Starting Off Strong: Evaluating a First-Year Advising Model for Increases in Student Information Retention and Advisor Satisfaction

Abstract

Academic advising is a vital resource available to students during their higher education journey. Advisors assist students with academic and career planning, goal setting, and resource referrals. The purpose of this explanatory sequential mixed-methods study was to evaluate the effectiveness of a first-year advising pilot program at Johnston Community College (JCC) and to present findings and possible interventions to stakeholders. The purpose of the first-year advising pilot program was to create a more equitable advising process for first-year students. First-year students would be assigned a staff advisor who would advise them for their first two semesters and would then be transitioned to an assigned faculty advisor who teaches in their major. The program was evaluated for its effectiveness in student information retention and advisor satisfaction. To determine the program's effectiveness, research was conducted with pre- and post-advising surveys for students to complete and interviews with faculty advisors. The first-year advising pilot program was introduced to JCC staff and faculty in 2021 and was implemented during the spring 2022 semester. Research was conducted during the summer and fall 2023 semesters when the program had been in place for one year. Phase II of the study included a request to participate in pre- and post-advising surveys that was sent to 500 students. Upon conclusion of the advising surveys, Phase III began and included a request to participate in interviews that was sent to 12 faculty advisors. The data analysis of the survey results and faculty interviews resulted in four themes: advisors should assist students with understanding their degree and ensuring they are on the right path; forming connections with students is essential for the continued success of the advising pilot program and students; the college should do a better job communicating change; and there should be fewer inconsistencies with the first-year advising pilot program and it should be a more streamlined process. This work increases the understanding of the first-year advising pilot program and how it has affected students and faculty advisors at Johnston Community College and results may have implications for community colleges, advising centers, and retention efforts.