bluuebunny/crossref_metadata_2025 huggingface dataset:
Iterative solution of 3D acoustic wave equation with perfectly matched layer boundary condition and multigrid preconditioner
Authors: Pan Guangdong , Abubakar Aria
Published: July 2013

We tested a biconjugate gradient stabilized (BiCGSTAB) solver using a multigrid-based preconditioner for solving the acoustic wave (Helmholtz) equation in the frequency domain. The perfectly matched layer (PML) method was used as the radiation boundary condition (RBC). The equation was discretized using either a second- or fourth-order finite-difference (FD) scheme. The convergence of an iterative solver depended strongly on the RBC used because the spectrum of the discretized equation also depends on it. We used a geometric multigrid approach to construct a preconditioner for our FD frequency-domain (FDFD) forward solver equipped with the PML boundary condition. For efficiency, this preconditioner was only constructed using a second-order FD scheme with negligible attenuation inside the PML domain. The preconditioner was used for accelerating the convergence rate of the FDFD forward solver for cases when the discretization grids were oversampled (i.e., when the number of discretization points per minimum wavelength was greater than 10). The number of multigrid levels was also chosen adaptively depending on the number of discretization grids. We found that the multigrid preconditioner can speed up the total computational time of the BiCGSTAB solver for oversampled cases or at low frequencies. We also observed that the BiCGSTAB solver using an accurate PML boundary condition converged for realistic SEG benchmark models at high frequencies.
Physical and chemical properties of cosmetic cream made of ingredients obtained from Juglans regia L.
Authors: Wojciechowska Katarzyna , Zuń Maria , Dwornicka Dorota , Serefko Anna , Świąder Katarzyna , Poleszak Ewa
Published: July 2013

The aim of the study was obtaining the cosmetic cream containing walnut oil, defatted walnut seeds and gelling agents like beeswax and witepsol. The walnut oil and defatted walnut seeds were received by extraction method using chloroform: methanol (1: 1), (v/v). Then the physical and chemical properties of the cream were investigated. The consistency, drop point and flow temperature, the spreadability and rheological properties in the temperature range 22°C -50°C were estimated. The release of the model substance, 4-aminobenzoic acid, in the same range of temperatures, was defined as well. Previously, no studies had been conducted, in which the physicochemical properties of semisolid preparations with walnut oil and defatted walnut seeds would be estimated.
Freshman Decidedness Regarding Academic Major and Anticipated and Actual Adjustment to an Engineering College
Authors: Plaud Joseph J. , Baker Robert W. , Groccia James E.
Published: July 2013

The relation between freshman decidedness regarding academic major and self-assessed anticipated and adjustment to an engineering college was investigated. Positive relation was found between decided-ness regarding academic major and both anticipated adjustment (measured prematriculation) and actual adjustment (measured postmatriculation). The relation was clearer postmatriculation than prematriculation and was strongest for academic adjustment and weakest for social adjustment. There does not seem to be much consequence of changing from one engineering1 science major to another available at the same institution. However, change to a major not available at the same institution is associated with lower adjustment scores. Comparing findings from the present study with data from an earlier investigation, it is conjectured that the relation between decidedness and freshman adjustment to college may be stronger in engineering than in liberal arts.
Factors Students Use When Evaluating Advisors
Authors: Kelley Karl N. , Lynch Mary Jean
Published: July 2013

The current research examined student perceptions of advisors in an effort to more fully understand the dimensions that students use when evaluating advisors. Factor analysis of a 63-item structured questionnaire from a sample of 224 traditional-age college students revealed four primary factors and three secondary factors. The primary factors consisted of Socio-emotional Orientation, Meeting Dynamics, Knowledge, and global Problem dimensions. A secondary factor analysis of the Socio-emotional factor yielded three subfactors: Academic Caring, Personal Caring, and Good Person. Advisors and students who are aware of this structure can discuss these dimensions and emphasize behaviors that are closely related to advising performance. Finally, the authors suggest that this schematic structure be taken into account when developing advising assessment instruments.
The Developmental Advising Inventory: A New Approach to Academic Advising
Authors: Dickson Gary L. , McMahon Timothy R.
Published: July 2013

The Developmental Advising Inventory is based on the premise that academic and faculty advisors have an important role in extending the human development mission of the college. The inventory contains 135 value-biased items addressing nine dimensions of development: Intellectual, Life Planning, Social, Physical, Emotional, Sexual, Cultural, Spiritual, and Political. This article discusses the theoretical and research foundations of the instrument. However, emphasis is given to applications in such academically related settings as (a) faculty advising, (b) advising centers, (c) general education classes, (d) learning centers, (e) peer advising, and (f) major field advising. The development of the Developmental Advising Inventory was supported by a 1988 grant from the NACADA Research Committee.
Sexual Harassment: Everybody's Problem
Authors: Dziech Billie Wright
Published: July 2013

“Sexual Harassment: Everybody's Problem” was presented at the NACADA Journal Symposium at the 1991 National Conference in Louisville, Kentucky.
Using Student Focus Groups to Evaluate Academic Support Services
Authors: Kramer Gary L.
Published: July 2013

Focus groups can involve students in evaluating programs that serve them. Advantages of using student focus groups to shape academic support services, especially in advisement and orientation, are discussed
Differences in Traditional and Nontraditional Students' Preferences for Advising Services and Perceptions of Services Received
Authors: Fielstein Lynda L. , Scoles Michael T. , Webb Kendall J.
Published: July 2013

When traditional students' perceptions of advising were compared to those of nontraditional students, the traditional students placed more value on developmental advising. Overall, traditional students were less satisfied with both the developmental and the prescriptive advising that they had received. However, both groups reported discrepancies between the developmental advising they wanted and what they were receiving.
ACT Scores Predict Success on the Pre-Professional Skills Test
Authors: Soules William P. , Beatty Rebecca L. , Hopper Terri L.
Published: July 2013

A study of 521 students who took the Pre-Professional Skills Test (PPST) from 1988–1990 revealed that students with American College Test (ACT) composite scores of 21 or higher had a high probability of passing all three parts of the PPST on the first attempt at a cutoff score of 169. That is, they had demonstrated their mastery of the basic skills tested by the PPST. High correlations (.473 to .816) between the ACT and PPST support the notion that they are testing similar skills. As a result of the findings, the state board of education approved a change to the university's program that exempts students who have an ACT composite score of 21 or higher from taking the PPST.
Developmental Advising: Practices and Attitudes of Faculty Advisors
Authors: Frost Susan H.
Published: July 2013

In an attempt to join theory and practice and contribute to the teaching function of academic advising, advising procedures at two colleges were studied. After participating in organized advising programs, students reported the nature of the advising they received Then faculty advisors in programs rated as developmental by their students answered questions about specific advising attitudes and practices. The results suggest effective advisor attitudes and practices.
The Mentoring-Empowered Model: Professional Role Functions in Graduate Student Advisement
Authors: Selke Mary J. , Wong Terrence D.
Published: July 2013

The Mentoring-Empowered Model provides a developmental framework for graduate student advisement that addresses the psychosocial and developmental needs of graduate students. The model is based upon (a) existing concepts of graduate student advisement, (b) the recently formalized knowledge base pertaining to educational mentoring, and (c) Erikson's stages of human development. The Mentoring-Empowered Model provides graduate advisors with six characteristics essential to creating a developmental context for graduate student advisement and five behavior-specific role functions to facilitate implementation.
Retention, Academic Success, and Progress Among Adult, Returning Students: A Comparison of the Effects of Institutional and External Factors
Authors: Shields Nancy
Published: July 2013

This article reports the findings of a study of the retention, academic success, and progress of 97 adult, primarily part-time students at a large Midwestern urban commuter state university. The impact of background characteristics, goals and commitments, interaction within the institution, and external factors is assessed. Drawing on the work of Tinto (1987) and Bean and Metzner (1985), the relative impact of institutional and external, environmental factors is examined. Although environmental factors had a combinrd, significant impact on academic success, interaction within the institution in the form of academic advising had the most important impact, on I-elenlion of these students.
Student Portfolios: A Comprehensive Approach to Academic Advisement
Authors: Funk Gary D. , Bradley Jan
Published: July 2013

Student portfolios provide academic advisors and students an excellent vehicle for assessment and decision making. Portfolios have been successful in other educational realms and are readily adaptable to advising relationships. By setting goals, developing strategies, monitoring progress, and sharing ownership, students and advisors develop a holistic approach to assessment that is mutually beneficial. Advisement portfolios contain a wide array of work and information, with each partfolio tailored to an individual student.
Predictors of Persistence and Success in an Engineering Program
Authors: Levin James , Wyckoff John H.
Published: July 2013

This study identifies student variables that predict persistence and success in an undergraduate engineering program. Three logistic models were developed that predicted the probability of persisting successfully. Significant predictors included both cognitive and noncognitive variables; students who did well in science and mathematics courses and who were genuinely interested in engineering were more likely to persist and succeed. Predictor variables were not constant over time but changed as students progressed through the first two years of study, with performance in prerequisite science and mathematics courses emerging as the best predictors. The authors briefly discuss academic advising implications.
Students Decided and Undecided About Career Choice: A Comparison of College Achievement and Student Involvement
Authors: Lewallen Willard Clark
Published: July 2013

The author examined a national sample of over 20,000 undecided and decided students on measures of college achievement and student involvement, investigating nine variables. Although small differences were found for three variables, this study generally supports other research findings that the two groups are more similar than different.
Perceived Importance of Role Models and Its Relationship With Minority Student Satisfaction and Academic Performance
Authors: Tan David L.
Published: July 2013

In his study of role modeling among Asian American and African American students at a predominantly White research university, the author found that although most minority students believed in the importance of a role model, many did not have one. Many also did not feel that their role models had to be from their own race. The author found no evidence that the presence or absence of a role model was related to academic performance.
Use of a Collective Narrative Process to Articulate Practice-Based Advising Competencies
Authors: Fiddler M. B. , Alicea Marisa
Published: July 2013

A set of advising competencies was developed by a collective examination of actual practices among faculty and staff who provide advising services to adult learners. A storytelling methodology provided the data from which skills, knowledge, attitudes, and values reflective of good advising practices were extracted and described. This methodology served as professional and organizational development and as a collective statement about values and valued behaviors of advising in a college oriented to adult learners.
How Advising and Retention of Students Improves Fiscal Stability
Authors: Glennen Robert E. , Farren Phillip J. , Vowell Faye N.
Published: July 2013

A consistent theme expressed in the literature today is the need for universities to become more efficient and businesslike in their approach to fiscal management. Fiscal accountability is being required of all institutions; therefore, institutions must reorganize, reengineer, and become more efficient to demonstrate accountability and fiscal responsibility. Upon fiscal review, student advising centers are often seen as non-central to the instructional mission of the university and, therefore, allocations are reduced. This article discusses one approach used at a regional comprehensive university to demonstrate how a student advising center can improve fiscal stability by increasing retention and graduation rates. thereby increasing appropriations when based on an enrollment-driven formula.
Enhancing Faculty Motivation to Advise Students: An Application of Expectancy Theory
Authors: Hancock Dawson R.
Published: July 2013

The need persists for a model that adequately addresses faculty motivations and concerns about involvement in student academic advisement. Recently, some researchers have suggested that a version of expectancy theory may be the necessary model. Expectancy theory states that people are purposeful beings who behave in accordance with their expectations and who believe that their efforts will result in outcomes they value. According to the theory, the amount of effort an individual will exert ultimately depends on three factors: a) expectancy—a person's estimation of the likelihood of successfully performing a particular behavior; b) instrumentality—a person's estimation of the likelihood that a particular behavior will result in certain outcomes; and c) valence—the positive or negative value that a person places on each of those outcomes. Attempts to identify the educational environments conducive to the use of expectancy theory to address faculty motivation in academic advisement are presented.
The Americans with Disabilities Act, Students With Disabilities, and the Role of the Academic Advisor
Authors: Jarrow Jane E.
Published: July 2013

The number of students with disabilities accessing higher education has risen dramatically in recent years. Academic advisors are concerned about the role they can or should play in working with students with disabilities. Advice and cautions for the academic advisor working with such students is presented. Included is specific discussion of the dangers of stereotyping people or professions, a reminder to view this population as students—with their disabilities secondary to student status, and a final caution against overprotection and paternalism.
Science Majors and Nonscience Majors Entering Medical School: Acceptance Rates and Academic Performance
Authors: Sorenson Norma E. , Jackson James R.
Published: July 2013

As undergraduate students, most applicants to medical schools have majored in a natural science area. This study compared rates of acceptance and medical school academic performance of science and nonscience majors applying to 13 classes of The University of Alabama School of Medicine. There was no significant difference in acceptance rates between the two types of majors. Upon matriculation, medical students with nonscience majors performed as well as those with science majors on most standard measures of medical school academic performance.
Using American College Testing Program Materials to Facilitate Career Exploration by Undecided Advisees
Authors: Childress Beverley B.
Published: July 2013

Assistance with choosing a career is one of the undecided student's greatest needs. Advisor responsibility includes provision of relevant information and guidance in its use. Discussion of how the advisor can use American College Testing (ACT) Program materials in conjunction with other resources, such as the Occupational Outlook Handbook, to assist advisees with career decisions is presented.
The O'Banion Model of Academic Advising: An Integrative Approach
Authors: Burton John , Wellington Kathy
Published: July 2013

The authors examine the O'Banion model of academic advising before presenting a variation of it that is both nonlinear and holistic. Applying O'Banion's five dimensions— a) exploration of life goals, b) exploration of vocational goals, c) program choice, d) course choice, and e) scheduling options—to two case studies, the authors demonstrate how an advisor and advisee may cover all aspects of the O'Banion model in a natural, fluid manner.
Advising Undecided Students: Lessons From Chaos Theory
Authors: Beck Amy
Published: July 2013

Chaos theory can be used as a metaphor for advising undecided students. Concepts from chaos theory viewed in this context include dependence on initial conditions, strange attractors, emergent behavior in complex systems, and fractals. Looking at advising in a new light often gives advisors new ways of responding to traditional problems. The lessons advisors can take from chaos theory may simply be “get back to the basics,” or they may open advisor and student minds to avenues for change.
Faculty as Part of the Advising Equation: An Inquiry into Faculty Viewpoints on Advising
Authors: Dillon Randy K. , Fisher Bradley J.
Published: July 2013

This study examines faculty advisor perspectives on faculty-student advising interactions. A survey questionnaire and two focus groups tapped faculty concerns about a variety of advising issues that faculty members feel contribute or detract from successful advising. Questions regarding the influence of the advising process, including the role of advisors and perceived student expectations, were also asked of advisors. Suggestions for improving the faculty-student advising relationship were also sought. Results suggest that advisors' knowledge of advising and preparation contribute to advising success. Advisors also reported a concern that the time and importance of good advising were not sufficiently recognized by upper-administrative personnel.
A Research-Based Approach to Working with Undecided Students: A Case Study Illustration
Authors: Steele George
Published: July 2013

Making connections between research and practice is a critical stage in the development of the professional life of an academic advisor. Too often, advisors view practice and research as separate entities. A training model for advisors working with undecided students is presented and includes case studies along with selected critical components of the research literature on undecided students. The training model is flexible and applicable to working with other special student populations.
The Effect of Standards Use on Academic Advisor Job Satisfaction
Authors: Donnelly Ned
Published: July 2013

The effect of national or local standards and guidelines on job satisfaction among professional and faculty academic advisors was studied using an on-line survey, focus group, and individual interviews. Findings support the proposition that the more connected advisors are to standards of practice, the greater their job satisfaction. Findings also indicate that student centeredness and availability of advising-related information resources were antecedents of job satisfaction among academic advisors.
Mission Impossible? Advising and Institutional Culture
Authors: Kuhtmann Marlene S.
Published: July 2013

The structure of undergraduate advising at private institutions that offer degrees beyond the baccalaureate level is considered. Shared advising models are found to be suitable for highly selective, extensive doctoral institutions with sizeable full-time undergraduate populations and relatively basic programmatic structures. Similar but more pro-grammatically complex institutions with larger full-time undergraduate populations might benefit more from the decentralized satellite model. Smaller, less selective, more residential, liberal arts institutions may find the decentralized faculty-only model most appropriate.
Beyond the Premedical Syndrome: Premedical Student Attitudes toward Liberal Education and Implications for Advising
Authors: Simmons Andrew
Published: July 2013

Premedical students have often been viewed as academically narrow and cynical about liberal education. To investigate the veracity of this generalization, I conducted a qualitative study of pre-medical students at a liberal arts institution. Contrary to negative stereotypes, the students in the study expressed a positive attitude toward liberal education and articulated a belief that their own liberal education will benefit them as physicians. However, they acknowledged that obtaining high grades is also an important educational goal. Implications for advisors and medical admissions committees are discussed along with implications for future research.
Strengths-Based Advising: A New Lens for Higher Education
Authors: Schreiner Laurie A. , “Chip”Anderson Edward
Published: July 2013

Strengths-based advising is proposed as a new lens for higher education, one that enables advisors to see diverse groups of students fulfill their potential and achieve excellence. Based on research from social work, positive psychology, and the business world, this approach enables advisors to identify and build on the inherent talents students bring with them into the college and university setting, teaching students to develop and apply their strengths to new and challenging learning tasks. This explicit focus on students' natural talents builds the confidence and motivation necessary for achievement and persistence in college. We contend that this approach to advising represents a much-needed paradigm shift within higher education.
Complex Partnerships: Self-authorship and Provocative Academic-Advising Practices
Authors: Pizzolato Jane E.
Published: July 2013

Self-authorship is an additional orientation to traditional college student, epistemological, development theories. Facilitation of self-authorship, via academic advising, may help students meet the desired outcomes outlined by the Council for the Advancement of Standards in Higher Education and integrate these abilities into their knowing and decision-making processes. Through investigation of 132 student narratives about advising and selection of academic majors, I examined advising practices that are consistent with Baxter Magolda's (2001) learning partnerships model for self-authorship development. Findings suggest that student decision-making and self-authoring abilities were enhanced by advising sessions that focused explicitly on goal reflection and associated volitional planning. Students benefited from advising in which nonacademic factors were addressed. Implications for practice are discussed.

Relative emphasis: * theory, research, practice
Informing, Apprising, Guiding, and Mentoring: Constructs Underlying Upperclassmen Expectations for Advising
Authors: Propp Kathleen M. , Rhodes Steven C.
Published: July 2013

We examined the mental constructs that guide students' expectations for advisor behavior. Through exploratory factor analysis, we identified four factors that underlie students' expectations. Interpretive analysis revealed underlying dimensions reflected by the factors of advisor role and enactment level. Specifically, the first dimension reflected that advisors may be expected to perform as academic and developmental advisor. The second dimension showed a refinement of factors such that each role could be enacted in a generalized or individualized manner. Based on the identified role and enactment level, four constructs were posited to guide students' expectations for advisors: informing, mentoring, guiding, and apprising. Findings suggest that students prefer that advisors display the informing, guiding, and apprising behaviors significantly more than mentoring behaviors.

Relative emphasis: * theory, research, practice
Microskills: Advisor Behaviors that Improve Communication with Advisees
Authors: Barnett Susan , Roach Scott , Smith Martha
Published: July 2013

In writing this article, we wanted to provide advisors practical means with which to optimize their relationships with advisees. First, we describe behavioral microskills that can be used by advisors to enhance advising sessions. Attending behaviors (eye contact, vocal cadence and tone, verbal tracking, body language) and listening skills (asking questions, observing, guiding discussion, reflecting feelings) are two core microskills that advisors can practice. Use of these microskills has been shown to improve session effectiveness and strengthen the advisee-advisor relationship. Second, we present the results of a small-scale experiment that suggests that even modest training in microskills can benefit advising sessions.

Relative emphasis: * practice, theory, research
Helping First-Year Students Make the Transition to College through Advisor-Researcher Collaboration
Authors: Smith Joshua S. , Dai David Yun , Szelest Bruce P.
Published: July 2013

Most information advisors receive about first-year advisees pertains to students' academic achievement and high school courses. To assist students effectively with the transition to college, advisors need additional information. We describe a collaborative process used to develop a prematriculation, academic motivation instrument that provides important information for academic advisors and the whole institution. The collaborators included academic advisors, institutional research personnel, and a faculty member from the School of Education, all working together to create the instrument, examine its psychometric properties, and make decisions about how to use the data. The instrument shows promise as predictor of academic success in the early college years and could potentially assist advisors in identifying first-year students at risk for academic difficulties.

Relative emphasis: * research, theory, practice
Institutional Vision and Academic Advising
Authors: Abelman Robert , Molina Anthony D.
Published: July 2013

Quality academic advising in higher education is the product of a multitude of elements not the least of which is institutional vision. By recognizing and embracing an institution's concept of its capabilities and the kinds of educated human beings it is attempting to cultivate, advisors gain an invaluable apparatus to guide the provision of effective educational planning to students. In a case study survey, we assessed whether and how institutional vision can be transformed into action as both vision-driven initiatives and more incidental activities reflective of an institution's vision statement.

Relative emphasis: theory, research, practice
A Model of First-Generation Latino/a College Students' Approach to Seeking Academic Information
Authors: Torres Vasti , Reiser Al , LePeau Lucy , Davis Laura , Ruder Jeffrey
Published: July 2013

Using grounded theory methodology, we examined the experiences of first-generation Latino/a college students. Themes emerged in students' interactions with and perceptions of peers, advisors, and faculty members. A model derived from the data was developed to describe the unique ways first-generation Latino/a students sought information relating to classes, transferring, financial aid, and careers. We conclude the article with six recommendations and a discussion of how advisors might work with the Latino/a student population.

Relative emphasis: research, practice, theory
Effects of Study Abroad Participation on Student Graduation Rates: A Study of Three Incoming Freshman Cohorts at the University of Minnesota, Twin Cities
Authors: Malmgren Jodi , Galvin James
Published: July 2013

Study abroad participation is increasing. National and institutional resources are being devoted to internationalization. Assessments stress the importance of learning outcomes among study abroad participants. The confluence of these influences led the University of Minnesota, Twin Cities, to gather data on graduation rates of study abroad participants and compare them to those of non-participants. We analyzed the data and the patterns that emerge among subsets of the students by college of enrollment and for students of color. The data suggest that study abroad participation may not harm graduation rates and that it is highly correlated with high graduation rates among under-prepared and at-risk undergraduates as well as students of color. We highlight the implications of the study for academic advisors.

Relative Emphasis: practice, research, theory
A Reliable Sounding Board: Parent Involvement in Students' Academic and Career Decision Making
Authors: Simmons Andrew N.
Published: July 2013

With concern over parental involvement in students' academic lives on the rise, research is needed to provide guidance for advisors and parents. In this article, student-parent interactions about academic and career decisions are examined. Data come from the Brown University Office of Institutional Research and semi-structured interviews with students at Brown University. In the interviews, students reported that they rely on their parents for general support and as a source of advice about academic and career decisions. These findings are consistent with institutional data and prior research. Analysis of the findings draws on attachment theory and on Baxter Magolda's self-authorship model of adult development. Implications for advising practice as well as suggestions for fostering constructive parent involvement are addressed.

Relative Emphasis: research, theory, practice
A National Survey of Academic-Advisor Job Satisfaction
Authors: Donnelly Ned
Published: July 2013

Presented analyses regarding academic-advisor job satisfaction are based on data from a survey administered to NACADA members in July 2005. Advisor job satisfaction in various environments and differences in satisfaction across personal demographics were studied. Academic advisors report high satisfaction overall as well as with student and supervision aspects of the job. Advisors are most satisfied with work variety, job benefits, and teamwork, and they are least satisfied with salary, recognition, and support for career opportunity. Environment variables most strongly related to job satisfaction were variety, empowerment, and teamwork. Advisors were least happy with the environment element of salary. Of the advisor variables, years of experience and advising style showed the strongest relationship with satisfaction.

Relative Emphasis: practice, research, theory
The Professionalization of Academic Advising: Where Are We in 2010?
Authors: Shaffer Leigh S. , Zalewski Jacqueline M. , Leveille John
Published: July 2013

In the last year, three respected leaders in academic advising, Wes Habley, Terry Kuhn, and Gary Padak, published articles suggesting that academic advising has not met the standards of scholarship to be considered a field of inquiry, an academic discipline, or a profession. In this article, we examine academic advising history from the perspective of the discipline of sociology, through which scholars systematically study the processes whereby activities are transformed from occupations into professions. Indeed, we agree that academic advising has not met the typical sociological standards that accompany societal recognition for a profession, and we suggest that strengthened advisor education and credentialing are the steps necessary to secure public recognition of academic advising as a profession.
Identifying Components of a Successful Faculty-Advisor Program
Authors: Wiseman Cynthia S. , Messitt Holly
Published: July 2013

While research models show that faculty advisors play an important role in academic advising, the data are limited regarding faculty conceptualization of their roles and responsibilities as advisors. In this study, we gather faculty perspectives about the components that have made the model effective in a large, urban, community college. Faculty members describe their strategies for developing student accountability, goal-setting abilities, and decision-making skills. They also discuss strategies for building student academic success and encouraging student self-regulation and self-determination. The described program has helped increase buy-in from faculty members undertaking advising via systematized delivery. The faculty feedback will help others design and implement advising programs proven to increase persistence and reduce attrition.
Advising Students to Value and Develop Emotional Labor Skills for the Workplace
Authors: Zalewski Jacqueline M. , Shaffer Leigh S.
Published: July 2013

Emotional labor, the sociological term for the vocational use and suppression of emotion, represents valuable human capital in most occupations in the new economy. However, Millennials often fail to recognize emotional labor as a transferable skill necessary for acquiring and succeeding in future careers. We explain the concept of emotional labor, describe the skills necessary to properly control and express vocationally appropriate emotions, explain the reasons that emotional labor is important in postindustrial labor markets, and make recommendations concerning the ways academic advisors can help Millennials to respect and deliberately practice emotional labor in advising, academic, and customer service work.
Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study
Authors: Erlich Richard J. , Russ-Eft Darlene F.
Published: July 2013

The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels.
THE ADVISOR UNDER STRESS—FIRED UP OR BURNED OUT?
Authors: Murray Gerald L.
Published: July 2013

Do you feel tired and worn out? Has your enthusiasm for your work diminished? Do you feel professionally stuck, unable to fulfill your professional expectations? Have you developed a cynical attitude toward your workplace and profession? Do you feel that you are spending more time thinking about vacations and retirement and less about helping students? If you have experienced (or are currently experiencing) these or similar symptoms, you may be suffering from “advisor burnout.” The literature is replete with accounts of teacher burnout, manager burnout, military wife burnout, preacher burnout, and so on. With excessive caseloads, lack of status, and poor pay, it is likely that more and more advisors will experience burnout, also. This paper examines possible causes and symptoms of advisor burnout and makes suggestions for its prevention.
PERSONAL PERSPECTIVES ON THE HISTORY OF ACADEMIC ADVISING
Authors: Wall Harvey W.
Published: July 2013

With Volume 7, Number 2, the JOURNAL presents the first in a series of interviews focusing on the development of academic advising in higher education. The first installment of an interview with Dr. Harvey Wall, who began his career in clinical psychology in the early 1950s, introduces the series. In March 1986, Dr. Wall retired from his position as director of the Division of Undergraduate Studies (DUS), an advising unit at Penn State University that enrolls freshmen and sophomores exploring a variety of majors and advanced students needing advising assistance with changes in their academic plans. Dr. Wall was the first director of DUS, which started in 1973 with 800 students. It now enrolls 4,000. In many ways Dr. Wall's professional experiences parallel the development of academic advising nationwide. For those new to advising, Dr. Wall's remembrances of things past, although personal and local, should provide powerful insights into the present status and procedures of advising, regardless of location or type of institution.
SOLVING THE PROBATION PUZZLE
Authors: Ramirex Genevieve M. , Evans Rebecca J.
Published: July 2013

As part of the campus concern with retention, California State University at Long Beach developed several intervention strategies to work with students on academic probation. The Student Affirmative Action Program designed their program components based on an identification of key factors contributing to academic difficulties. Findings suggest that students who participated in this mandatory, long-term, comprehensive program made far more significant and steady progress compared with control populations who utilized other services or who did not participate in any campus program.
STUDENT PRIORITIES FOR ACADEMIC ADVISING
Authors: Fielstein Lynda L.
Published: July 2013

Student priority ratings for personal developmental advising activities are compared with instructive prescriptive advising activities. Results indicate that students prefer prescriptive advising activities to developmental advising activities. However, review of the ratings for each advising activity reveals that students prefer a combination of these two advising roles, and it further suggests that there are limits to the degree f personal involvement desired. While student ratings do support the dual role of advising, i.e., offering academic guidance within an individualized/personal relationship, advisors who are attracted to the developmental model of advising are cautioned to consider carefully how much personal counseling a student may desire. Suggestions for further research are also offered to determine which students prefer which type of advising relationship at what point in their academic development.
A CARING ATTITUDE AND ACADEMIC ADVISING
Authors: Ford Jerry , Ford Sheila Stoma
Published: July 2013

The authors present an extensive summary of the literature to support their view of these inseparable partners in higher education.
ADVISING ADULTS FROM THE COMMUTER PERSPECTIVE
Authors: Sloan DeVillo , Wilmes Martha Baer
Published: July 2013

This article redefines adult learners as part of the broader commuter student population and identifies four areas of concern common to students who commute: mobility, integrating support systems, multiple life roles, and involvement in campus life. Implications of these con-in the advising setting are discussed, and four roles for advisors working with adult learners are proposed: (1) dealing with issues of transition, (2) translating the institution to the student, (3) assisting the student in forming campus connections, and (4) advocating on behalf of the student. Three case studies based on interviews with adult students are provided which illustrate practical applications of concepts developed in the article.
Extracorporeal human bone-like tissue generation
Authors: Rosenberg N. , Rosenberg O.
Published: July 2013

Objectives

The need for bone tissue supplementation exists in a wide range of clinical conditions involving surgical reconstruction in limbs, the spine and skull. The bone supplementation materials currently used include autografts, allografts and inorganic matrix components; but these pose potentially serious side-effects. In particular the availability of the autografts is usually limited and their harvesting causes surgical morbidity. Therefore for the purpose of supplementation of autologous bone graft, we have developed a method for autologous extracorporeal bone generation.

Methods

Human osteoblast-like cells were seeded on porous granules of tricalcium phosphate and incubated in osteogenic media while exposed to mechanical stimulation by vibration in the infrasonic range of frequencies. The generated tissue was examined microscopically following haematoxylin eosin, trichrome and immunohistochemical staining.

Results

Following 14 days of incubation the generated tissue showed histological characteristics of bone-like material due to the characteristic eosinophilic staining, a positive staining for collagen trichrome and a positive specific staining for osteocalcin and collagen 1. Macroscopically, this tissue appeared in aggregates of between 0.5 cm and 2 cm.

Conclusions

We present evidence that the interaction of the cellular, inorganic and mechanical components in vitro can rapidly generate three-dimensional bone-like tissue that might be used as an autologous bone graft.
Proton magnetic resonance spectroscopy of the thalamus in patients with osteoarthritis of the hip
Authors: Shigemura T. , Kishida S. , Eguchi Y. , Ohtori S. , Nakamura J. , Kojima M. , Masuda Y. , Takahashi K.
Published: July 2013

Objectives

The purpose of this study was to assess N-acetyl aspartate changes in the thalamus in patients with osteoarthritis of the hip using proton magnetic resonance spectroscopy.

Methods

Nine patients with osteoarthritis of the hip (symptomatic group, nine women; mean age 61.4 years (48 to 78)) and nine healthy volunteers (control group, six men, three women; mean age 30.0 years (26 to 38)) underwent proton magnetic resonance spectroscopy to assess the changes of N-acetyl aspartate in the thalamus.

Results

The ratio of N-acetyl aspartate to creatine plus phosphocreatine in the thalamus contralateral to the symptomatic hip in patients with osteoarthritis of the hip was significantly lower than the ratio of N-acetyl aspartate to creatine plus phosphocreatine in the thalamus in the control group (1.611 (1.194 to 1.882) vs 1.355 (1.043 to 1.502), p < 0.001). And, a strong negative correlation was detected between the ratio of N-acetyl aspartate to creatine plus phosphocreatine in the thalamus contralateral to the symptomatic hip in patients with osteoarthritis of the hip and pain duration (r = -0.83, p = 0.018).

Conclusions

We evaluated the ratio of N-acetyl aspartate to creatine plus phosphocreatine in the thalamus of patients with osteoarthritis of the hip by using proton magnetic resonance spectroscopy. We concluded that the ratio of N-acetyl aspartate to creatine plus phosphocreatine in the thalamus contralateral to the symptomatic hip in patients with osteoarthritis of the hip were significantly lower than those in the thalamus of the control group, and that pain duration was strongly related to the decrease of the ratio of N-acetyl aspartate to creatine plus phosphocreatine.
The development of a novel model of direct fracture healing in the rat
Authors: Savaridas T. , Wallace R. J. , Muir A. Y. , Salter D. M. , Simpson A. H. R. W.
Published: July 2013

Objectives

Small animal models of fracture repair primarily investigate indirect fracture healing via external callus formation. We present the first described rat model of direct fracture healing.

Methods

A rat tibial osteotomy was created and fixed with compression plating similar to that used in patients. The procedure was evaluated in 15 cadaver rats and then in vivo in ten Sprague-Dawley rats. Controls had osteotomies stabilised with a uniaxial external fixator that used the same surgical approach and relied on the same number and diameter of screw holes in bone.

Results

Fracture healing occurred without evidence of external callus on plain radiographs. At six weeks after fracture fixation, the mean stress at failure in a four-point bending test was 24.65 N/mm2 (sd 6.15). Histology revealed ‘cutting-cones’ traversing the fracture site. In controls where a uniaxial external fixator was used, bone healing occurred via external callus formation.

Conclusions

A simple, reproducible model of direct fracture healing in rat tibia that mimics clinical practice has been developed for use in future studies of direct fracture healing.
Distal tibiofibular radiological overlap
Authors: Sowman B. , Radic R. , Kuster M. , Yates P. , Breidiel B. , Karamfilef S.
Published: July 2013

Objectives

Overlap between the distal tibia and fibula has always been quoted to be positive. If the value is not positive then an injury to the syndesmosis is thought to exist. Our null hypothesis is that it is a normal variant in the adult population.

Methods

We looked at axial CT scans of the ankle in 325 patients for the presence of overlap between the distal tibia and fibula. Where we thought this was possible we reconstructed the images to represent a plain film radiograph which we were able to rotate and view in multiple planes to confirm the assessment.

Results

The scans were taken for reasons other than pathology of the ankle. We found there was no overlap in four patients. These patients were then questioned about previous injury, trauma, surgery or pain, in order to exclude underlying pathology.

Conclusion

We concluded that no overlap between the tibia and fibula may exist in the population, albeit in a very small proportion.
Assisted closure of fasciotomy wounds
Authors: Fowler J. R. , Kleiner M. T. , Das R. , Gaughan J. P. , Rehman S.
Published: July 2013

Introduction

Negative pressure wound therapy (NPWT) and vessel loop assisted closure are two common methods used to assist with the closure of fasciotomy wounds. This retrospective review compares these two methods using a primary outcome measurement of skin graft requirement.

Methods

A retrospective search was performed to identify patients who underwent fasciotomy at our institution. Patient demographics, location of the fasciotomy, type of assisted closure, injury characteristics, need for skin graft, length of stay and evidence of infection within 90 days were recorded.

Results

A total of 56 patients met the inclusion criteria. Of these, 49 underwent vessel loop closure and seven underwent NPWT assisted closure. Patients who underwent NPWT assisted closure were at higher risk for requiring skin grafting than patients who underwent vessel loop closure, with an odds ratio of 5.9 (95% confidence interval 1.11 to 31.24). There was no difference in the rate of infection or length of stay between the two groups. Demographic factors such as age, gender, fracture mechanism, location of fasciotomy and presence of open fracture were not predictive of the need for skin grafting.

Conclusion

This retrospective descriptive case series demonstrates an increased risk of skin grafting in patients who underwent fasciotomy and were treated with NPWT assisted wound closure. In our series, vessel loop closure was protective against the need for skin grafting. Due to the small sample size in the NPWT group, caution should be taken when generalising these results. Further research is needed to determine if NPWT assisted closure of fasciotomy wounds truly leads to an increased requirement for skin grafting, or if the vascular injury is the main risk factor.