bluuebunny/crossref_metadata_2025 huggingface dataset:
Detecting, quantifying and adjusting for publication bias in meta-analyses: protocol of a systematic review on methods
Authors: Mueller Katharina Felicitas , Meerpohl Joerg J , Briel Matthias , Antes Gerd , Elm Erik von , Lang Britta , Gloy Viktoria , Motschall Edith , Schwarzer Guido , Bassler Dirk
Published: July 2013

Background

Health professionals and policymakers aspire to make healthcare decisions based on the entire relevant research evidence. This, however, can rarely be achieved because a considerable amount of research findings are not published, especially in case of ‘negative’ results - a phenomenon widely recognized as publication bias. Different methods of detecting, quantifying and adjusting for publication bias in meta-analyses have been described in the literature, such as graphical approaches and formal statistical tests to detect publication bias, and statistical approaches to modify effect sizes to adjust a pooled estimate when the presence of publication bias is suspected. An up-to-date systematic review of the existing methods is lacking.

Methods/design

The objectives of this systematic review are as follows:

• To systematically review methodological articles which focus on non-publication of studies and to describe methods of detecting and/or quantifying and/or adjusting for publication bias in meta-analyses.

• To appraise strengths and weaknesses of methods, the resources they require, and the conditions under which the method could be used, based on findings of included studies.

We will systematically search Web of Science, Medline, and the Cochrane Library for methodological articles that describe at least one method of detecting and/or quantifying and/or adjusting for publication bias in meta-analyses. A dedicated data extraction form is developed and pilot-tested. Working in teams of two, we will independently extract relevant information from each eligible article. As this will be a qualitative systematic review, data reporting will involve a descriptive summary.

Discussion

Results are expected to be publicly available in mid 2013. This systematic review together with the results of other systematic reviews of the OPEN project (To Overcome Failure to Publish Negative Findings) will serve as a basis for the development of future policies and guidelines regarding the assessment and handling of publication bias in meta-analyses.
Biliary obstruction results in PD-1-dependent liver T cell dysfunction and acute inflammation mediated by Th17 cells and neutrophils
Authors: Licata Lauren A , Nguyen Cang T , Burga Rachel A , Falanga Vincent , Espat N Joseph , Ayala Alfred , Thorn Mitchell , Junghans Richard P , Katz Steven C
Published: July 2013

Biliary obstruction is a common clinical problem that is associated with intrahepatic inflammation and impaired immunity. PD-1 is well known to mediate T cell dysfunction but has been reported to promote and attenuate acute inflammation in various injury models. With the use of a well-established murine model of BDL, we studied the effects of intrahepatic PD-1 expression on LTC function, inflammation, and cholestasis. Following BDL, PD-1 expression increased significantly among LTCs. Increased PD-1 expression following BDL was associated with decreased LTC proliferation and less IFN-γ production. Elimination of PD-1 expression resulted in significantly improved proliferative capacity among LTC following BDL, in addition to a more immunostimulatory cytokine profile. Not only was LTC function rescued in PD-1−/− mice, but also, the degrees of biliary cell injury, cholestasis, and inflammation were diminished significantly compared with WT animals following BDL. PD-1-mediated acute inflammation following BDL was associated with expansions of intrahepatic neutrophil and Th17 cell populations, with the latter dependent on IL-6. PD-1 blockade represents an attractive strategy for reversing intrahepatic immunosuppression while limiting inflammatory liver damage.
Low-frequency layer-induced anisotropy
Authors: Stovas A. , Roganov Y. , Duffaut K. , Carter A. J.
Published: July 2013

It is often useful to compare velocities estimated from seismic experiments with those measured by well logs at much smaller scales and higher frequencies. In the presence of fine layering, seismic velocities and anisotropy are scale- and frequency-dependent and upscaling of well logs is necessary to allow comparison. When upscaling well-log data measured at sonic frequencies, we assumed a layered medium with layer thickness given by logging step. Standard upscaling gives the exact solution for effective properties of a layered medium assuming that all constituents of the medium are linearly elastic and there are no anelastic energy losses. This method is static, meaning that the solution is obtained in the zero frequency limit. We expand upscaling to low frequencies and propose to use a seismic wavelet estimate for weighted averaging of effective properties. By expanding the logarithm of the propagator matrix computed from the stack of horizontal transversely isotropic layers with a vertical symmetry axis (VTI) in series with frequency and keeping the first three terms in this series, we obtain the low-frequency extension of Backus upscaling. The effective medium properties computed for individual nonzero frequencies correspond to a nonphysical medium with a vertical symmetry axis. To preserve the VTI symmetry, the effective slowness surface obtained for each individual frequency is approximated by a VTI medium by fitting the coefficients of the Taylor series derived from corresponding eigenvalues of the effective system matrix and similar series obtained for the vertical slownesses of different wave modes. The frequency-dependent anisotropy parameters are obtained from Taylor series coefficients for individual wave modes. Afterwards, these coefficients are averaged with frequencies weighted by the spectrum of a seismic wavelet extracted at the corresponding depth interval. The proposed averaging technique is data-driven and takes into account the low-frequency behavior of seismic waves with near-vertical propagation.
Sex Differences in Metabolic and Adipose Tissue Responses to Juvenile-Onset Obesity in Sheep
Authors: Bloor Ian D. , Sébert Sylvain P. , Saroha Vivek , Gardner David S. , Keisler Duane H. , Budge Helen , Symonds Michael E. , Mahajan Ravi P.
Published: July 2013

Sex is a major factor determining adipose tissue distribution and the subsequent adverse effects of obesity-related disease including type 2 diabetes. The role of gender on juvenile obesity and the accompanying metabolic and inflammatory responses is not well established. Using an ovine model of juvenile onset obesity induced by reduced physical activity, we examined the effect of gender on metabolic, circulatory, and related inflammatory and energy-sensing profiles of the major adipose tissue depots. Despite a similar increase in fat mass with obesity between genders, males demonstrated a higher storage capacity of lipids within perirenal-abdominal adipocytes and exhibited raised insulin. In contrast, obese females became hypercortisolemic, a response that was positively correlated with central fat mass. Analysis of gene expression in perirenal-abdominal adipose tissue demonstrated the stimulation of inflammatory markers in males, but not females, with obesity. Obese females displayed increased expression of genes involved in the glucocorticoid axis and energy sensing in perirenal-abdominal, but not omental, adipose tissue, indicating a depot-specific mechanism that may be protective from the adverse effects of metabolic dysfunction and inflammation. In conclusion, young males are at a greater risk than females to the onset of comorbidities associated with juvenile-onset obesity. These sex-specific differences in cortisol and adipose tissue could explain the earlier onset of the metabolic-related diseases in males compared with females after obesity.
Gpr177 regulates pulmonary vasculature development
Authors: Jiang Ming , Ku Wei-yao , Fu Jiang , Offermanns Stefan , Hsu Wei , Que Jianwen
Published: July 2013

Establishment of the functional pulmonary vasculature requires intimate interaction between the epithelium and mesenchyme. Previous genetic studies have led to inconsistent conclusions about the contribution of epithelial Wnts to pulmonary vasculature development. This discrepancy is possibly due to the functional redundancy among different Wnts. Here, we use Shh-Cre to conditionally delete Gpr177 (the mouse ortholog of Drosophila Wntless, Wls), a chaperon protein important for the sorting and secretion of Wnt proteins. Deletion of epithelial Gpr177 reduces Wnt signaling activity in both the epithelium and mesenchyme, resulting in severe hemorrhage and abnormal vasculature, accompanied by branching defects and abnormal epithelial differentiation. We then used multiple mouse models to demonstrate that Wnt/β-catenin signaling is not only required for the proliferation and differentiation of mesenchyme, but also is important for the maintenance of smooth muscle cells through the regulation of the transcription factor Kruppel-like factor 2 (Klf2). Together, our studies define a novel mechanism by which epithelial Wnts regulate the normal development and maintenance of pulmonary vasculature. These findings provide insight into the pathobiology of congenital lung diseases, such as alveolar capillary dysplasia (ACD), that have abnormal alveolar development and dysmorphic pulmonary vasculature.
Validation of an Offshore Wind Atlas Using the Satellite Data Available at the Coastal Regions of Portugal
Authors: Marujo R. , Costa P. , Fernandes M. , Sim∼es T. , Estanqueiro A.
Published: July 2013

In this study a validation methodology for regional mesoscale model simulations when ingested with surface wind data inferred from satellite sources around Continental Portugal is evaluated. Observational wind data from a “quasi” offshore anemometric mast located in the Berlenga Island – near Peniche region – was used for the validation study. Satellite sources of wind data under assessment are the ones being used in the EC funded FP7 NORSEWInD project, such as the QuikSCAT and SAR. The validation study evolves 10 years of full wind data, starting in January 2000 to December 2009. The evaluation was performed in two different spatial validation approaches. Results from this study indicate that the wind satellite data has good quality to be assimilated on high resolution mesoscale model simulations particularly the ones concerned with long term behavior of the wind field near the coastal areas.
The Role of Free-Stream Turbulence on Flow Evolution in the Wake of a VAWT Blade
Authors: Ahmadi-Baloutaki M. , Ting D.S-K. , Carriveau R.
Published: July 2013

Turbulence evolution in the near wake of a VAWT blade at a constant Reynolds number of 80,000 and an angle of attack of 14 degrees has been studied experimentally under two different levels of free-stream turbulence, 0.5 and 4.6%. Mean velocity, turbulence intensity, turbulence rms velocity and turbulence strain rate profiles have been examined at several streamwise locations in the wake using hot-wire anemometry. External free-stream turbulence has been shown to notably affect the aerodynamic performance of the blade as well as turbulence characteristics of the wake flow. Aerodynamic performance of the blade has been improved under higher free-stream turbulence in the stall region, shown by increase in the lift-to-drag ratio. Free-stream turbulence also decreases the mean velocity deficit and turbulence intensity consistently in the entire wake region, while its effect on the turbulence rms velocity and turbulence strain rate is not monotonic. Substantial asymmetry has been observed in wake profiles for both Tu = 0.5 and 4.6% cases at very near wake regions. The asymmetry decreased going downstream, becoming essentially symmetric past 1.5 chord lengths downstream of the blade trailing edge. At very near wake regions, significant flow characteristic changes occurred between the wake center, wake lower, and upper parts, these changes became more subtle moving downstream.
Influence of the isotonic agents on physical properties of concentrated parenteral emulsions
Authors: Dwornicka Dorota , Zuń Maria , Wojciechowska Katarzyna , Wośko Sylwia , Poleszak Ewa
Published: July 2013

Four concentrated emulsions were made of soybean oil, human albumin and lecithin, hiperisotonised with: glucose, natrium chloride, Ringer salt or glyceride. The studies of physical properties were carried out directly after homogenization. Additionally an analysis of droplet diameter size of the internal phase was conducted after half-a-year storage at 4-5 °C. The results show the smallest increase of droplet size in the presence of glucose. All o/w emulsions have pseudoplastic flow and their fluidity can be described by the general equation:

ф = K DrN,

where: K – speed fluidization, Dr – shear stress, N – power exponent. The size of thixotropy, evaluated on the basis of the value of liquefaction coefficient (F), is biggest also in the case of emulsion with glucose. Thus it can be concluded that among four proposed isotonic agents, glucose appears to be the best.
Neurological complications of temporal arteritis – a case report
Authors: Kowalik-Gałuszka Agnieszka , Iłżecka Joanna
Published: July 2013

The pathophysiology of giant cell arteritis (temporal arteritis) is not fully understood. The disease frequently presents itself with nonspecific complaints like headache, low-grade fever of the unknown origin. The most severe complications of giant cell arteritis include blindness and cerebrovascular incidents. The diagnosis is based on the occurrence of certain factors including age above 50 years and positive results of a temporal artery biopsy. The administration of corticosteroids remains the only proven way of treatment for giant cell arteritis so far. This report presents a case of a patient with temporal arteritis who presented such neurological complications as loss of vision and brain ischemia. A 74 year-old female was admitted to the hospital in Sanok complaining about weakness lasting for about two weeks. She also reported low-grade fever, headache, tenderness, and inflammation along the course of the temporal arteries and bilateral blurred vision (stronger in the right eye). She also complained about jaw and tongue claudication and taste loss. Based on the literature, if giant cell arteritis is suspected, the treatment with glucocorticoids should be initiated promptly to prevent neurological complications.
Improving the Effectiveness of Advisory Services Through Performance Appraisal
Authors: Cavender Dorothy H.
Published: July 2013

In an attempt to increase the quality and effectiveness of academic advising, a task force at Auburn University examined the duties and responsibilities of academic advisors. From this job analysis, the author suggests a behavioral/results-oriented appraisal system that can be used to assess the performance of advisors.
Evaluation of a Pilot Program of Faculty Advising at an Urban Commuter University
Authors: Stokes Joseph P.
Published: July 2013

To evaluate a pilot program of faculty advising at a large, public, urban, commuter university, 448 pairs of entering students, both freshmen and transfer students, were matched on various demographic and academic variables. One student from each pair was assigned to a faculty advisor. Outcome variables included satisfaction with the university, perception of faculty, grade point average, and retention through the first year. The research design was compromised because of a low rate of participation by students assigned to an advisor. Results suggest that students who felt comfortable and respected during the advising session left with more favorable attitudes toward the university and the faculty.
Academic Dismissal, Readmission Conditions, and Retention: A Study of Social Science Majors
Authors: Kinloch Graham C. , Frost Geraldine A. , MacKay Charles
Published: July 2013

This project attempts to assess the relative effectiveness of readmission conditions among approximately 500 social science majors at a large state university, supplemented by an analysis of the retention status of almost 7,800 social science students at the same institution. Whites, African-Americans, Hispanics, males, juniors, transfer students, those in their mid-20s, those with interdisciplinary and limited-access majors, and those with low high school grade point averages (GPAs) appear to be most at risk. However, academic success among those who are readmitted is significantly associated only with gender, quality point deficit, and readmission conditions.
Ethics in Academic Advising
Authors: Lowenstein Marc , Grites Thomas J.
Published: July 2013

Academic advisors confront many ethical problems and benefit from being able to draw on a system of ethical principles. Such principles, to be credible, should be philosophically defensible and not merely reflective of individual tastes. This article proposes such a set of principles, shows how they can be used to cope with ethical dilemmas, and explains why such dilemmas cannot be prevented. These principles are intended to be useful in training academic advisors but are not intended to create a code of ethics for advising.
Identifying and Referring Troubled Students: A Primer for Academic Advisors
Authors: Allen Deborah R. , Trimble Ralph W.
Published: July 2013

Although few academic advisors have had extensive training in counseling, we can nonetheless function as an early warning system to mobilize institutional resources on behalf of troubled students. For many advisors, knowing when a referral is appropriate, knowing what protocols to follow, and knowing whom to refer students to can present a daunting array of obstacles. The authors provide a systematic, commonsense overview of basic information for advisors to use in approaching these matters.
Male Sexual Violence and Higher Education
Authors: Denny Todd
Published: July 2013

The author discusses ways to reduce sexual violence on campus in light of his experiences offering workshops to student groups, focusing on techniques to inhibit men's motivation to be sexually aggressive, and urges academic advisors to position themselves in the vanguard of those addressing this problem.
The University College: A NACADA Research Grant Report
Authors: Strommer Diane W.
Published: July 2013

The author summarizes the results of a survey of 68 institutions with a university college or undergraduate division and 68 institutions without, highlighting (a) the major responsibilities of these entry units, (b) changes that have occurred in them since a 1985 survey, and (c) the advantages of such units to students and institutions.
Computerized Grade Calculations for Academic Advisors
Authors: Tukey David. D.
Published: July 2013

Advisees often want to know what their grade averages will be if they earn certain grades this term or what grades they need to reach a desired average. Computerized grade calculations can be used to answer these questions easily and accurately. Spreadsheet and HyperCard versions of grade calculation programs are described.
Academic Advising as a Multisystem, Collaborative Enterprise
Authors: Tukey David D.
Published: July 2013

An institution's system of academic advising is characterized not only by formal organizational structures and delegated responsibilities, but also by a diverse set of dynamic influences. These influences comprise different systems operating at the various levels of a) the individual student, b) the advisor, c) the advising center or department, and d) the institution. A systems approach—both stressing functional relationships among persons and units, and examining transactions and processes—provides a useful foundation for understanding, assessing, and improving academic advising. Implications of this approach are described.
MAPP (Monitoring Academic Progress Policy): Providing Advising Direction Through The Use of a Degree Auditing System
Authors: Severy Lawrence J. , Slinger Peter J.
Published: July 2013

A comprehensive policy for monitoring students' progress into appropriate majors, the Monitoring Academic Progress Policy (MAPP) charts students using a combination of degree auditing and academic policies. Results of the last three years of this program are discussed. In addition, recommendations are made for those institutions considering implementing similar systems.
Using Quality Function Deployment to Improve Academic Advising Processes
Authors: Barrows Richard , Murray Bruce
Published: July 2013

Quality Function Deployment (QFD), a set of concepts and tools often used in manufacturing engineering to link consumer needs with product design, can be used to improve academic advising systems and processes. QFD promotes a structured and logical examination of students' advising needs and a rigorous examination of the relationship of these needs to the design of advising systems, processes, methods, and tools. Because its conceptual base is radically different from the disciplines underpinning advising theory, QFD can offer advising leadership useful insights and avenues for advising improvement.
The Forum: Intrusive Group Advising for the Probationary Student
Authors: Austin Mary , Cherney Elaine , Crowner Jane , Hill Alice
Published: July 2013

“The Forum” is a group advising effort initiated to provide a more intrusive advising format for freshmen and sophomores who were on probation and reluctant to meet with their advisors. The Forum helped probationary students better understand the skills needed to maintain academic excellence. The results of the group activity suggest that it has been a significant retention tool.
The NACADA Journal 1981–1997: Fulfilling Its Purpose?
Authors: Gordon Virginia N. , Grites Thomas J.
Published: July 2013

This article traces the history and content of the NACADA Journal through an analysis of its 33 published issues. Over the past 18 years of its existence, the Journal has been the purveyor of important information about many topics relevant to the field of academic advising. An extensive analysis of the Journal's content, such as number and length of articles, type of author (s), methodologies, and references cited by authors is provided. Prominent advising themes and trends during two decades are revealed through this study of the Journal.
Maximizing Human Capital by Developing Multicultural Competence
Authors: Shaffer Leigh S.
Published: July 2013

Multicultural competence, defined as an understanding of international business and social relations plus the attitudes, skills, and special knowledge necessary to apply it, is identified as an emerging component of human capital in the global economy. This article documents the growing demand for multicultural competence, describes the course content and advisor activities that have been recommended to develop this capacity, and comments on the limits and inherent dangers of providing multicultural exposure to everyone. The article also identifies new roles, such as that of a “culture broker,” which characterize the global economy. Academic advisors are urged to help students maximize their human capital by adding multicultural competence skills as part of their formal education.
The Medical School Admission Interview: Perspectives on Preparation
Authors: Elam Carol L. , Burke Mary M. , Wiggs John S. , Speck Dexter F.
Published: July 2013

The admission interview is the primary means that medical schools use to determine whether applicants possess the personal characteristics suitable for medical practice. In preparation for the interview, prospective students should be able to explain why they chose medicine as a profession and relate experiences that helped them confirm their interests. They should be aware of the economic and ethical atmosphere in which medicine is practiced and should recognize challenges that this environment presents to the profession. Applicants should display good communication skills in their interactions with the interviewers and convey interest in, familiarity with, and enthusiasm about the school where they are interviewing.
Meeting Upper-Level Students' Advising Needs: A Departmental Study of Student and Faculty Opinion
Authors: Smerglia Virginia L. , Bouchet Nicole M.
Published: July 2013

Research shows divergent student and faculty expectations of academic advising. However, few studies directly compare the two groups' opinions. Student majors and faculty members in the Sociology Department of The University of Akron were asked to rate academic advisors' level of responsibility for 42 advising tasks. MANOVA of student and faculty opinions showed that the groups differed significantly on two of four identified dimensions: advising students on campus resources and planning for the future. Suggestions for offering students a broader range of help and assisting nonadvising faculty members with advising awareness are included.
Taking Retention Seriously: Rethinking the First Year of College
Authors: Tinto Vincent
Published: July 2013

Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.
How Undergraduate Students Identify and Utilize Informal Mentors
Authors: McCarthy Margaret Cain , Mangione Terri L.
Published: July 2013

After receiving a broad definition of mentoring, students were asked to indicate whether they had mentors and the types of assistance the mentor provided. In the absence of a formal mentoring program and with a decentralized and loosely structured academic advising program, one half of the undergraduate business majors sampled identified faculty members, administrators, parents, friends, relatives, and members of the business community as mentors. We examined the role and identity of informal mentors from an undergraduate perspective and explored the composition and needs of the unmentored student population as well. Implications for practice are discussed.
Professional Development in an Uncertain Profession: Finding a Place for Academic and Career Advisors
Authors: Huggett Kathryn Dey
Published: July 2013

Professional development for academic and career advisors has not attracted much attention in the advising literature and is more often embedded in discussions of the assessment of advising or professional development for student affairs practitioners. The result of this omission from professional discourse has contributed to uncertainty about advising as a profession and minimized the apparent need for professional development. In this article, the author examines the relationship between advising and professional work and details the need for professional development for academic and career advisors in higher education. Barriers to professional development are considered and a model for change is introduced.
Effect of Low and High Advisor Involvement on the Academic Performances of Probation Students
Authors: Kirk-Kuwaye Michael , Nishida Dawn
Published: July 2013

While advisors can find support in theory and practice for assisting students who are performing poorly in academics, the optimal involvement level for improving academic performance is undetermined. We conducted three experimental trials to compare low- and high-involvement of advisors assisting probation students. The involvement levels for the low-involvement groups were identical, while involvement varied among those groups receiving the high-involvement treatment. We found a significant difference in academic performance only between the group that experienced the greatest advisor involvement and the simultaneously assessed low-involvement group. The results suggest that full institutional intervention is needed to effectively help probation students.
Peer Advising: Evaluating Effectiveness
Authors: Diambra Joel F. , Cole-Zakrzewski Kylie G.
Published: July 2013

Peer advising is a unique model for delivering advising services. The authors describe one such program at The University of Tennessee. A review of peer advising efforts and evaluation from the perspective of peer advisors and faculty members is included. Evidence suggests that peer advisors benefit the faculty and the Human Services Program. In addition, peer advisors perceive benefits from the experience.
First-Year Student Perceptions of Academic Advisement: A Qualitative Study and Reality Check
Authors: Smith Joshua S.
Published: July 2013

Researchers on student preferences for academic advising style suggest that students prefer developmental advising but experience prescriptive advising. However, data regarding first-year students are absent from these studies, thus limiting the conclusions. Therefore, I describe first-year students and their expectations and experiences with academic advisement. Students in the study preferred prescriptive advising and described their advising experience as primarily prescriptive. Further examination of first-year students' advising preferences and consideration of effective advising as a developmental process, rather than a static philosophy of either developmental or prescriptive advising, is indicated.
Advising in Undergraduate Honors Programs: A Learner-Centered Approach
Authors: Huggett Kathryn Dey
Published: July 2013

Findings from a study of undergraduate honors education introduce a new perspective into the debate over approaches to academic advising. Learner-centered advising emerged as a key attribute of high-quality honors programs. The learner-centered approach is consistent with a range of advising approaches and styles because through it advisors retain emphasis on student-learning experiences and development. Insights on existing advising perspectives and recommendations for advising honors students are discussed. Advisors and administrators are encouraged to examine both practice and underlying philosophy while conducting further research to develop advising theory that will inform effective practice.
How Involvement in African American Student Organizations Supports and Hinders Academic Achievement
Authors: Guiffrida Douglas A.
Published: July 2013

The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions for modifying Astin's (1984) theory of student involvement when applying it to African Americans at PWIs.
Doctoral Students' Perceptions of Advising Style and Development and the Relationship between Them
Authors: Lan William , Williams Amanda
Published: July 2013

Four advising styles, authoritative, authoritarian, permissive, and uninvolved, were identified according to doctoral students' perceptions of demandingness and responsiveness of their advisors. Doctoral students who perceive working with authoritative advisors reported the highest levels of perceived development in cognition, motivation, professional skills, satisfaction, and professional production.
Connecting Students with Hidden Disabilities to Resources
Authors: Rehfuss Mark C. , Quillin Amy B.
Published: July 2013

The number of students with learning or psychiatric disabilities entering college continues to increase. When advisors are unaware of a student's disability, they are unable to provide direction and appropriate referrals, leaving the student uninformed of the assistance available to him or her. As a result, the educational process may be compromised, jeopardizing the student's likelihood of success. To maximize student academic success, the academic advisor should be aware of the law and key legal phrases surrounding students with hidden disabilities. Concrete examples of referrals made to students and several case studies are offered for training and further reflection.
Charting the Verbiage of Institutional Vision: Implications for Academic Advising
Authors: Abelman Robert , Dalessandro Amy , Janstova Patricie , Snyder-Suhy Sharon , Pettey Gary
Published: July 2013

Whether and to what extent a college or university vision is embraced, transformed into action, and dispersed to the campus community by academic advisors is largely dependent on the rhetoric of the vision statement. Through a content analysis of a nation-wide sample of vision and mission statements from NACADA-membership institutions, we isolated key linguistic components that constitute a well-conceived, effective, and easily diffused institutional vision. The prevalence of these components and the types of academic institutions most likely to possess them are discussed. Ways in which this information can be used by advising supervisors to evaluate their own institution's vision and the vision of their advising operation are presented.

Relative Emphasis: theory, research, practice
The Advisor as Servant: The Theoretical and Philosophical Relevance of Servant Leadership to Academic Advising
Authors: McClellan Jeffrey L.
Published: July 2013

In 1979, Robert Greenleaf published Teacher as Servant. This novel actively portrays Greenleaf's concept of servant leadership by describing the extracurricular work of a university professor. Consequently, some scholars have demonstrated the relevance of servant leadership to classroom instruction (Powers & Moore, 2005). However, it was not as an instructor, but as an advisor that the fictional Mr. Billings engaged in servant leadership and deeply transformed his students' lives. By explaining the philosophy and practice of servant leadership, I demonstrate how it can contribute to the theory and practice of academic advising. The characteristics of servant leadership are discussed as a theoretical-philosophical construct relevant to academic advisement.

Relative Emphasis: theory, practice, research
The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students
Authors: Wrench Jason S. , Punyanunt-Carter Narissra M.
Published: July 2013

The current study is the fourth in a series on various components of advisor-advisee communication. In the latest study, the influence of a variety of communication variables on the graduate advisor–advisee interpersonal relationship is examined. Graduate students' perceptions of their graduate advisors' use of humor as it relates to other communication variables (nonverbal immediacy, social support, mentoring, and relationship satisfaction) were investigated. Results revealed a positive, statistically significant relationship between an advisee's perception of his or her advisor's use of humor and that advisee's perception of the advisor's nonverbal immediacy, social support, and mentoring as well as the relationship satisfaction reported by the advisee.

Relative Emphasis: theory, research, practice
Important Events in the Development of Academic Advising in the United States
Authors: Cook Sandra
Published: July 2013

The development of academic advising parallels the history of higher education and reflects decades of student personnel work. Changes in funding, curricula, students, and faculty roles have all affected the means by which students have been advised. The evolution of advising eventually led to the formation of NACADA in 1979. Since 2001, when I last documented the history of academic advising in the Mentor, I have expanded the benchmark information and references. I also added key advising events in the new millennium.
College Students and the Curriculum: The Fantastic Voyage of Higher Education, 1636 to the Present
Authors: Thelin John R. , Hirschy Amy S.
Published: July 2013

By adding student perceptions of the curriculum, we enhance the current history of American higher education over 5 decades. We draw from memoirs, short stories, notebooks, and legends to animate the story of students and the curriculum. The episodes depict historical events and cases that have shaped colleges, curricula, and students. The study is grounded in modern concepts and theories from psychology, sociology, and economics.
Characteristics That Matter Most: Doctoral Students' Perceptions of Positive and Negative Advisor Attributes
Authors: Barnes Benita J. , Williams Elizabeth A. , Archer Shuli Arieh
Published: July 2013

The relationship doctoral students develop with their advisor is reputed to be one of the most important of their graduate education. Research shows that advisors play a critical role in many aspects of the doctoral degree process. However, the literature is sparse regarding doctoral students' perceptions of the positive and negative attributes of their advisors. We address that gap by identifying several recurring themes that emerged from a qualitative content analysis of open-ended survey responses from doctoral students regarding their advising experiences. Students spoke most positively about advisors who were accessible and helpful as well as socializing and caring. Conversely, they identified being inaccessible, unhelpful, and uninterested as negative attributes of advisors. We offer implications for advisors and advisees.
Patterns of Persistence in Intended College Major with a Focus on STEM Majors
Authors: Shaw Emily J. , Barbuti Sandra
Published: July 2013

In this study, we examined patterns of persisting in and switching from an intended college major (chosen in high school) in the third year of college. We focused on science, technology, engineering, and math (STEM) major persistence because of the national effort to increase those entering STEM careers. Results showed differences in persistence by academic field as well as by gender, parental income, and first-generation college student status with the largest variation by ethnicity. Further examination of STEM major persistence showed that high school performance in math and science, taking advanced placement exams in STEM, articulating positive science self-efficacy beliefs, and professing a goal of obtaining a doctorate were also related to persistence in varied ways across STEM majors.
The Academic Advisor's Playbook: Seeking Compliance from College Student-Athletes
Authors: Thompson Jason , Gilchrist Eletra
Published: July 2013

We explored the effectiveness of compliance-gaining strategies on college student-athletes (N = 228) in three request situations (i.e., seeking a tutor, attending a weekly academic appointment, and faithfully attending class). The study revealed several key findings: a) Student-athletes perceive the compliance-gaining strategy of negative altercasting as unlikely to persuade them in any of the three situations; b) student-athletes do not rate the compliance-gaining strategies differently among the three request situations; and c) when using the compliance-gaining strategies of negative self-feeling and negative altercasting, advisors should consider the type of request situation, because the persuasiveness of these two strategies is situationally dependent. Practical applications for advisors, along with directions for future research, are considered.
What Are They Thinking? Students' Affective Reasoning and Attitudes about Course Withdrawal
Authors: Wheland Ethel R. , Butler Kevin A. , Qammar Helen , Katz Karyn Bobkoff , Harris Rose
Published: July 2013

In this mixed-methods study we identify situations that impact students' decisions to withdraw from a course and examine their affective reasoning and attitudes toward course withdrawal. Exploring students' decision-making processes through the lens of self-authorship, we show that students frequently seek information from people with whom they have a personal rather than academic relationship, make decisions with little awareness of academic consequences, and often experience a feeling of dissonance when withdrawing from courses, even describing themselves as “quitters.” Our results lead to recommendations that can assist academic advisors in developing meaningful interventions that advance students' decision-making abilities and intellectual development.
The Hidden Curriculum of Doctoral Advising
Authors: Harding-DeKam Jenni L. , Hamilton Boni , Loyd Stacy
Published: July 2013

We examined the hidden curriculum of doctoral advising by conceptualizing the advisor as a teacher. Using autoethnographic methods in this case study, we simultaneously explored both sides of the advisor-student relationship. The constructivist paradigm permeated all aspects of the research: data collection, analysis, and interpretation. The significance of this study lies in new understanding of the zone of proximal doctoral development and the exploration of barriers to building positive multiyear advising relationships. Findings and implications resulted in new understandings of how doctoral advisors can minimize obstacles by making expectations explicit, listening by hearing, creating relationships of trust, and judiciously negotiating power. Making the hidden curriculum explicit can be accomplished with purposefully scheduled meetings, supportive caring relationships, and ethical practices.
Student-Advisor Interaction in Undergraduate Online Degree Programs: A Factor in Student Retention
Authors: Gravel Carol A.
Published: July 2013

Higher education institutions struggle in determining the best ways to provide effective academic advising for students in online degree programs. In addition, the dropout rate among online students reaches to 50%. Research on student retention reveals that lack of interaction is a key factor in a student's decision to drop out. I used a mixed-methods research design based on the prescriptive-developmental advising framework to investigate advisor interactions with students in online undergraduate-degree programs. The results indicate the need to establish practices and tools that create a more personalized and collaborative student-advisor interaction where advisors focus on providing cognitive, affective, and systemic support.
Nontraditional and Traditional Student Persisters and Nonpersisters in the Community and Technical College
Authors: SMITH ALAN D. , SUGARMAN MICHAEL N.
Published: July 2013

A study was conducted with Community and Technical College students enrolled at the University of Akron, a major urban university, during the 1978–1979 academic year. Students were divided into traditional and nontraditional persisters and nonpersisters, and if they were placed on academic probation, they were removed from the study. These students were given modified National Center for Higher Education Management Systems (NCHEMS) questionnaires for program completers and noncompleters. The questions tested for varying degrees of satisfaction with the University and reasons for withdrawal concerning various academic, socioeconomic, and environmental press variables. In addition, selected demographic variables from the student masterfile were tested, along with the questionnaire responses in 99 research hypotheses using multiple linear regression and corrected for multiple comparisons. Results indicate that 13 hypotheses were found to significantly discriminate between traditional and nontraditional community college students. The persisting nontraditional students appeared to be more satisfied with the University concerning a few variables, greater proportion attended part-time, during the day, enrolled for less hours, and had a greater high school grade point average than their traditional counterparts. The nonpersisting, nontraditional students were similar to their persisting counterparts, except that traditional nonpersisting students had a higher high school grade point average, lived at greater distances from the school, and attended day time classes as compared to nontraditional students.
ADULTS IN MID-CAREER CHANGE: CASE STUDIES FOR ADVISORS
Authors: Dean Gary J. , Eriksen Jan P. , Lindamood Sherie A.
Published: July 2013

Adults are making mid-career changes more frequently today than ever before. According to Arbeiter et al., over 40,000 Americans are engaging in or anticipating a career change at some time in the future.1 Of these, 60% desire educational and career services. The National Center for Education Statistics reports that over 14,000,000 adults are currently enrolled in two- and four-year college credit courses.2

Three trends have i weased the importance of rumtraditional student programs in many universities across the country: 1) the increase in numbers and visibility of the adult, non-traditional college student population, 2) the stabilization or decrease in the size of the traditional, younger student population, and 3) the expanded services and offerings of programs and courses geared to nontraditional students.3

Thus, academic advisors must be able to understand the needs and motivations of adult learners and to develop advising skills and programs in response to these needs. The purpose of this paper is to outline some of the motivations and needs of both full-time and part-time adult learners who are in transition from work to school and to offer suggestions to academic advisors on how to meet those needs.
ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM
Authors: McMillian Martha
Published: July 2013

Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.
THE DEVELOPMENT OF ACADEMIC ADVISING PROGRAMS
Authors: Frank Celeste P.
Published: July 2013

A nationwide survey was conducted to test the validity of a theoretical model of advising program development. Respondents generally supported the Four Stage Model, which outlines the direction, nature, and scope of changes leading toward an effective advising service. However, the survey revealed disagreement on the stimulus/response relationship outlined in the model, the components of each stage, and the amount of overlap among stages. The model was then adjusted to depict more accurately the sequence of changes common to most advising programs. The revised model provides advisors and administrators with a framework for understanding the process of development and a basis for planning program improvements.
USING A COMPREHENSIVE ACADEMIC INTERVENTION PROGRAM IN THE RETENTION OF HIGH-RISK STUDENTS
Authors: Patrick John , Furlow John W. , Donovan Sharon
Published: July 2013

The use of a comprehensive academic advising program in conjunction with a sustained academic orientation program through the freshman year has resulted in a 13.27 percent iwease in the retention rate of high-risk students at a regional campus of a large public research university. In this article, the authors describe the components of CORE, the comprehensive advising/orientation program, and the success they've had with high-risk students in the program.
GENDER-RELATED DIFFERENCES IN ENGINEERING STUDENTS
Authors: Whigham Myrna A.
Published: July 2013

The following study compared academic achievement traits of men and women to determine why women are underrepresented in certain curricula, especially engineering. Math-related attitude and anxiety factors were examined via a questionnaire, and a number of ACT test scores were studied. The results may surprise some readers and should be of interest to all advisors working with science and/or engineering students, especially women students.