Abstract
University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.
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