and parents should they attend college if they really don't care? This paper examines those issues.

The class advisor must discuss all potentially significant issues and establish good communication with the students.  Be familiar with the personal history of each student. Coordinate with the student class leader regarding establishment of study groups.  All students shall be encouraged to participate in study groups on a continuing basis.  Class advisors shall monitor inclusiveness to insure participation by all students in the class. Attempt to resolve interpersonal difficulties within the class in an appropriate manner. Act as mentor and role model in resolving academic related difficulties. Advisors should counsel students experiencing personal or academic difficulties. Provide a leadership role model for students.

In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers.

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of

College can be very overwhelming and stressful at times. Many students struggle to keep up with all their assignments and due dates. There are many resources on college campuses that can aid students in time management; paper writing and studying habits, but the main resource that students tend to neglect are their professors. Professors are the ones that are teaching the material, assigning the homework and making the test. Student faculty interactions can be crucial to a student’s success in college. Whether it is for internship opportunities or recommendations, teacher’s jobs are to help students learn and succeed. Teachers are a great, free resource in college that seems to go unnoticed. Student-faculty interactions have major effects on a student’s self-efficacy and academic integrity. These are just a handful of the countless effects of student-faculty involvement.