Academic advising is one of the most effective institutional tools to support student persistence and graduation. Many institutions employ transactional advising approaches because these strategies are cheap and efficient. However, the literature suggests this approach is ineffective in supporting under-prepared students. More effective are advising strategies in which the advisor proactively catalyzes advisor-student relationships to support the transformation of high school graduates into successful, persistent college students. This article examines student perceptions of the role student-advisor relationships played in their academic success when advised in a program comprising a large cohort of under-prepared, first-year college students at a large, public, four-year research institution. Results indicate that students perceive the close advisor-student relationship key in their persistence and academic success.
Levinstein, M. (2021). Examining the role of the student-advisor relationship in a holistic, intrusive advising approach for student retention. Journal of Access, Retention, and Inclusion in Higher Education, 3(1). Retrieved from https://digitalcommons.wcupa.edu/jarihe/vol3/iss1/4