bluuebunny/crossref_metadata_2025 huggingface dataset:
Assessment of Academic Advising: A Cross-Sectional Study
Authors: Reinarz Alice G. , Ehrlich Nathaniel J.
Published: July 2013

We highlight a study of an academic advising program at the University of Michigan. Students were surveyed via the Internet, and we summarize data obtained in 2001 and 2002. The majority of respondents reported taking actions that they would not have considered without interaction with an academic advisor. These data have been used for staff discussion and program development. By annually adding cohort data to the survey results, we will be able to assess the students as they move through the university and to compare first-year student responses in year-to-year data sets.
Techniques and Interventions of Solution-Focused Advising
Authors: Burg James E. , Mayhall Jennifer L.
Published: July 2013

Solution-focused advising is a novel method for engaging students in the advising process. In NACADA Journal 22(1), we discussed a conceptual framework for understanding the integration of solution-focused therapy into academic advising of undecided students (Mayhall & Burg, 2002). In this article we expand on the introduction by providing specific information on the skills used in solution-focused advising. The techniques of goal setting, scaling questions, presuppositional questions, the miracle question, positive feedback, and homework assignments are discussed, and an illustration is provided for each intervention as it applies to various advising situations.
Advising Student Athletes: An Examination of Academic Support Programs with High Graduation Rates
Authors: Gaston-Gayles Joy L.
Published: July 2013

Seven directors of academic support services for student athletes with relatively high graduation rates were interviewed about the elements of their programs that contribute to student athlete success. Data on current graduation rates among six Division I-A conferences and the results from interviews with directors are presented. Implications for administrators of academic support programs and advisors of student athletes are discussed.
The Rising Tide of For-Profit Universities: Ebb and Flow Management for Academic Advisors
Authors: McQuestion Maureen , Abelman Robert
Published: July 2013

While public universities grapple with sharp budget cuts from state legislatures and private colleges face the ongoing challenges of competitive student recruitment and retention activities, for-profit universities have been growing rapidly. Much of the for-profit growth is attributed to a perspicacious student-as-customer approach, a well-defined target market, and significant legislative influence. Urban and metropolitan universities with significant numbers of nontraditional and minority students are most affected. As enrollment in for-profit universities continues to increase, attention to student advising and other forms of student support services could be a key comparative advantage for traditional postsecondary institutions.
The Evolution of Academic Advising: One Institution's Historical Path
Authors: Gordon Virginia N.
Published: July 2013

The 130-year history of academic advising at a large land-grant university is explored. The story of how advising structures, procedures, and programs were created to meet growing numbers of students, the increasing complexity of the curricula, and the expanding advising needs of a diverse student body emerges in the descriptions related.
What do Students Want in Advising? A Policy Capturing Study
Authors: Mottarella Karen E. , Fritzsche Barbara A. , Cerabino Kara C.
Published: July 2013

A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor's interpersonal skills and style than advising approach.
A Survey of Undergraduate Student Reactions to Academic Advising
Authors: Lynch Michael L.
Published: July 2013

At the midwestern land-grant university under study, undergraduate academic advising is part of the teaching mission and under the purview of the academic deans. In the decentralized system used, academic advising is delivered via full-time professional advisors in advising centers serving entire colleges or multiple curricula, full-time professional departmental advisors, and faculty advisors. Evaluation data collected annually from over 17,000 undergraduate advisees are used to compare the three advising methods with regard to student utilization of advising services, reasons for not utilizing advising services, and student evaluations of the advising received.
Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD
Authors: Ryser Jeannine , Alden Peg
Published: July 2013

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.
Academic Advising as Friendship
Authors: Rawlins William K. , Rawlins Sandy P.
Published: July 2013

We present a theoretical basis for engaging in academic advising as friendship and offer examples of the applicability of friendship in advising. We begin with interconnections between civic friendship and personal friendship in the context of academic advising. Next we overview theoretical work on communication and friendship that offers characteristics and ideals of friendship relevant to academic advising. Then we provide a dialectical framework describing six tensions that potentially emerge in the advising relationship viewed as a friendship. We argue that advisors and advisees must negotiate the tensions and benefits that potentially arise from practicing the academic advising relationship as friendship.
How Do Their Initial Goals Impact Students' Chances to Graduate? An Exploration of Three Types of Commitment
Authors: Graunke Steven S. , Woosley Sherry A. , Helms Laura L.
Published: July 2013

Although previous research has not consistently shown that uncertainty about academic major negatively impacts graduation, commitment is largely believed to affect college students' success. We investigated the impact of institutional commitment, commitment to an educational goal, and commitment to an academic major on the probabilities of graduation for a cohort of first-time first-year students. Results indicate that students with high institutional commitment and commitment to an educational goal were the most likely to graduate within 6 years, while commitment to an academic major was negatively associated with probabilities of degree completion. Suggested implications for advisors include fostering educational development, enhancing a student's bond with the institution, and encouraging students to explore academic major options.

Relative emphasis: * theory, research, practice
Learning about Students with General Education Development Diplomas on College Campuses: Implications for Academic Advisors
Authors: Tokpah Christopher , Padak Nancy , Baycich Dianna , Trehan Dawn Marie , Turnidge Darrell
Published: July 2013

As the numbers of students who earn the general educational development (GED) high school equivalency diploma increase, so too does the presence of GED credential holders on college campuses. Yet in large universities, they make up a relatively small demographic group whose advising needs may go unnoticed. In this article, we describe a series of studies undertaken to learn more about Kent State University students who hold GED diplomas, and we focus on results that have implications for academic advisors. The studies were designed to summarize and analyze demographic, academic, and interview data so that a portrait of students with GED diplomas could be developed. We hope that these portraits provide a more complete understanding of the academic needs and aspirations of GED holders in higher education.

Relative emphasis: * research, theory, practice
Using the Survey of Academic Orientations to Predict Undergraduates' Stress Levels
Authors: Davidson William B. , Beck Hall P.
Published: July 2013

The Survey of Academic Orientations (SAO) measures six orientations in college students believed to represent desirable or undesirable perspectives. Previous research established the connections of SAO orientations with grades and persistence. This study shows the extended utility of the SAO as an early warning indicator, enabling advisors to identify those students most likely to experience high levels of academic stress.

Relative emphasis: theory, practice, research
Gifted Students in College: Suggestions for Advisors and Faculty Members
Authors: Kem Lee , Navan Joy L.
Published: July 2013

The definition and the need for appropriate services to the gifted college population are not as apparent in the postsecondary environment as in the K-12 schools. Many college educators perceive that college curricula provide the needed rigor and enrichment for gifted and honors students to make continuous progress in their learning. We explore perceptions of college honors students who were in gifted programs in their secondary learning environments. Through focus group discussions, students report that often college courses do not meet their need for more challenging learning opportunities. Based on our findings, we suggest ways that college advisors and faculty members can serve honors students in ways that challenge their learning and address their unique psychosocial needs.

Relative emphasis: practice, research, theory
The Trickle-Down Effect of Institutional Vision: Vision Statements and Academic Advising
Authors: Abelman Robert , Atkin David , Dalessandro Amy , Snyder-Suhy Sharon , Janstova Patricie
Published: July 2013

A description of the kinds of educated humans to be cultivated at a particular institution can be found in the college or university vision statement. The extent that vision is reflected in the governing models of advising operations, known by personnel, and transformed into day-to-day activities was assessed through a NACADA membership survey. Findings suggest a significant disconnect between the lofty educational aspirations and priorities stated in vision statements and the pragmatics of academic advising operations. The trickle-down effect of institutional vision through advising units is further impeded by a lack of access to and familiarity with vision statements, particularly at large, public institutions. Increased advising-supervisor access to upper administration and more carefully crafted vision statements can make visions actionable.

Relative Emphasis: theory, practice, research
Editor Observations about the NACADA Journal's First 25 Years
Authors: Kuhn Terry
Published: July 2013

From tape-recorded telephone interviews with each of the former NACADA Journal editors, I transcribed and analyzed their observations to create a history of the first 25 years of the NACADA Journal. Editors were asked to comment on the definition of a research journal, primary audience of the Journal as well as challenges, strengths, weaknesses, and obstacles they had faced. They were also asked for any advice they might offer for current and future editors.

Relative Emphasis:practice, research, theory
Graduate Students' Perceptions of Outstanding Graduate Advisor Characteristics
Authors: Bloom Jennifer L. , Propst Cuevas Amanda E. , Hall James Warren , Evans Christopher V.
Published: July 2013

The advising literature confirms the graduate student–graduate advisor relationship as the most important factor in graduate student success. To better understand the characteristics of graduate advisors that students find most helpful, we conducted a grounded theory study with a constructivist design that involved a qualitative textual analysis of Outstanding Graduate Advisor of the Year Award nominations from MD-PhD students enrolled in the Medical Scholars Program at the University of Illinois at Urbana-Champaign. Five major themes emerged from this analysis, and the results indicate that students perceive the following graduate-advisor characteristics to be most helpful: demonstrated care for students, accessibility, role models in professional and personal matters, individually tailored guidance, and proactive integration of students into the profession.

Relative Emphasis: research, practice, theory
Academic Advisors and Students with Disabilities: A National Survey of Advisors' Experiences and Needs
Authors: Preece Julie E. , Roberts Norman L. , Beecher Mark E. , Rash Phillip D. , Shwalb David A. , Martinelli Edward A.
Published: July 2013

During the last 25 years, the number of students with disabilities seeking higher education has tripled. However, these students may not readily identify their disability to those responsible for coordinating disability services. Consequently, academic advisors may be among the first campus employees to become aware of an individual's disability. We investigated the responses of collegiate academic advisors (N ≈ 1,500) regarding their training, experience, comfort level, and knowledge of working with students with disabilities. While 83% of advisors reported advising students with disabilities, only 44% had taken a college course dealing with disabilities, and 47% have had no training on the Americans with Disabilities Act. Many advisors also reported student disclosures of thoughts about suicide and self-harm.

Relative Emphasis: research, practice, theory
Advising is Advising: Toward Defining the Practice and Scholarship of Academic Advising
Authors: Schulenberg Janet K. , Lindhorst Marie J.
Published: July 2013

Academic advising has emerged as a distinct interdisciplinary field and profession, but the description of its role has recently relied on analogies and metaphors. While helpful in clarifying practice, their continual use obscures the uniqueness of academic advising and masks the importance of the scholarship that underlies its practice. We use the development of archaeology as a distinct profession and scholarly field to highlight critical developments in academic advising and draw examples of key aspects in the professionalization of academic advising from The Pennsylvania State University. The scholar-practitioner model must be nurtured for all who engage in academic advising and for a distinct scholarly identity to be established within higher education. Efforts must proceed at national and local levels.

Relative Emphasis: theory, practice, research
Moving Into Students' Spaces: The Impact of Location of Academic Advising on Student Engagement among Undecided Students
Authors: Arms Janet Heiss , Cabrera Alberto F. , Brower Aaron M.
Published: July 2013

University stakeholders recognize the importance of exposing all students to academic advising as a means to enhance their engagement with the institution. Living-learning communities are of particular promise. In this study, conducted at a midwestern land grant university in the 2004–05 academic year, advisees in living-learning communities reported significantly higher engagement in their educational experiences than advisees with access only to a central advising office, and the differences in levels of engagement with advisors were significant as other predictors of engagement were taken into account.

Relative Emphasis: practice, research, theory
Advising Jay: A Case Study Using a Situational Leadership Approach
Authors: Lerstrom Alan C.
Published: July 2013

Through a case study, I address the position that academic advising can be viewed as a developmental process. I present my specific experiences in applying Hersey and Blanchard's model of situational leadership (1969) during academic advising sessions. The model demonstrates that effective leadership is based on the appropriate balance of a leader's task and relationship behaviors. The leader's emphasis of either the task or the relationship behavior depends on the maturity or readiness of the follower.

Relative Emphasis: theory, practice, research
Developmental Academic Advising Revisited
Authors: Grites Thomas , Gordon Virginia N.
Published: July 2013

Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.
Expanding Research in Academic Advising: Methodological Strategies to Engage Advisors in Research
Authors: Aiken-Wisniewski Sharon A. , Smith Joshua S. , Troxel Wendy G.
Published: July 2013

Research in academic advising has traditionally been conducted and disseminated by faculty researchers, graduate students, and higher education administrators (including advising directors). While significant in developing a body of literature to guide academic advising, the sources of the contribution also suggest that the frontline advisor does not actively participate in the inquiry process. The advising practitioner is an underutilized source of understanding that would offer breadth and depth to advising research. We offer a rationale for expanding the scholarship of advising and provide three research strategies (action inquiry, grounded theory, and program evaluation) that are each suited for addressing the various numbers and types of inquiry in higher education.
Measuring Advisor Relationship Perceptions Among First-Year Students at a Small Midwestern University
Authors: Bitz Kristi
Published: July 2013

In this article, I report on the development and validation of a new survey instrument measuring first-year students' perceptions of the advising relationship. I collected survey data from 113 residential freshmen enrolled in a first-year seminar course at a small, public, midwestern university during the fall of 2009. Factor analysis of students' responses to the survey revealed three key components of the advising relationships: advisor concern, advisor contact, and advising relationship quality. Internal consistency of students' responses to questions loading on each factor, as measured with Cronbach's a, ranged from .89 to. 93, and the internal consistency for all survey items was .95. The article concludes with a revised version of the questionnaire as a basis for future replication studies.
The Effect of Self-efficacy and Psychosocial Development on Major-Changing Behavior
Authors: Cunningham Karen E. , Smothers Anthony W.
Published: July 2013

In this study, we sought to determine whether psychosocial development and self-efficacy of major changers differ from those classified as relatively stable. Participants completed the Life-Skills Inventory-College (Picklesimer, 1991) form to measure psychosocial development and the General Self-efficacy (Schwarzer & Jerusalem, 1995) scale to measure students' level of self-efficacy. Major changers reported a lower level of self-efficacy than relatively stable students, and relatively stable students scored higher on the self-perception measures of the Problem-Solving/Decision-Making subscale on the Life-Skills Development Inventory than did major changers.
Exploratory Honors Students: Academic Major and Career Decision Making
Authors: Carduner Jessie , Padak Gary M. , Reynolds Jamie
Published: July 2013

In this qualitative study, we investigated the academic major and career decision-making processes of honors college students who were declared as “exploratory” students in their freshman year at a large, public, midwestern university. We used semistandardized interviews and document analysis as primary data collection methods to answer four research questions. Results indicated that the 17 participants used aspects of rational choice and alternate models in making decisions. They perceived both advantages and disadvantages of their multipotentiality and developed strategies, such as selecting broad or multiple majors, to offset the disadvantages. Students consulted college academic advisors less than expected when making decisions, and they expressed more concern about happiness than either job availability or earnings than did students in other studies.
Understanding Immigrant College Students: Applying a Developmental Ecology Framework to the Practice of Academic Advising
Authors: Stebleton Michael J.
Published: July 2013

Immigrant college student populations continue to grow, but the complexity of their unique needs and issues remain relatively unknown. To gain a better understanding of the multiple contextual factors impacting immigrant students from a systems-based approach, I applied Bronfenbrenner's (1977) human ecology framework to the study. Students interact with the environment, including exchanges with academic advisors, that influence student development, success, and retention. In this theory-based essay, I contend that the philosophy of a developmental ecology approach parallels the foundational tenets of developmental academic advising, mainly through an emphasis on context and working with the whole student. I offer strategies for practice and ideas for future application as well as use an adapted human-ecological model to illustrate immigrant issues.
A Human Capital Approach to Career Advising
Authors: Shaffer Leigh S. , Zalewski Jacqueline M.
Published: July 2013

We began this series by addressing the challenges of career advising in a volatile, uncertain, complex, and ambiguous environment. In this article, we define human capital and suggest that advisors encourage students to utilize the principle of maximizing human capital when making decisions. We describe the personal traits and attitudes needed to succeed in the new economy as well as the working lifestyle of continuous, lifelong, self-directed learning that characterizes knowledge workers of today. We also emphasize the strategic importance of acquiring the transferable skills that allow workers to move from one job opportunity to another, and we advocate advisors helping students develop the habit of documenting their human capital development by starting portfolios early in their college careers.
Evaluation of a Cognitive Tool for Enhanced Decision Making and Personal Change among College Students
Authors: Kreitler Crystal Mata , Dansereau Donald F. , Barth Timothy M. , Repasky Gregory T. , Miller James
Published: July 2013

Many college students have difficulty with decision making and personal change. In this study, we examine the impact of a fill-in-the-node spatial display that college students complete while considering alternatives and action plans related to dilemmas and behavior change. College students who utilized the cognitive tool reported greater positive expectations for future decision making and personal change than did those in a problem-based writing group and a no treatment group. Implications for academic advisors are discussed.
Graduating the 21st Century Student: Advising As If Their Lives (and Our Future) Depended on It
Authors: Applegate James L.
Published: July 2013

In this adaptation of my keynote address at the 2011 NACADA Annual Conference in Denver, Colorado, I outline the level of increase in college attainment that must occur between now and 2025 for the United States to remain internationally competitive and meet its changing economic and social challenges. After making the case for why achieving Goal 2025—providing high quality college degrees to 60% of the U.S. working age population—is necessary, I outline how those in higher education can achieve this ambitious goal with an emphasis on the role of advisors in advancing college completion goals for the 21st century student.
Advising as Servant Leadership: Investigating the Relationship
Authors: Paul W. Kohle , Smith K. Courtney , Dochney Brendan J.
Published: July 2013

Advisors serve in many, often overlooked, roles. We investigated the supposition that McClellan (2007a) espoused between academic advising and servant leadership. Our hypotheses, that measures of servant leadership and developmental advising are correlated and that wisdom is the best predictor of developmental advising behaviors, were supported. We used Winston and Sandor's (1984) Academic Advising Inventory and Barbuto and Wheeler's (2006) Servant Leadership Questionnaire to examine the relationship. Our sample consisted of 223 undergraduates at a midsized university in the southeastern United States. Implications for practice include enhancing advisor training and development.
Efficacy of Advising Outreach on Student Retention, Academic Progress and Achievement, and Frequency of Advising Contacts: A Longitudinal Randomized Trial
Authors: Schwebel David C. , Walburn Nancy C. , Klyce Katherine , Jerrolds Kevin L.
Published: July 2013

Previous research on advising outreach, including intrusive or proactive advising, suggests required advising improves contact frequency, student retention, and academic achievement, especially for students on probation. We show results of a 4-year randomized trial of 501 students at an urban state university. One half the cohort received advising outreach every semester of enrollment. The other half received typical university announcements about advising but no additional outreach. Advising outreach increased student contact with professional advisors but offered minimal support for outreach to improve retention. Future researchers should continue evaluating advising outreach and proactive advising to improve student success.
Preparatory Training, States of Goal Orientation, and Mentoring Relationship Effectiveness
Authors: Scielzo Shannon , Neeper Michael , Smith-Jentsch Kimberly A.
Published: July 2013

We used an online academic-advising program to examine the effects of preparatory training designed to elicit high states of learning-goal orientation and low states of avoid goal orientation. Results indicate that training was effective in some cases for manipulating states of goal orientation. The training did not directly affect behaviors as anticipated; however, perceptions of partner behaviors showed effects. Moreover, learning-goal orientation was related to advisee postprogram academic self-efficacy. Thus, individuals working with such mentoring programs should consider implementing goal-oriented preparatory training programs to increase mentoring relationship effectiveness.
ACADEMICALLY DEFICIENT READMITTED STUDENTS: ARE THEY REALLY A HIGH RISK?
Authors: Taylor David V. , Powers Sandra M. , Lindstrom William A. , Gibson T. Steve
Published: July 2013

As with most institutions of higher learning, the College of Charleston has been making efforts to attract and retain qualified students. As part of a larger plan, academically deficient students who sought readmission were examined closely. The intent here was that some of their problems and solutions would result in potential solutions for other target populations in the future. This article details the process and the results of the study.
STUDENT SATISFACTION WITH FACULTY ADVISORS IN AN INTRUSIVE ADVISING PROGRAM
Authors: Vowell Faye , Karst Ronald
Published: July 2013

In this article, the authors describe the procedures involved in implementing an intrusive advising program at their University. The findings they report here are based on a questionnaire designed to assess the effectiveness of the program; they include some direct comments from students who participated.
STUDENT PREFERENCES FOR PERSONAL CONTACT IN A STUDENT-FACULTY ADVISING RELATIONSHIP
Authors: Fielstein Lynda L.
Published: July 2013

The author of this study states that its purpose is to “arrive at a clearer understanding of the type of relationship students want when interacting with a faculty advisor. “ Many researchers claim that a strong, personal relationship is preferred, but is this actually the case? Is developmental advising, which focuses on the integration of a student's social, physical, psychological, and cognitive needs, the form of advising students themselves prefer? The question is a significant one if we are to believe that advising – quality advising – plays a key role in student morale and retention.
WHAT YOU'D REALLY LIKE TO SAY . . .
Authors: O'Connor James J.
Published: July 2013

The author writes, “This spring term (at Oregon State University) there were more recorded cases of academic dishonesty and misinterpretation of the academic rules than in the three previous years. After listening to the appeal of a particularly thorny problem in which the student was denied graduation, I jotted down some of the more common advisee questions and statements and added some ‘appropriate’ responses. After doing this, I felt better. I do not utter such responses, but the temptation arises occasionally”!

Can we assume that most advisors have been “tempted” at some time or other?
AN INTERNATIONAL PERSPECTIVE ON ACADEMIC ADVISING
Authors: Saleh Mahmoud A.
Published: July 2013

Academic advising constitutes one of the key problems facing higher education throughout the world today. The need for and benefits of advising are not limited to one geographical area, but represent a pervasive problem, penetrating international and cultural boundaries. This study examines the advising program at King Saud University, Riyadh, Saudi Arabia. Students' responses to a twenty-item questionnaire have been drawn upon to construct a picture of how students perceive academic advising at their university. The study also sought to determine if a significant difference in student responses to the survey existed between the colleges within the university and between the academic levels of the students. Recommendations and practical suggestions to help improve academic advising at the university are offered.
PERSONAL PERSPECTIVES ON THE HISTORY OF ACADEMIC ADVISING
Authors: Wall Harvey W.
Published: July 2013

The JOURNAL continues its series on the development of academic advising in higher education with the second installment of an interview with Dr. Harvey Wall, who began his career in clinical psychology in the early 1950s. In March 1986, Dr. Wall retired from his position as director of the Division of Undergraduate Studies (DUS), an advising unit at Penn State University that enrolls freshmen and sophomores exploring a variety of majors and advanced students seeking advising assistance with changes in their academic plans. Dr. Wall was the first director of DUS, which started in 1973 with 800 students. It now enrolls 4,000. In many ways Dr. Wall's professional experiences parallel the development of academic advising nationwide. For those new to advising, Dr. Wall's remembrances of things past, although personal and local, should provide powerful insights into the present status and procedures of advising, regardless of location or type of institution.
Tangled in a Complex Web of Relationships: Athletic/Academic Advisors Negotiating Privacy Disclosure Warnings With College Student-Athletes
Authors: Thompson Jason
Published: July 2013

To investigate privacy management in the relationship between athletic/academic advisors and college student-athletes, I interviewed 37 advisors to address the following questions: What type of privacy rules do student-athletes communicate to advisors? How do advisors manage student-athletes' private information following these rules? Participants represented 21 different institutions of the 4 NCAA division levels and 10 separate athletic conferences. Findings indicate that student-athletes communicated disclosure warnings regarding academic, athletic, and personal matters, requesting that advisors not inform coaches, parents, and athletic administrative personnel about certain information. In a perpetual balancing act, advisors become entangled in a complex web of relationships with coaches, parents, student-athletes, and others. Practical applications for advisors, along with directions for future research, are considered.
The College Experience for Students With Chronic Illness: Implications for Academic Advising
Authors: Houman Katie M. , Stapley Janice C.
Published: July 2013

A purposive sample (2 males, 3 females) of students (aged 18–29 years) with chronic illness completed standardized measures and a semi-structured interview. Content analysis of the interview data revealed two themes: stress exacerbating symptoms of illness and a desire for a support group on campus. Viewed through the theory of emerging adulthood, participants' social support data suggest that some college students with chronic illness are challenged by the developmental tasks of this life stage due to their health issues. Male students with chronic illnesses may be at a higher risk than females for college adjustment problems. The growing population of those with a diagnosis can benefit from developmental advising that includes validation of their particular challenges and appropriate intervention.
The use of intra-operative fluoroscopy for tibial tunnel placement in anterior cruciate ligament reconstruction
Authors: Hughes A. W. , Dwyer A. J. , Govindaswamy R. , Lankester B.
Published: July 2013

Objectives

Our aim was to assess the use of intra-operative fluoroscopy in the assessment of the position of the tibial tunnel during reconstruction of the anterior cruciate ligament (ACL).

Methods

Between January and June 2009 a total of 31 arthroscopic hamstring ACL reconstructions were performed. Intra-operative fluoroscopy was introduced (when available) to verify the position of the guidewire before tunnel reaming. It was only available for use in 20 cases, due to other demands on the radiology department. The tourniquet times were compared between the two groups and all cases where radiological images lead to re-positioning of the guide wire were recorded. The secondary outcome involved assessing the tibial interference screw position measured on post-operative radiographs and comparing with the known tunnel position as shown on intra-operative fluoroscopic images.

Results

Of the 20 patients treated with fluoroscopy, the imaging led to repositioning of the tibial guide wire before reaming in three (15%). The mean tourniquet time with intra-operative fluoroscopy was 56 minutes (44 to 70) compared with 51 minutes (42 to 67) for the operations performed without. Six patients (30%) had post-operative screw positions that were > 5% more posterior than the known position of the tibial tunnel.

Conclusion

Intra-operative fluoroscopy can be effectively used to improve the accuracy of tibial tunnel positions with minimal increase in tourniquet time. This study also demonstrates the potential inaccuracy associated with plain radiological assessment of tunnel position.
The pathoanatomy and arthroscopic management of femoroacetabular impingement
Authors: Tibor L. M. , Leunig M.
Published: July 2013

Femoroacetabular impingement (FAI) causes pain and chondrolabral damage via mechanical overload during movement of the hip. It is caused by many different types of pathoanatomy, including the cam ‘bump’, decreased head–neck offset, acetabular retroversion, global acetabular overcoverage, prominent anterior–inferior iliac spine, slipped capital femoral epiphysis, and the sequelae of childhood Perthes’ disease.

Both evolutionary and developmental factors may cause FAI. Prevalence studies show that anatomic variations that cause FAI are common in the asymptomatic population. Young athletes may be predisposed to FAI because of the stress on the physis during development. Other factors, including the soft tissues, may also influence symptoms and chondrolabral damage.

FAI and the resultant chondrolabral pathology are often treated arthroscopically. Although the results are favourable, morphologies can be complex, patient expectations are high and the surgery is challenging. The long-term outcomes of hip arthroscopy are still forthcoming and it is unknown if treatment of FAI will prevent arthrosis.
Microseparation, fluid pressure and flow in failures of metal-on-metal hip resurfacing arthroplasties
Authors: Wroblewski B. M. , Siney P. D. , Fleming P. A.
Published: July 2013

Objectives

Metal-on-metal (MoM) hip resurfacing was introduced into clinical practice because it was perceived to be a better alternative to conventional total hip replacement for young and active patients. However, an increasing number of reports of complications have arisen focusing on design and orientation of the components, the generation of metallic wear particles and serum levels of metallic ions. The procedure introduced a combination of two elements: large-dimension components and hard abrasive particles of metal wear. The objective of our study was to investigate the theory that microseparation of the articular surfaces draws in a high volume of bursal fluid and its contents into the articulation, and at relocation under load would generate high pressures of fluid ejection, resulting in an abrasive water jet.

Methods

This theoretical concept using MoM resurfacing components (head diameter 55 mm) was modelled mathematically and confirmed experimentally using a material-testing machine that pushed the head into the cup at a rate of 1000 mm/min until fully engaged.

Results

The mathematical model showed the pattern but not the force of fluid ejection, the highest pressures were expected when the separation of the components was only a fraction of one millimetre. The experimental work confirmed the results; with the mean peak ejection pressure of 43 763 N/m2 equivalent to 306 mmHg or 5 psi.

Conclusions

The mechanical effect of the high-pressure abrasive water jet is the likely cause of the spectrum of complications reported with metal-on-metal resurfacing. Investigating serum levels of metallic elements may not be the best method for assessing the local mechanical effects of the abrasive water jet.
In vivo evaluation of edge-loading in metal-on-metal hip resurfacing patients with pseudotumours
Authors: Kwon Y-M. , Mellon S. J. , Monk P. , Murray D. W. , Gill H. S.
Published: July 2013

Objectives

Pseudotumours (abnormal peri-prosthetic soft-tissue reactions) following metal-on-metal hip resurfacing arthroplasty (MoMHRA) have been associated with elevated metal ion levels, suggesting that excessive wear may occur due to edge-loading of these MoM implants. This study aimed to quantify in vivo edge-loading in MoMHRA patients with and without pseudotumours during functional activities.

Methods

The duration and magnitude of edge-loading in vivo was quantified during functional activities by combining the dynamic hip joint segment contact force calculated from the three-dimensional (3D) motion analysis system with the 3D reconstruction of orientation of the acetabular component and each patient’s specific hip joint centre, based on CT scans.

Results

Edge-loading in the hips with pseudotumours occurred with a four-fold increase in duration and magnitude of force compared with the hips without pseudotumours (p = 0.02).

Conclusions

The study provides the first in vivo evidence to support that edge-loading is an important mechanism that leads to localised excessive wear (edge-wear), with subsequent elevation of metal ion levels in MoMHRA patients with pseudotumours.
Validity of synthetic bone as a substitute for osteoporotic cadaveric femoral heads in mechanical testing
Authors: O’Neill F. , Condon F. , McGloughlin T. , Lenehan B. , Coffey C. , Walsh M.
Published: July 2013

Introduction

The objective of this study was to determine if a synthetic bone substitute would provide results similar to bone from osteoporotic femoral heads during in vitro testing with orthopaedic implants. If the synthetic material could produce results similar to those of the osteoporotic bone, it could reduce or eliminate the need for testing of implants on bone.

Methods

Pushout studies were performed with the dynamic hip screw (DHS) and the DHS Blade in both cadaveric femoral heads and artificial bone substitutes in the form of polyurethane foam blocks of different density. The pushout studies were performed as a means of comparing the force displacement curves produced by each implant within each material.

Results

The results demonstrated that test material with a density of 0.16 g/cm3 (block A) produced qualitatively similar force displacement curves for the DHS and qualitatively and quantitatively similar force displacement curves for the DHS Blade, whereas the test material with a density of 0.08 g/cm3 (block B) did not produce results that were predictive of those recorded within the osteoporotic cadaveric femoral heads.

Conclusion

This study demonstrates that synthetic material with a density of 0.16 g/cm3 can provide a good substitute for cadaveric osteoporotic femoral heads in the testing of implants. However we do recognise that no synthetic material can be considered as a definitive substitute for bone, therefore studies performed with artificial bone substrates may need to be validated by further testing with a small bone sample in order to produce conclusive results.
Scintigraphic assessment of bone status at one year following hip resurfacing
Authors: Amarasekera H. W. , Roberts P. , Costa M. L. , Parsons N. , Achten J. , Griffin D. R. , Williams N. R.
Published: July 2013

Objectives

To study the vascularity and bone metabolism of the femoral head/neck following hip resurfacing arthroplasty, and to use these results to compare the posterior and the trochanteric-flip approaches.

Methods

In our previous work, we reported changes to intra-operative blood flow during hip resurfacing arthroplasty comparing two surgical approaches. In this study, we report the vascularity and the metabolic bone function in the proximal femur in these same patients at one year after the surgery. Vascularity and bone function was assessed using scintigraphic techniques. Of the 13 patients who agreed to take part, eight had their arthroplasty through a posterior approach and five through a trochanteric-flip approach.

Results

One year after surgery, we found no difference in the vascularity (vascular phase) and metabolic bone function (delayed phase) at the junction of the femoral head/neck between the two groups of patients. Higher radiopharmaceutical uptake was found in the region of the greater trochanter in the trochanteric-flip group, related to the healing osteotomy.

Conclusions

Our findings using scintigraphic techniques suggest that the greater intra-operative reduction in blood flow to the junction of the femoral head/neck, which is seen with the posterior approach compared with trochanteric flip, does not result in any difference in vascularity or metabolic bone function one year after surgery.
Coating of titanium with hydroxyapatite leads to decreased bone formation
Authors: Bøe B. G. , Støen R. Ø. , Solberg L. B. , Reinholt F. P. , Ellingsen J. E. , Nordsletten L.
Published: July 2013

Objectives

An experimental rabbit model was used to test the null hypothesis, that there is no difference in new bone formation around uncoated titanium discs compared with coated titanium discs when implanted into the muscles of rabbits.

Methods

A total of three titanium discs with different surface and coating (1, porous coating; 2, porous coating + Bonemaster (Biomet); and 3, porous coating + plasma-sprayed hydroxyapatite) were implanted in 12 female rabbits. Six animals were killed after six weeks and the remaining six were killed after 12 weeks. The implants with surrounding tissues were embedded in methyl methacrylate and grinded sections were stained with Masson-Goldners trichrome and examined by light microscopy of coded sections.

Results

Small amounts of bone were observed scattered along the surface of five of the 12 implants coated with porous titanium, and around one out of 12 porous coated surfaces with Bonemaster. No bone formation could be detected around porous coated implants with plasma-sprayed hydroxyapatite.

Conclusion

Porous titanium coating is to some degree osteoinductive in muscles.
Fracture fixation with two locking screws versus three non-locking screws
Authors: Grawe B. , Le T. , Williamson S. , Archdeacon A. , Zardiackas L.
Published: July 2013

Objectives

We aimed to further evaluate the biomechanical characteristics of two locking screws versus three standard bicortical screws in synthetic models of normal and osteoporotic bone.

Methods

Synthetic tubular bone models representing normal bone density and osteoporotic bone density were used. Artificial fracture gaps of 1 cm were created in each specimen before fixation with one of two constructs: 1) two locking screws using a five-hole locking compression plate (LCP) plate; or 2) three non-locking screws with a seven-hole LCP plate across each side of the fracture gap. The stiffness, maximum displacement, mode of failure and number of cycles to failure were recorded under progressive cyclic torsional and eccentric axial loading.

Results

Locking plates in normal bone survived 10% fewer cycles to failure during cyclic axial loading, but there was no significant difference in maximum displacement or failure load. Locking plates in osteoporotic bone showed less displacement (p = 0.02), but no significant difference in number of cycles to failure or failure load during cyclic axial loading (p = 0.46 and p = 0.25, respectively). Locking plates in normal bone had lower stiffness and torque during torsion testing (both p = 0.03), but there was no significant difference in rotation (angular displacement) (p = 0.84). Locking plates in osteoporotic bone showed lower torque and rotation (p = 0.008), but there was no significant difference in stiffness during torsion testing (p = 0.69).

Conclusions

The mechanical performance of locking plate constructs, using only two screws, is comparable to three non-locking screw constructs in osteoporotic bone. Normal bone loaded with either an axial or torsional moment showed slightly better performance with the non-locking construct.
A systematic review of the histological and molecular changes in rotator cuff disease
Authors: Dean B. J. F. , Franklin S. L. , Carr A. J.
Published: July 2013

Introduction

The pathogenesis of rotator cuff disease (RCD) is complex and not fully understood. This systematic review set out to summarise the histological and molecular changes that occur throughout the spectrum of RCD.

Methods

We conducted a systematic review of the scientific literature with specific inclusion and exclusion criteria.

Results

A total of 101 studies met the inclusion criteria: 92 studies used human subjects exclusively, seven used animal overuse models, and the remaining two studies involved both humans and an animal overuse model. A total of 58 studies analysed supraspinatus tendon exclusively, 16 analysed subacromial bursal tissue exclusively, while the other studies analysed other tissue or varying combinations of tissue types including joint fluid and muscle. The molecular biomarkers that were altered in RCD included matrix substances, growth factors, enzymes and other proteins including certain neuropeptides.

Conclusions

The pathogenesis of RCD is being slowly unravelled as a result of the significant recent advances in molecular medicine. Future research aimed at further unlocking these key molecular processes will be pivotal in developing new surgical interventions both in terms of the diagnosis and treatment of RCD.