Annotated Bibliography

Birkeland, K. F., Davies, T. L., & Heard, C. A. (2019). College Mentoring 101: Student

Preferences and Needs. College Student Journal, 53(3), 315–326. Retrieved from

http://search.ebscohost.com.proxy.library.kent.edu/login.aspx?direct=true&db=a9h&AN

=138805556&site=ehost-live

This article focused on the preferences and needs of students when it comes to mentoring

in college. The authors surveyed students at their own institution as part of a plan to

implement a mentoring program. In their research they found a drastic shift in the last

decade of institutions switching from faculty advisors to professional advisors. They

emphasize that their findings indicate faculty to student mentoring is still important.

From this, I am able to show a greater need for strong relationships between advisors and

faculty members. Faculty members see students more frequently and have personal

experience in specific fields that students tend to be interested in. By strengthening the

relationship between the two groups, faculty members that mentor students, whether it is

formal or informal, can share most of the things they learn about students and their

academics with their academic advisors enabling them to better serve the student

population.

Concept of Academic Advising. (n.d.) Retrieved from

https://nacada.ksu.edu/Resources/Pillars/Concept.aspx

The NACADA website provides a very detailed insight into what the group is, their

mission and goals, resources for academic advisors, and services offered for official
 members of the organization. Within the resources section, one page discusses what

exactly the concept of academic advising is, emphasizing its three main components of

curriculum, pedagogy, and learning outcomes. Additionally, it provides a list of learning

outcomes for students from academic advising.

Because the website lists the learning outcomes, I am able to show how this collaboration

will likely support the mission of academic advising. Enhancing academic advising in the

College of The Arts by providing greater opportunities for students to meet these

outcomes could increase retention rates and make the proposal successful.

Faulconer, J., Geissler, J., Majewski, D., & Trifilo, J. (2013). Adoption of an Early-Alert System

to Support University Student Success. Delta Kappa Gamma Bulletin, 80(2), 45–48.

Retrieved from http://search.ebscohost.com.proxy.library.kent.edu/login.aspx?direct=

true&db=a9h& AN=93371988&site=ehost-live

This study discussed the implementation of a university wide Early Alert System to

support student success. The system allowed faculty members to alert students as well as

advisors, coaches, and other relevant individuals of relevant issues a student was having

in a course. Poor attendance and low grades could be noted for a student, as well as

excellent academic performance. Although the study needs more longitudinal data to

determine if it increases retention, initial findings from surveyed students and advisors

show that the majority of students take action when they receive the notification of poor

performance or attendance, and all of the advisors used the system to keep up with their

students and monitor academic success.

 This study does not have the longitudinal data to support results of increased retention

rates. It does however provide one example of how collaboration between faculty

members and advisors is beneficial to student success. With this in mind, finding new

ways to collaborate between faculty members and academic advisors could potentially

aid even more in promoting student success, providing support to my collaboration

proposal.

Schreiner, L. A., & Tobolowsky, B. F. (2018). The Role of Faculty in Sophomore Success. New

Directions for Higher Education, 2018(183), 59–70. https://doi-

org.proxy.library.kent.edu/10.1002/he.20293

In Schreiner and Tobolowsy’s article they look at the relationship between faculty

members and sophomore students. They discuss findings that conclude rewarding

interactions between faculty members and students are positively associated with many

different student success outcomes, including personal development and college

experience satisfaction. It is mentioned that a student’s sophomore year is a crucial time

to make these student faculty connections, as retention initiatives that focus on the

student’s first year have concluded.

If fostering faculty member and student relationships has been found beneficial to

students their sophomore year, I believe there is an argument to try to create those bonds

as soon as possible. Potential ways to help students succeed should not be postponed until

a second year of school so incorporating faculty into the committee that is working on a

semester long calendar brings the perspective of those that work with the students daily

or several times a week. If they represent the students in their major, I believe they will
 be more likely to create relationships with these students to voice their opinions and

needs for their individual majors.

Walters, R. L. M., & Seyedian, M. (2016). Improving Academic Advising Using Quality

Function Deployment: A Case Study. College Student Journal, 50(2), 253–267. Retrieved

from http://search.ebscohost.com.proxy.library.kent.edu/login.aspx?direct=true&db

=a9h&AN= 116190976&site=ehost-live

Walters and Seyedian state that quality academic advising is very influential of retention

rates in college. They collected data through a case study to see what elements of

academic advising are most important to determining its successfulness, according to

students. An overall finding was that students find advising most helpful when advisors

and advisees are both active in the process. Other findings show that advisor knowledge

of deadlines, policies, and encouragement to take a lead in their academic success are all

important elements in successfully advising.

This article provides evidence that quality academic advising increases retention rates. As

other sources support the proposals enhancement of academic advising, it can then be

inferred from these findings that the collaboration will lead to increased retention rates

and be successful in its goals. It also allows me to emphasize while faculty involvement

in the committee is important.