Expanding Research in Academic Advising: Methodological Strategies to Engage Advisors in Research
Research in academic advising has traditionally been conducted and disseminated by faculty researchers, graduate students, and higher education administrators (including advising directors). While significant in developing a body of literature to guide academic advising, the sources of the contribution also suggest that the frontline advisor does not actively participate in the inquiry process. The advising practitioner is an underutilized source of understanding that would offer breadth and depth to advising research. We offer a rationale for expanding the scholarship of advising and provide three research strategies (action inquiry, grounded theory, and program evaluation) that are each suited for addressing the various numbers and types of inquiry in higher education.
Contributor Notes
Dr. Sharon A. Aiken-Wisniewski is an Assistant Vice President for Academic Affairs/Undergraduate Studies at the University of Utah. She is responsible for University College as well as other programs and services that impact the undergraduate student experience. She can be reached at saiken@uc.utah.edu.
Joshua Smith is an assistant professor of educational psychology at Indiana University–Purdue University Indianapolis and Director in the Center for Urban and Multicultural Education in the School of Education. He studies educational transitions, including the transition from middle school to high school and the transition from high school to college. Dr. Smith also works with schools and community-based organization to evaluate educational programs on student and organizational outcomes. He regularly teaches educational psychology in the undergraduate teacher-education program and research methodology courses in the graduate school. He can be reached atjss2@iupui.edu.
Dr. Wendy G. Troxel is an assistant professor in the Department of Educational Administration and Foundations at Illinois State University, teaching graduate-level research methods courses as well as program evaluation and assessment in academic and student affairs. Troxel serves on the Board of Directors for The Hoenny Center for Research and Development in Teaching, and is a frequent presenter on topics related to the assessment of student learning. She can be reached at wgtroxe@ilstu.edu.
