bluuebunny/crossref_metadata_2025 huggingface dataset:
Therapeutic drug monitoring of amikacin in septic patients
Authors: Duszynska Wieslawa , Taccone Fabio Silvio , Hurkacz Magdalena , Kowalska-Krochmal Beata , Wiela-Hojeńska Anna , Kübler Andrzej
Published: July 2013

Introduction

Use of higher than standard doses of amikacin (AMK) has been proposed during sepsis, especially to treat less susceptible bacterial strains. However, few data are available on drug concentrations during prolonged therapy and on potential adverse events related to this strategy.

Methods

Sixty-three critically ill patients who required AMK administration for the treatment of severe infection were included in this study. After a loading dose (LD, 18 to 30 mg/kg), the daily regimen was adapted using therapeutic drug monitoring (TDM) of both peak (Cpeak) and trough (Cmin) concentrations. Target concentrations had to give a ratio of at least 8 between Cpeak and the minimal inhibitory concentration (MIC) of the isolated pathogen. A Cmin >5 mg/L was considered as potentially nephrotoxic. We recorded clinical and microbiological responses, the development of acute kidney injury (AKI) during therapy and ICU mortality.

Results

The median AMK LD was 1500 (750 to 2400) mg, which resulted in a Cpeak/MIC ≥8 in 40 (63%) patients. Increasing the dose in the 23 patients with a Cpeak/MIC <8 resulted in optimal Cpeak/MIC in 15 of these patients (79%). In 23 patients (37%), Cmin was >5mg/L after the LD, notably in the presence of altered renal function at the onset of therapy, needing prolongation of drug administration. Overall, only 11 patients (17%) required no dose or interval adjustment during AMK therapy. Clinical cure (32/37 (86%) vs. 16/23 (70%), P = 0.18)) and microbiological eradication (29/35 (83%) vs. 14/23 (61%), P = 0.07) were higher in patients with an initial optimal Cpeak/MIC than in the other patients. The proportion of patients with clinical cure significantly improved as the Cpeak/MIC increased (P = 0.006). Also, increased time to optimal Cpeak was associated with worse microbiological and clinical results. AKI was identified in 15 patients (24%) during AMK therapy; 12 of these patients already had altered renal function before drug administration. Survivors (n = 47) had similar initial Cpeak/MIC ratios but lower Cmin values compared to nonsurvivors.

Conclusions

TDM resulted in adjustment of AMK therapy in most of our septic patients. Early achievement of an optimal Cpeak/MIC ratio may have an impact on clinical and microbiological responses, but not on outcome. In patients with impaired renal function prior to treatment, AMK therapy may be associated with a further decline in renal function.
AMPKα1 deficiency amplifies proinflammatory myeloid APC activity and CD40 signaling
Authors: Carroll Kelly Casey , Viollet Benoit , Suttles Jill
Published: July 2013

AMPK is a serine/threonine kinase that regulates energy homeostasis and metabolic stress in eukaryotes. Previous work from our laboratory, as well as by others, has provided evidence that AMPKα1 acts as a negative regulator of TLR-induced inflammatory function. Herein, we demonstrate that AMPKα1-deficient macrophages and DCs exhibit heightened inflammatory function and an enhanced capacity for antigen presentation favoring the promotion of Th1 and Th17 responses. Macrophages and DCs generated from AMPKα1-deficient mice produced higher levels of proinflammatory cytokines and decreased production of the anti-inflammatory cytokine IL-10 in response to TLR and CD40 stimulation as compared with WT cells. In assays of antigen presentation, AMPKα1 deficiency in the myeloid APC and T cell populations contributed to enhanced IL-17 and IFN-γ production. Focusing on the CD154–CD40 interaction, we found that CD40 stimulation resulted in increased phosphorylation of ERK1/2, p38, and NF-κB p65 and decreased activation of the anti-inflammatory Akt -GSK3β-CREB pathway in DCs deficient for AMPKα1. Our data demonstrate that AMPKα1 serves to attenuate LPS and CD40-mediated proinflammatory activity of myeloid APCs and that AMPKα1 activity in both APC and T cells contributes to T cell functional polarization during antigen presentation.
Longitudinal Decline of β-Cell Function: Comparison of a Direct Method vs a Fasting Surrogate Measure: The Insulin Resistance Atherosclerosis Study
Authors: Festa A. , Haffner S. M. , Wagenknecht L. E. , Lorenzo C. , Hanley A. J. G.
Published: July 2013

Context:

β-Cell function (BCF) declines over the course of type 2 diabetes, but little is known about BCF changes across glucose tolerance status (GTS) categories, and comparisons of direct vs surrogate measures.

Objective:

To assess longitudinal changes in BCF across GTS.

Design:

The Insulin Resistance Atherosclerosis Study is a multicenter, observational, epidemiologic study.

Setting:

Four clinical centers in the US that could identify subjects likely to have impaired fasting glucose (IFG) or impaired glucose tolerance (IGT).

Patients:

We compared longitudinal changes in BCF in 1052 subjects over 5 years. Subjects were categorized according to baseline GTS: normal glucose tolerance (NGT: n = 547), impaired fasting glucose or impaired glucose tolerance (IFG/IGT: n = 341), and newly diagnosed type 2 diabetes (n = 164).

Interventions:

None.

Main Outcome Measures:

BCF was assessed from a frequently sampled iv glucose tolerance test (AIR, acute insulin response), and the homeostasis model assessment of BCF (HOMA B).

Results:

NGT and IFG/IGT subjects increased their insulin secretion over time, whereas those with type 2 diabetes experienced either decline or little change in BCF. After adjustment for demographic variables and change in insulin resistance, change in HOMA B underestimated the magnitude of changes in BCF, as assessed by change in AIR. Relative to NGT, the 5-year change in insulin secretion in IFG/IGT and type 2 diabetes was 31% and 70% lower (by HOMA B) and 50% and 80% lower (by AIR).

Conclusions:

The decline in BCF over time in IFG/IGT and type 2 diabetes may be more pronounced than previously estimated; HOMA B may underestimate this decline significantly.
Wind Energy Data Analysis and Resource Mapping of Geba Catchment, North Ethiopia
Authors: Bayray Mulu , Mustefa Anwar , Yohannes Ftwi , Kiros Hailay , Haileslasie Asfafaw , Gebray Petros , Hayelom Mesele , Dagne Addisu
Published: July 2013

Wind energy potential in Ethiopia is estimated to be enormous due to local peculiar landscape situations. However, the country started to utilize the potential only very recently. One of the reasons for low utilization of wind energy in Ethiopia is the absence of reliable and accurate wind energy resource data. Development of reliable and accurate wind atlas helps to identify candidate sites for wind energy applications and facilitates the planning and implementation of wind energy projects. This paper presents wind energy data analysis and wind atlas of Geba catchment in North Ethiopia.

The work reported in this paper is based on wind data collected over a period of one year from measuring masts in six different sites in Tigray Ethiopia. The data was analyzed using various statistical software to evaluate the wind energy potential of the area. Average wind speed and power density, distribution of the wind prevailing direction, turbulence intensity and wind shear profile of each site were determined. Wind Atlas Analysis and Application Programme (WAsP) was used to generate the wind atlas of the area and to develop the wind speed and power density maps.

The data analysis indicates that the average wind speed at 10 m above ground level (a.g.l.) varies from 3.7 m/s to 6.64 m/s. The mean power density at 10 m a.g.l varies from 64 W/m2 to 301 W/m2. The prevailing wind directions are East and South East directions. The wind resource map developed by WAsP at 50 m indicated that the catchment has good wind power potential having mean wind speed and power density of 6.5 m/s and 288 W/m2, respectively.
New Neural Networks Strategy Used to Improve Wind Speed Forecasting
Authors: Cheggaga Nawal
Published: July 2013

Wind speed forecasting is critical for wind energy conversion systems since it greatly influences the issues such as the scheduling of a power system, and the dynamic control of the wind turbine. The wind forecast problem aims to find an estimate f( t + k) of the wind vector y( t + k) based on the previous n measurements. Artificial neural networks ANN is a technique basically used to map random input vector(s) to the corresponding random output vector without pre-assuming any fixed relationship between them. Different network structures, learning rates, and inputs are believed to result in different forecast accuracies. However, in literature it was discovered that, different inputs and learning rates, as well as model structures, directly influence the forecast accuracy. In this paper, we present a robust and reliable forecast method by applying a new learning Strategy. This new method allows a renewal learning data in time. A simple multilayer perceptron (MLP) with Levenberg-Marquardt learning algorithm technique is used for predicting the wind speed. For our algorithm a neural network is developed to estimate just one value f( t + 1), then it is taken up with a new set of learning enriched by data freshly measured. The wind data used are the hourly mean wind speed collected at an observation sites in Ksar El chellala, (Algeria). Simulation results are reported, showing that the estimated wind speed values, predicted by the proposed learning algorithm technique, are in good agreement with the experimental measured values. The present paper deals with the development of an adaptive neural network model for the hourly forecasting of wind speed.
Design, Development, and Flight Test of a Small-Scale Cyclogyro UAV Utilizing a Novel Cam-Based Passive Blade Pitching Mechanism
Authors: Adams Zachary , Benedict Moble , Hrishikeshavan Vikram , Chopra Inderjit
Published: July 2013

A cycloidal rotor is an innovative horizontal axis propulsion system, which is utilized in the present study to develop a fully-controllable flying aircraft (known as “Cyclogyro”). The present 535 gram cyclogyro uses a hybrid configuration with two cyclorotors and a horizontal tail rotor. Since a cycloidal rotor relies on cyclic blade pitching for producing thrust and also for control, designing a reliable pitch mechanism that can provide the required blade pitching kinematics (depending on the advance ratio) is extremely important. A novel blade pitch mechanism has been developed, which is passively driven by centrifugal force, and could potentially be adapted to generate the required pitching schedules for efficient operation over a range of advance ratios. A simplified flightworthy version of this mechanism was implemented in the present cyclogyro. The mechanism was able to generate the appropriate blade kinematics and the thrust required for the vehicle to hover. Also, the present mechanism is designed such that it is possible to vary both amplitude and phasing of the cyclic blade pitching. A novel control strategy was developed using blade pitch amplitude (thrust magnitude) control for roll, phasing (thrust direction) for yaw and tail rotor for pitch control. The control strategy was implemented using a three gram onboard processor, which was used to stabilize the vehicle without a pilot, through a closed-loop feedback control system. This is the first flight-capable cyclogyro reported in the literature to utilize cycloidal rotors having both pitch amplitude and phase control. The successful flight for the present vehicle also validates the flightworthiness of this completely passive pitch mechanism design, which has great potential for efficient forward flight.
Book Reviews
Authors: Saltzman Matthew J.
Published: July 2013

The INFORMS Journal on Computing Book Reviews section covers books on subjects at the interface between operations research and computer science. We welcome books on theory, applications, computer systems, and generally any subject covered by a JOC area, or any combination of these. This includes both printed and electronic books. In addition, we consider comparative reviews, i.e., several books on one relevant topic. Team reviews are also possible, particularly for a large, broad-scope book such as an encyclopedia. Please send your suggestions for books to be reviewed to the JOC Book Reviews Editor.

This issue contains two reviews of books that approach the general topic of algorithms from different perspectives. David Bader, professor at Georgia Tech's College of Computing, reviews A Guide to Experimental Algorithmics, by Catherine McGeoch. This book, aimed at software developers, describes the practice of performance analysis and tuning of software. Topics include strategies for test-driven development, experimental designs, and statistical analysis techniques. Lance Fortnow's The Golden Ticket: P, NP, and the Search for the Impossible is a book for general readers about complexity theory. The reviewer is Mike Trick, senior associate dean of Carnegie Mellon's Tepper School of Business, and a widely-read blogger about operations research. The book attempts to introduce the nonspecialist reader to the field of algorithmic complexity and the problem of whether P = NP. To the extent that it is successful, it should help improve the general public's understanding of the work that computational operations researchers do.
User-Generated Content and Bias in News Media
Authors: Yildirim Pinar , Gal-Or Esther , Geylani Tansev
Published: July 2013

In this study, we investigate newspapers' decision to expand their product lines by adding online editions that incorporate user-generated content. We demonstrate that such product line extensions mitigate the extent of slanting in print media. The results also show that as the extent of discretion of users to generate online content increases, print versions of newspapers become more polarized. Furthermore, adding online editions results in reduced profits for newspapers as the additional product variants increase the intensity of competition in the market and the discretion awarded to users limits the ability of newspapers to extract rents from consumers.

Data, as supplemental material, are available at http://dx.doi.org/10.1287/mnsc.2013.1746 .

This paper was accepted by J. Miguel Villas-Boas, marketing.
Unfair Consequence of Fair Competition in Service Systems—An Agent-Based and Queueing Approach
Authors: Chan Wai Kin (Victor) , Gao Baojun
Published: July 2013

This paper considers the competition of service centers within a service system. Each service center is modeled as a multiple-server queue. Service centers compete with each other in a fair manner and adjust their service resources (number of servers) to accommodate the demand obtained from the competition. An agent-based approach is used to model the competition and adjustment processes. Our objective is to study the size distribution of service centers under a fair competition, i.e., to answer the question, will the size distribution be uniform, normal, or skewed? It turns out that a skewed distribution (e.g., power law distribution) is obtained. Two data sets of hospital sizes are analyzed and are found to have a skewed distribution. An analytical argument is provided to explain how a fair competition could give rise to a skewed (i.e., unfair) size distribution.
Advancing Innovation in Professional Service Firms: Insights from the Service-Dominant Logic
Authors: Breidbach Christoph F. , Smith Peter , Callagher Lisa J.
Published: July 2013

Innovation is of continuing interest to professional service firms (PSFs) and the scholars who study them. Nevertheless, innovation in PSFs remains underresearched within the wider canon of literature on service innovation, and existing studies typically take a firm-centric perspective on innovation, even though such approaches have been challenged extensively. Our study addresses the shortcomings related to service innovation research, particularly in the context of PSFs, by utilizing the service-dominant logic (SDL)—a framework considered particularly appropriate for understanding innovation in service from a customer-centric standpoint. We apply the SDL to a case of innovation in an engineering consulting firm, and we find that innovation in PSFs is, to a certain degree, unique. Specifically, this work contributes to the literature by identifying multiple beneficiary roles, termed “customer as payer” and “customer as end user,” with often competing and changing values in use. The notion of operant resources is extended to include social capital, and we show how social capital can enable innovation in PSFs. A preliminary model and five propositions that can guide future empirical research on innovation in PSFs, together with managerial implications, are delineated.
Retention Strategies for High-Risk Students at a Four-Year University
Authors: Garnett Don T.
Published: July 2013

Intrusive retention strategies were implemented in an attempt to better the chances for success of high-risk students at Henderson State University. The author describes the origin, development, and results of Students in Retention, a program for probationary and first-time suspended students.
Applying Values and Lifestyles Psychographics to Parental Involvement in College and University Orientation
Authors: Whitaker Virginia W. , Roberts Franklin L.
Published: July 2013

The authors suggest that college and university planners and advisors shift from a student-centered to a parentlstudent-centered freshman orientation. Planning significant events for parents not only improves the quality of orientation but also offers excellent public relations opportunities. While careful orientation for students will enhance adjustment to college life, a good orientation for parents will benefit parents, students, and the school By applying a psychographic typology known as Values and Lifestyles (VALS), schools can create a choice of activities attractive to parents from different market segments. Increased student retention will be a major benefit.
Effects of Forms of Address on Advisees' Perceptions of Advisors
Authors: Adams Rebecca J. , Greene Kathryn L. , Hocking John E. , Smith Mary Ann , Lichner Kimberly
Published: July 2013

One hundred and twenty-five undergraduate student volunteers participated in a three-group experiment in which they observed a videotaped advising session. One group observed the advisor address the student formally (i.e., using “Mr.”). Another group observed the advisor we the student's first name, and the third group observed the advisor use no name in addressing the student. As predicted, we of the formal name resulted in an increase in perceived advisor persuasiveness. Name use did not significantly affect perceptions of advisor credibility, approachability, or likability.
Engineering Students' Use of and Satisfaction With Faculty and Professional Academic Advising Systems
Authors: Jaffé William F. , Huba Mary E.
Published: July 2013

The academic advising program in a college of engineering was studied to describe the role of the advisor in terms of Predominant patterns of use for assistance with preregistration, class add/drop, curriculum planning, career guidance, college and department rules and procedures, and personal counseling. Faculty and professional advisors were compared, and student gender, grade point average (GPA), and age were studied. Students used their advisors predominantly for assislance with preregistration, curriculum planning, and adding or dropping classes. Students assigned to faculty advisors reported greater use of and satisfaction with their advisors than students assigned professional advisors. No discernable pattern of use of and satisfaction with the assigned advisor was found with regard to gender. The expectation was not generally supported that females would use and be more satisfied with their advisors than would males.

Students with higher GPAs reported greater use of and satisfaction with their advisors for curriculum and registration assistance than students with lower GPAs. Furthermore, for several advising needs, students with higher GPAs who had assigned faculty advisors used or were more satisfied with their assigned advisors than similar students assigned professional advisors.

Younger students used their advisors more frequently than older students for career guidance and personal counseling. This was especially true for younger students assigned to faculty advisors.
Orientation for African-American Students at a Small, Liberal Arts College
Authors: McNeil Ogretta V.
Published: July 2013

A three-day program was designed to assist African-American students in their transition to a small, liberal arts college in New England. Although the students admitted in previous years had met the usual predictive criteria for success in college (e.g., good academic preparation and above average SAT scores), their retention rate at the end of the first year had been significantly lower than that for their class. All entering students were invited to participate. Participation was voluntary. The first two years 74% of entering African-American students participated; the third year 85% participated. The goals of the program were (a) to familiarize students with the workings of the college, (b) to allow students an opportunity to meet significant members of the college community, (c) to assist students in adapting to the academic demands of the classroom, and (d) to give students a chance to feel comfortable in the new environment. The retention rate for African-American students for all three years was 96%, similar to the overall rate for their classes.
Evaluation of a Computer-Assisted Advising System
Authors: Ray Howard N. , Moore W. Kent , Oliver John E.
Published: July 2013

A computer-assisted student advising system was evaluated using student perceptions, faculty perceptions, and objective data on the number of advising errors before and after the system was implemented. Results indicated that the computer-assisted system was potentially more accurate than the manual advising system, that students preferred the new system over the old, that most faculty preferred the new system over the old, and that time spent by faculty in advising was reduced. Problems encountered in implementing the system and characteristics of an ideal system are discussed.
Preadmission Student Advising: A Prototype Computerized System
Authors: Grupe Fritz H. , Maples Mary F.
Published: July 2013

One domain that is appropriate for expert system usage is student advising. For instance, students in universities can receive advising and counseling regarding financial aid, selection of majors, and course planning. This paper discusses the development of a prototypical computerized system designed to provide advice to high school students or college freshmen who are uncertain about the desirability of attending a university or undectded about a potential major. The on-demand consultation gathers information about a student's grades, interests, test scores, and aptitudes. It assesses student qualifications for admission and evaluate student's qualifications for a variety of majors. It then recommends curricula the student should consider and recommends appropriate courses for the student's first year.
The Effect of Multiple Roles on Women Majoring in Education
Authors: Hunter Maxwell W. , Hill Malcolm D. , Chen Alexander N.
Published: July 2013

Traditional- and nontraditional-age undergraduate women majoring in education were surveyed to determine whether multiple-role incumbency is associated with student role strain and with affective well-being. Traditional-age students reported significantly more student role strain even though they occupied fewer life roles and reported the perception of less time pressure. Multiple-role incumbency was not related to student role strain for either group but was related positively to well-being in the nontraditional-age group. Findings are discussed in terms of theory and apparent significance for advisors.
Experiential Counterparts of Test-Indicated Disillusionment During Freshman Adjustment to College
Authors: Baker Robert W. , Schultz Kim L.
Published: July 2013

Earlier research has shown that matriculating freshmen—on average–expect more from themselves in capacity for adjusting to college than they subsequently realize. Individual differences in occurrence of this disillusionment have been demonstrated to have important behavioral correlates. The present study extends that research through exploration of experiential counterparts of differences in occurrence of the disillusionment. Implications of the findings for testing, intervention, and research are discussed.
A Customer Service Approach to Advising: Theory and Application
Authors: Spicuzza Frank J.
Published: July 2013

The customer service marketing model provides an organizing strategy for advising in higher education. The university contributes resources for an advising process that addresses the needs and expectations of students as consumers and faculty as providers. The model's components are discussed within the context of an academic program. The author proposes careful consideration of the model in an effort to improve advising and increase retention rates.
An Integrated Model of Academic Advising Program Development
Authors: Frank Celeste P.
Published: July 2013

Advising professionals were surveyed to ascertain the applicability of a Four-Stage Model to the process of program development: changes that occur in an advising program in response to students' needs and institutional pressures. Respondents agreed with the process of development as defined by the model but disagreed on the components of each stage and the sequence of change. To more accurately illustrate the dynamics of program development, the model was reconceptualized. An Integrated Model, depicted as a pinwheel, demonstrates (a) that the phases of development are interrelated, (b) that the direction and degree of change vary from one program to another, and (c) that every program has multifaceted potential for serving students.
Computer Communications for Advisors
Authors: Hart Joseph
Published: July 2013

Many colleges and universities in the U. S. are electronically linked to the internet, the worldwide web of computer networks. Advisors can begin to use internet resources by subscribing to the user-friendly academic advising forum called ACADV. Through ACADV, advisors participate in a daily discussion group that connects them with colleagues around the world. After an advisor who is a new internet user becomes comfortable with ACADV, many other network resources can be explored. Abstruse computer terms and abbreviations such as e-mail, Usenet, Telnet, and FTP will become familiar and meaningful after only a short time. Advisors who learn the terms and concepts enabling them to communicate via computer effectively will discover much of value in the world of computer-mediated communications.
Why Poets Just Don't Get It in the Physics Classroom: Stalking the Second Tier in the Sciences
Authors: Tobias Sheila
Published: July 2013

Sheila Tobias, the Journal's featured speaker at the 1993 NACADA National Conference on Academic Advising, addresses here the topic of her keynote presentation in Detroit. In her investigations into student attrition in the sciences, Tobias has identified fundamental differences in the way students in the physical sciences are taught, and consequently expected to learn, and the way students in, say, the humanities or the social sciences are. Here she sketches the broad outlines of her findings and the evidence upon which they rest, with provocative implications and possibilities for academic advisors.
The Relationship Between Tests, Course Placement, and the Academic Performance of College Freshmen
Authors: Hudson J. Blaine , McPhee Sidney A. , Petrosko Joseph
Published: July 2013

Standardized and basic skills placement tesh are used routinely as indicators of academic ability and potential in academic advising. By analyzing the relationship between test scores and the academic performance patterns of more than 1,800 freshmen attending an urban public university, the authors found that basic skills placement tesh measured academic preparation more accurately than did the American College Test (ACT). However, standardized and locally developed placement tests predicted academic performance with only low to moderate reliability. In particular, the tests tended to underestimate both the academic preparation and the likelihood of satisfactory academic performance of female and non-White students.
Step-by-step Guide to Producing a Comprehensive Academic Advising Handbook
Authors: Ford Jerry , Ford Sheila Stoma
Published: July 2013

The authors walk through the process of creating an advising handbook. In light of their hands-on experience, they suggest the questions lo ask in customizing such a publication for an individual campus and offer tips to increase user-friendliness.
Enhancing Transfer
Authors: King Margaret C.
Published: July 2013

“Enhancing Transfer” was delivered as the President's Address at the 1993 NACADA National Conference in Detroit, Michigan. In arguing that academic advisors are uniquely able to facilitate transfer among institutions of higher education, King focused on articulation between two- and four-year schools.
Changes in Social and Academic Integration in Freshmen of High and Average Ability: Implications for Retention
Authors: Kennedy Gary J. , Gordon Robert L. , Gordon Virginia N.
Published: July 2013

The authors examine the relationship between retention and changes in freshmen's perspectives on social and academic issues. Using data collected from a student questionnaire administered at the beginning and end of the freshman year, the authors found that contact with faculty may play a significant role in how freshmen view their college experience but may not be related to retention. Student retention may be only indirectly related to changes in social and academic integration at an institution and may depend more on variables associated with student characteristics and predispositions.
Suspended Students: An Analysis of Suspension Length and Returning Semester GPA
Authors: Meadows Deana C. , Tharp Terri J.
Published: July 2013

The purpose of the study is to determine if length of suspension is related to academic success upon a student's return to college. This research stems from opposing views of members of a university academic appeals committee concerned about whether a suspended student should serve a suspension term of one semester, one year, or be granted immediate reentry. Academic records of 765 students who were suspended between the fall 1991 and the summer 1993 semesters and then were allowed to reenter the university within one year were examined. The results reveal that suspension length is unrelated to subsequent academic success.
A Factor and Cluster Analysis of the Perceived Institutional Context of Academic Advising
Authors: Severy Lawrence J. , Lee Naomi P , Polson Cheryl J.
Published: July 2013

Data from the 1992 membership survey were analyzed based on two ideas: advisors can report their perceptions of their work environments, and these perceptions vary across the NACADA membership. First, a perceptual “space” was defined. Second, in the context of this perceptual space, respondents to the 1992 membership survey were empirically grouped based upon their reported perceptions. We described the “perceptual space” of advisors and profiled the “types” of groups statistically identified. The relevance of these groupings toward the programming and delivery of advising services was considered and is presented below.
A Critical Interpretation of Policies for Minority Students in Washington State
Authors: Gordon June A.
Published: July 2013

Presented is a critical ethnographic analysis of minority culture-based policies and programs on six university campuses in Washington state and how their existence contributes to the retention and success of students of color and to increased racial and ideological separatism. Conclusions are based on interviews with 60 educators intimately involved with programs and policies that attempt to support or reinforce the culture and heritage of specific ethnic minority student groups.
A Human Capital Approach to Academic Advising
Authors: Shaffer Leigh S.
Published: July 2013

Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital–formal education, adult education, on-the-job-training, health, and geographic mobility–and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.
Organizational Models and Institutional Advising Practices
Authors: Habley Wesley R.
Published: July 2013

This is the first in a series of NACADA Journal articles featuring an analysis of practices related to seven organizational models for academic advising. It is based on data collected as part of the fifth ACT national survey on advising practices. The topics covered include a brief description of the organizational models, the prevalence of the paradigms in institutions of varying size and type, as well as existing institutional practices regarding policy statements, program evaluations, and coordination of the advising system.
Increasing Voluntary Student-Advisor Contacts
Authors: Schnell Carolyn A.
Published: July 2013

This study examines a method for increasing voluntary student participation in the academic advising process. During a first-year seminar required of all students entering North Dakota State University, advisor contacts were measured for students whose course instructors served as their academic advisors and compared them with those of students assigned to other advisors. Results indicated that students whose instructors also served as their academic advisors voluntar­ily attended advising sessions significantly more often than those who were assigned to advisors with whom they were unfamiliar.
Programming for Successful Retention of Graduate Students
Authors: Poison Cheryl J.
Published: July 2013

Graduate students represent nearly one out of every four students attending universities or comprehensive institutions. It is an extremely heterogeneous group and provides unique challenges to higher education. This article summarizes current programming efforts to enhance graduate student experiences. Included is a focus on programs for the entering student as well as programs that support student persistence. Ideas for programming that facilitate a successful entry into careers have also been included. These programming efforts can facilitate graduate student retention through degree completion.
NACADA Journal Authors: 20 Years of Contributions
Authors: Gordon Virginia , Grites Thomas J.
Published: July 2013

The Senior Editors have undertaken a follow-up study of the NACADA Journal upon its 20th anniversary. This study of Journal authors has revealed that faculty members contribute considerably more articles to the Journal than do academic advisors or directors of advising programs. Other observations and recommendations are made to encourage future authorship.
Academic Advising and Living the Examined Life: Making the Case for a Values Perspective
Authors: Begley Paul T. , Johnson Jill
Published: July 2013

Socrates said, “The unexamined life is not worth living.” However, if the unexamined life is not worth living, then the unexamined value is not worth holding. To make this argument, perspectives and some tools are offered that may help advisors become better at their jobs. In addition, the suggestions might make all educators into better persons, and of particular interest, demonstrate practical contributions advisors can make to shape a better world.
Advising by E-Mail: Some Advisors' Perceptions
Authors: Steele Margaret J. , Gordon Virginia N.
Published: July 2013

E-mail has become an integral part of how advisors and students communicate. Advisors at multiple colleges and universities were surveyed to determine how advising by E-mail has affected their daily routines and how it has changed the way they interact with students. Although most advisors professed a positive attitude about advising students and performing administrative duties by E-mail, several concerns emerged regarding how and when E-mail is used.
Advising at the Millennium: Advisor Satisfaction and Perceived Avenues to Enhancement
Authors: Lynch Michael
Published: July 2013

This is the third in a series of three articles in which the results of the NACADA Academic Advising Survey 2000 are presented. In this article, advisor satisfaction and suggested avenues for service and professional enhancement are reported. These factors are examined according to the type, mission, and size of the respondents' institutions. In addition, comparisons are made between faculty advisors and professional staff advisors, between advisors and academic administrators, between respondents from centralized and decentralized advising offices, and between advising offices located in academic units and administrative units.
Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities
Authors: Abelman Robert , Molina Anthony
Published: July 2013

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.
The Impact of Reasoning Weaknesses on the Ability of Postsecondary Students with Learning Disabilities to Select a College Major
Authors: Layton Carol A. , Lock Robin H.
Published: July 2013

We used the Learning Disabilities Diagnostic Inventory (LDDI) (Hammill & Bryant, 1998) to examine the reasoning ability of freshmen with learning disabilities. Relevant components of the LDDI Reasoning scale include items on generalization, problem solving, executive functioning, and understanding consequences. These components impact the self-determination skills necessary for making informed decisions. Students with learning disabilities indicated increased but intermittent intrinsic processing weaknesses in reasoning. We examine the plausible impact of the reasoning weaknesses on a student's ability to select a major. We also identify resources that advisors can use to facilitate the student's ability to select an appropriate college major.
Advising the Millennial Generation
Authors: Keeling Sarah
Published: July 2013

In Generations: The History of America's Future, 1584 to 2069 (1991), William Strauss and Neil Howe articulated their idea of generations. In Millennials Rising: The Next Great Generation 2000, they expanded significantly on the Millennial generation. The first wave of Millennials hit college campuses in the fall of 2000. These students will leave their mark on higher education and academic advising. Academic advisors aware of generational patterns and tendencies will be more effective when working with students. In this article, I discuss the concept of generations, define the Millennial generation, discuss this generation's impact on academic advising, and propose some recommendations.
The Academic Advising Implications of the Self-directed Search and Holland's Theory: A Study of Kent State University Exploratory Students
Authors: Miller Barbara , Woycheck Stacy
Published: July 2013

The staff at the Kent State Student Advising Center has been using John Holland's self-directed search (SDS) since the inception of the Exploratory program. The SDS measures activities, competencies, and occupational interests as they relate to Holland's six personality types. We tested the utility of the SDS in advising, developed a profile of Exploratory students, and discerned if differentiation impacts major declaration and graduation. Increasing self-awareness, developing competencies, and clarifying values are keys to retaining and graduating undifferentiated, undecided students. By understanding student traits and levels of differentiation, advisors can develop intervention strategies and environments conducive to academic success.
Advising High-Ability Business Students
Authors: McDonald Melinda L.
Published: July 2013

Students who excelled in high school enter college with the expectation that, despite the increase in competition, they will continue to achieve academically at the college level. Some high-ability students never lose momentum. They view college as the next stop on the road to ongoing success and continue to achieve at superior levels. Other high-ability students find the pressure to succeed at the college level to be overwhelming. In this article I describe some of the characteristics of high ability students and give particular attention to high ability students who are pursing business degrees. Advising strategies for working with this population are also discussed.
The Changing Scene of Academic Advising
Authors: Yudof Mark
Published: July 2013

In his plenary speech given at the NACADA National Convention in 2003, Chancellor Mark Yudof identified three key features found in institutions progressing toward improved advising services to the student consumer: reduced advisor-advisee ratio, a university-wide characterization of students as consumers of services, and the transformation of advising into a profession recognized throughout the institution. Suggestions for furthering the facilitation of student success include transparent and accurate retention and performance records, institutional evaluation of student success, and a prevailing attitude that each student can succeed.
The Development, Implementation, and Assessment of a Systematic Academic Advising Program for Exploratory First-Year Students
Authors: Sams Weldon P. , Brown Laura S. , Hussey Ruth B. , Leonard Michael J.
Published: July 2013

All students, but especially freshmen, must understand their personal characteristics (interests, abilities, and values), learn the characteristics of academic programs, and use this information to develop their educational plans. In addition, they must learn about academic rules, procedures, and deadlines. We describe the development, implementation, and assessment of a systematic academic-advising program, The DUS Navigator, for exploratory freshmen. After a 1-semester pilot study, the program was delivered and assessed through five iterations. The results indicate that the program helps exploratory students take an active and productive role with advisors to make informed decisions about their educational plans.
Holland's Theory and Implications for Academic Advising and Career Counseling
Authors: Reardon Robert , Bullock Emily
Published: July 2013

John Holland's typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but few have carried the theory over to the field of higher education and academic advising (Smart, Feldman, & Ethington, 2000). Therefore, Holland's theory and the subsequent research on it were explored to determine if the theory would be an appropriate means of understanding the behavior and organization of college faculty members and students. A practical approach for integrating a Holland-based system of academic advising and career counseling is discussed.
Results of a National Survey on Technology in Academic Advising
Authors: Leonard Michael J.
Published: July 2013

The results of a fall 2002 national survey conducted by the National Academic Advising Association (NACADA) in cooperation with the NACADA Technology in Advising Commission concerning the uses of technology in academic advising are discussed. Summaries of the multiple choice responses and open-ended questions as well as recommendations for the development or modification of NACADA programs and services are provided.
Students with Emotional Disabilities: Responding to Advisors' Concerns and Questions
Authors: Preece Julie E. , Beecher Mark E. , Martinelli Edward A. , Roberts Norman L.
Published: July 2013

Students with emotional disabilities are attending institutions of higher education in increasing numbers. Professionals considering appropriate postsecondary classroom accommodations and support may face advising challenges. However, most advisors have little training in responding to the needs of students with emotional disabilities. Answers to eight questions that advisors frequently ask about working with students with emotional disabilities, practical guidelines, and experience-based examples and resolutions are offered.
Socratic Self-examination and Its Application to Academic Advising
Authors: Kuhtmann Marlene S.
Published: July 2013

Nussbaum (1998) proposed that Socratic activity is a worthwhile pursuit with regard to academic advising relationships. While it offers the promise of certain benefits, such as the development of critical thinking skills, Socratic activity arguably cannot be universally applied to all advising relationships. In presenting and analyzing issues related to the Socratic method, I offer support for a model of quasi-Socratic activity in advising as first identified by Hagen (1994). Referred to as “beneficial dialectic,” it can function from a more contextual standpoint than the traditional Socratic questioning method because through it advisors can consider factors such as level of student development, learning environments, and individual proclivities.
Potential Applications of Social Norms Theory to Academic Advising
Authors: Demetriou Cynthia
Published: July 2013

Since the mid-1990s, social norms theory has become prevalent in student development literature and research. Subsequently, social norms interventions to change student behavior have spread across campuses nationwide through marketing campaigns. Theorists and practitioners have applied the social norms approach to primarily health-related student behaviors such as drinking, smoking, violence prevention, and sexual assault. While documented social norms interventions have changed attitudes and behaviors of varying kinds, significant research into its impact on students' academic behaviors and attitudes has not been completed. This article was written to start a conversation about the potential applications of the social norms approach to academic advising.
If Advising is Teaching, What Do Advisors Teach?
Authors: Lowenstein Marc
Published: July 2013

A philosophy of advising referred to as the learning-centered paradigm is described and compared to the dominant developmental paradigm. Through the learning-centered paradigm, one can explain, better than through the developmental theory, how advising is, or can be, similar to teaching. Under the learning-centered approach, the excellent advisor plays a role with respect to a student's entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course. He or she also helps the student to understand, and in a certain sense, to create the logic of the student's curriculum. Thus, the advisor's instruction in the logic of the curriculum elevates the advisor's work to a central role in enhancing a student's education.