NACADA Journal Volume 41: Issue 2

This issue excites us because it shares academic advising scholarship representing different methodologies and highlighting the breadth of advising approaches. The articles in this issue provide rich contexts and global perspectives, with scholarship of academic advising in Australia and Hong Kong. We, as coeditors, continuously seek submissions from across the world because scholarship from global voices strengthens the impact of academic advising research.

The first two articles consider students who are high achieving. In “Should Students with AP Credit Repeat Coursework in College? A Multilevel Analysis,” Hurt and Maeda examined the academic performance of students who entered college with Advanced

Research on the Advanced Placement (AP) program generally shows that students scoring 4s and 5s on AP exams outperform their non-AP peers in subsequent college courses. However, faculty and academic advisors often suggest that students with AP credit should repeat prerequisite courses in college before attempting advanced coursework. We compared grades of 20,409 students in 42 subsequent courses across three groups: students who used AP credit as a prerequisite, students who earned AP credit but repeated the prerequisite courses in college, and students without AP credit. Results with two-level cross-sectional multilevel modeling showed that AP students performed similarly in subsequent courses whether they chose to repeat prerequisites or not; both groups outperformed non-AP students with similar academic backgrounds.

Graduate-level professional health care programs have a highly selective admissions process. Applicants can distinguish themselves by participating in High Impact Practices (HIPs) to enhance their undergraduate experience and academic and professional success. The variables analyzed in this study included acceptance, grade point average (GPA), minor attainment, items from the National Survey of Student Engagement (NSSE), and HIPs. Results of the analysis indicate a significant positive association between professional school acceptance and GPA, minor attainment, and capstone course completion. Data analysis suggests specific HIPs correlate with admission to desired graduate programs, and implications for advising students with this goal are discussed.

In 2016, State University (a pseudonym) implemented a proactive advising approach known as Monitoring Advising Analytics to Promote Success (MAAPS). The initiative was designed to improve academic achievement and retention measures for first-generation students and students from limited-income backgrounds. Using a qualitative methodological design, the purpose of this study was to learn about students' experiences with MAAPS advisors and their overall perceptions of the program. Findings confirm prior research that suggests some students may benefit from advisors' proactive communications and holistic approach. However, the design and implementation of MAAPS discouraged many from participating in the initiative, highlighting several implications for improved future practice.

From the coeditors

Should Students with AP Credit Repeat Coursework in College? A Multilevel Analysis

High Impact Practices and Professional School Acceptance in Health Science Concentrations

Navigating College with MAAPS: Students' Perceptions of a Proactive Advising Approach

Remote Academic Advising Using Synchronous Technology: Knowledge, Experiences, and Perceptions from Students

A Strength-based Inventory for Assessing the Needs for Academic Advising of University Students in Hong Kong

Academic Advisors in Australian Higher Education: Perceptions, Role Identities, and Recommendations

From the Co-Editors

Understanding Athletics Academic Advisors’ Experience with Job Burnout

Rural College Students’ Academic, Financial, and Health-Related Obstacles During the COVID-19 Pandemic: Implications for Academic Advisors

Career Advising in a VUCA Environment

From the Co-Editors

THE URSINUS COLLEGE FRESHMAN ADVISING PROGRAM

CAMPUS LEAVING BEHAVIOR

APPROACHING A DEFINITIVE POSITION ON ACADEMIC ADVISING

THE ADVISOR UNDER STRESS—FIRED UP OR BURNED OUT?

WHAT YOU'D REALLY LIKE TO SAY . . .