Browsing by Author "McKinney, Lyle"
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Item A Case Study Analysis of Academic Advisors’ Perceptions and Attitudes Towards Intrusive Advising(2017-12) Donaldson, Paul; McKinney, Lyle; Lee, Mimi Miyoung; Horn, Catherine L.; Burridge, Andrea BackscheiderBackground. This study examines how and why intrusive advising programs function from the perspective of academic advisors who utilize the intrusive style of advising with community college students entering into college for the first time. Purpose. Specifically, this study seeks to better understand benefits and challenges of intrusive advising as reported by academic advisors and build a more cohesive understanding of academic advisor perceptions and attitudes towards intrusive advising. Methods. Using qualitative inquiry (Carspecken, 1996) within a case study structure (Yin, 2009), a thematic analysis was conducted through interviews with twelve academic advisors at a community college in Texas. Like responses were grouped into low level codes, which were then further grouped into high level codes, followed by the establishment of specific themes which broadly define the findings from the interview analysis. Findings. Three key themes emerged from the thematic analysis: a discussion on the beneficial aspects of the IAP, programmatic challenges reported by advisors within the IAP, and challenges student face as it relates to the IAP. The beneficial aspects of intrusive advising programs were identified as requiring student participation in academic advising, building rapport through assigned advisors, constructing a comprehensive academic plan, delivering individualized support, and employing group advising sessions. Programmatically, challenges include managing caseload size of academic advisors, constructing adequate professional development opportunities, and maintaining consistent engagement with academic planning resources. Student-related challenges were identified as engaging with technology, a need for enhanced advising during the enrollment period, overcoming the negative connotation of mandatory advising, and managing the advisor/advisee mismatch. Conclusion. Overall, the results of this study suggest that employing an intrusive advising program that is designed for first-time-in-college students within a community college setting is beneficial towards supporting students with successfully orienting to the college environment.Item Academic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis(2018-05) Wheatley, Kathryn; Horn, Catherine L.; McKinney, Lyle; Fan, Weihua; Elkins Longacre, TeriBackground: Academic advising can be an effective intervention for students needing guidance through their academic programs. At this point, we are unsure how academic advising affects the success of students who bring different pre-enrollment academic experiences. Purpose: The purpose of this study is to better understand the factors associated with success of transfer and dual-credit students in order to help inform efforts to improve university-wide advising practices. Therefore, these analyses attempted to identify individual- and college-level factors influencing the likelihood that FTIC, transfer, and dual-credit students will persist from their first to second year and the likelihood that they will graduate. Methods: The outcomes of interest in this study are dichotomous indicators of student success (retention and graduation). Therefore, a Hierarchical Generalized Linear Model was used to estimate the probability (φ) that a student from the 2012 cohort graduated conditioned on a set of fixed effects at the individual (β) and college (γ) levels. Logistic regression was used to determine whether student retention from the first to second year was influenced by student demographics, college designation, academic advising attendance, and other background characteristics. Finally, multiple regression was used to determine whether cohort 2015 students’ cumulative first year GPA was influenced by student characteristics and behaviors. Results: HLM results indicated that college-level factors percentage of transfer students and percentage of students at high academic risk, as well as multiple student-level variables including academic advising contact were strong predictors of student graduation. Logistic regression revealed that increased academic advising contact, transfer designation and full-time enrollment status, among other variables, were likely to predict persistence to second year. Finally, multiple regression results indicated that academic advising contact and other variables were associated with first-year GPA. Conclusion: This study demonstrates the importance of academic advising contact within colleges and the researcher suggests changes to advising practice and ideas for future research.Item ADVANCING DIVERSITY, EQUITY, AND INCLUSION IN UNIVERSITY ATHLETIC DEPARTMENTS(2022-12-19) Bennett, Earl Bryan; McKinney, Lyle; Davis, Tiffany J.; Hawkins, Billy J.; da Silva Iddings, Ana ChristinaBackground: The advancement of diversity, equity, and inclusion (DEI) within college athletic departments has not coincided with the broader progression and expansion of DEI efforts across higher education more broadly (Doherty et al., 2010; McGinniss et al., 2020; Schroeder, 2010). Yet, empirical evidence shows that advancing DEI within college athletic departments is essential to creating a healthy and thriving organizational culture (Doherty & Chelladurai, 1999; Mowday, 1979; Spaaij et al., 2018) that improves success for athletic departments and student athletes (Bopp, 2014). Purpose and Research Questions: The purpose of this study was to examine the organizational culture of Northeast Research University (a pseudonym) (NRU), which achieved national recognition and a standard of excellence for DEI from the National Collegiate Athletic Association (NCAA). The study answered the following research questions: (1) What steps did this athletic department take to improve DEI? (2) What role did executive leadership and mid-level employees play in the advancement of DEI within this athletic department? In answering these questions, the goal was to provide recommendations and specific action steps that other university athletic departments can follow to advance DEI. Methods: This qualitative study used a single-site case study research design and was guided by Schroeder’s (2010) conceptual framework of intercollegiate athletic departments, as well prior research on interculturalism (Giannakoulias, 2020; Zapatao-Barrero, 2017). The context for the study was the athletic department at NRU, a research-intensive university located in an urban area in the Northeastern United States. Using purposeful sampling, nine administrators (executive- and mid-level) within NRU’s athletic department were interviewed to develop a deeper understanding of the strategies and initiatives the department used to advance DEI. Data collection included one-on-one interviews and the interview data was supplemented by document analysis (e.g., criteria for the NCAA Award for Diversity and Inclusion (2021a); NRU’s athletic department webpages). The data were analyzed using thematic analysis methods (Bowen, 2009). Findings: The lived experiences of employees within NRU’s athletic department shaped their views on the extent to which the department had successfully and meaningfully advanced DEI. Data analysis resulted in four major themes: (1) Translating DEI Rhetoric into Reality, (2) Eradicating Silos, (3) Communicating the DEI Vision, and (4) Leveraging DEI Momentum to Create Meaningful Change. The findings highlight why advancing DEI is critically important within university athletics, and identify specific steps these departments can take to improve their overall organizational culture. Conclusion: Although athletic departments are formally situated within the broader university structure, in reality, many remain disconnected from DEI efforts and initiatives happening across campus. The findings from the data analysis are used as the basis for recommendations in three key areas: staff recruitment and hiring, preparing the next generation of athletic administrators, and broadening participation and representation in DEI initiatives. Ultimately, the findings and recommendations from this study are intended to provide a roadmap that athletic departments across the country can use to meaningfully advance DEI.Item An Evaluation of a Baccalaureate Engineering Enrichment Program on Diverse Engineering Students’ Success Using CIPP and VEE Models: A Multi-Method Approach(2022-05-16) Nguyen, Ha Thi; Horn, Catherine L.; McKinney, Lyle; Evans, Paige K.; Henderson, Jerrod A.Background: Scholars have noted that the STEM labor shortage diminishes the U.S. global competitiveness and threatens national security. Among the STEM disciplines, the engineering field experiences a lack of workers, and engineers have been on the top list of hard-to-fill jobs. Around 50% of the freshmen students entering engineering degrees do not complete the degree requirements. Furthermore, there is a constant underrepresentation of racial/ethnic minorities and women in the engineering field. Broadening participation in engineering is essential to drive the nation's innovation and improve lived experiences of minoritized engineering students. Purpose/Research Questions: This study aims to examine the implementation and effectiveness of the Program for Mastery in Engineering Studies (PROMES) at the University of Houston. Guided by Stufflebeam's (1971) CIPP model and Greene's (2006) VEE model, this study evaluates the PROMES's implementation and impacts on improving diverse engineering students' academic success, building a diverse community, and strengthening students' engagement. This dissertation explored the following research questions: 1) What strategies and resources have the program utilized to meet PROMES' goals and targeted students' needs, especially that of underrepresented racial minorities (URM) and female students? (Input); 2) To what extent and in what ways are PROMES' strategies being implemented? How are they received by engineering students? (Process); and 3) What is the impact of PROMES on engineering students' academic success, particularly of URM and female students? (Product). Methods: Multi-method approaches were applied to examine the research questions. For the qualitative phase, 12 individual interviews with key program stakeholders were conducted. Inductive analysis techniques were applied for the qualitative data. The quantitative portion employed the Propensity Score Analysis and t-tests techniques to examine the differences in program and non-program's students' GPA. The enrollment and transcript data for freshmen engineering students who enrolled in the college of engineering in the Fall 2018 (N = 327) and PROMES data for all freshmen who enrolled in the program in the Fall 2018 (n = 21) were utilized. Findings: PROMES is a successful program that has positively impacted academic success for engineering scholars, especially minorities and female students. The program created a strong sense of acceptance, inclusion, and engagement in engineering for minority and female students, which motivated them to advance in engineering majors. It increased students' self-efficacy, which led to their improved persistence in engineering. It also contributed to the engineering workforce by preparing students for career readiness skills and gaining job offers. The program's impact on improving students' GPA was credited in the qualitative findings but not confirmed in the quantitative analysis. The program's success was attributed to various factors, including an inclusive strategic planning approach, a strong faculty's commitment to diverse engineering students' success, and a student body with good community spirits. Conclusion: This study points to a need for more substantial investment in PROMES or similar engineering enrichment programs to improve engineering students' success and broaden minority and women's participation in the engineering workforce.Item An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution(2014-05) Conston, Toya; Horn, Catherine L.; McKinney, Lyle; Bloom, Collette M.; Hawkins, JacquelineStudent mobility is a complex phenomenon that has been defined in various ways in research: transfer, swirling, double-dipping, and zig-zag (Adelman, 2006; McCormick, 2003; Townley, Katz, Wandersman, Skiles, Schillaci, Timmerman & Mousseau, 2013). Of the various transfer patterns, research studies have most robustly focused on student outcomes of transfers from community colleges to four-year institutions-- known as traditional, vertical, or upward transfer (Dougherty & Kienzl, 2006; Doyle, 2009; Eaga & Jaeger, 2009; Gandara, Alvarada, Driscoll & Orfield, 2012; Ishitani & McKitrick, 2010). However, other transfer patterns such as lateral transfer (transfer from one four-year institution to another or from one two-year institution to another) have also been documented in recent years (Goldrick-Rab & Pfeffer, 2009; U.S. Department of Education, 2001) and warrant further investigation. This study aimed to examine the impact of a set of empirically-driven predictor variables and other academic engagement experiences on the first-year grade point average, persistence, and degree attainment of African American, Latino/a, and Asian American vertical and lateral transfer students at a four-year minority serving institution by analyzing institutional student-level longitudinal data collected by the study university’s Office of Institutional Research from Fall 2007 through Fall 2012 (n=1340). The overall linear model for the total minority cohort (n=1340) revealed that a positive predictive relationship existed between initial hours earned at time of transfer, initial GPA, ethnicity (i.e. African American), major (i.e. STEM), full-time enrollment in Spring 2008 and the outcome, first year post-transfer cumulative GPA F(12, 1004) = 30.29, p. <.001, R2= .27. For African Americans (n= 351), three independent variables contributed significantly to the prediction of cumulative GPA: initial hours earned, initial GPA and full-time enrollment in Spring 2008 F(10, 241) = 8.45, p. <.001, R2= .26. For Latino/a transfer students (n=607) six independent variables significantly contributed to the prediction of cumulative GPA (initial hours earned, initial GPA, full-time enrollment in Spring 2008, and majors in Professional, STEM and Liberal Arts and Sciences) F(10, 452) = 12.91, p. <.001, R2= .22. Moreover, for Asian American transfer students (n= 382) five independent variables significantly contributed to the prediction of cumulative GPA (initial hours earned, initial GPA, majors in Professional, STEM and Undeclared) F(10, 291) = 8.75, p. <.001, R2= .23. There were six statistically significant predictor variables χ2(12, N= 1017) = 84.27, p<. 001. related to the likelihood of a minority transfer student persisting from year one to year two of enrollment at the Urban University which included initial GPA, initial hours earned, full-time enrollment in Spring 2008, being self-identified as African American or Asian American, and having a major in a Professional program. In subsequent models, Latino and Asian American transfer students χ2(10, N= 302) = 32.16, p<. 001 shared full-time enrollment in Spring 2008 as a significant predictor of persistence from year one to year two. For Latino/a transfer students χ2(10, N= 463) = 41.39, p<. 001, initial GPA and initial hours earned were also found significantly contribute to persistence from one year to year two. Lastly, results indicated that eight independent variables significantly contributed to the prediction of whether or not a minority transfer student graduated from Urban University within 6-years of matriculation χ2(14, N= 1017) = 287.36, p<. 001 initial GPA, initial hours earned, full-time enrollment in Fall 2007 and Spring 2008, age, major (i.e. Professional), and financial aid contributed to graduation status. African American transfer students, per this model, had a reduced likelihood of graduating within 6 years. For African American transfer students χ2(12, N= 252) = 79.80, p<. 001 initial GPA, initial hours, full-time enrolment in Spring 2008 and financial aid significantly contributed to the prediction of whether an African American graduated from Urban University. For Latino/as transfer students χ2(12, N= 463) = 115.19, p<. 001, majors in Professional programs and Liberal Arts and Sciences also served as variables that significantly predicted graduation from Urban University. Implications from findings indicate that initial GPA, initial hours at time of enrollment, and full-time enrollment in Spring 2008 (Astin 1975, 1977) were the most consistent predictors of cumulative GPA, persistence from year one to year two and graduation outcomes for minority transfer students (Smith et al., 2009). As evidenced by findings and previous literature, (Best & Gehring, 1993; Cejda, Kaylor & Rewey, 1998; Keeley & House, 1993; Preston, 1993; Soltz, 1992) transfer students- both vertical and lateral- benefit from having a strong record of prior academic achievement, as well as, full-time enrollment within the first two semesters at the senior institution. African American and Asian American transfer students did not show improvement over the constant in logistical models; thus, other variables should be considered for future examination.Item Anchored in Debt: Examining the Implications of Student Loan Indebtedness for Black Borrowers(2021-08) Barnes, Yolanda M; McKinney, Lyle; Carales, Vincent D.; Davis, Tiffany J.; Parnell, Amelia R.Background: The current student loan debt level has reached an all-time high at 1.7 trillion, with 54% of college students taking on some form of debt to cover their college expenses (Hanson, 2021). Not only has the student loan program left many students in debt, but it has also contributed to a widening racial wealth gap in this country (Sullivan et al., 2019). Attaining a higher education credential has the strong possibility of creating economic security and guaranteed entry into the middle class for many Americans. However, with rising cost, reaching degree completion has caused generations of Black borrowers to be burdened with millions in student loan debt. The federal student loan program in the U.S. has created access and fulfilled the promise to offer greater financial freedom, but not for all students. Are Black borrowers paying the price, literally, for a system that is not truly equitable? Purpose: The purpose of this narrative study was to explore how Black borrowers narrate their experience of accumulating student loans and navigating debt post college. This study explored the following research questions: (1) How do Black borrowers narrate their experience with accumulating student loan debt? (2) How do Black borrowers narrate their experience with navigating the student loan repayment process? (3) How does student loan indebtedness influence Black borrowers? (4) What are the systemic issues Black borrowers encounter when navigating the federal student loan system? Methods: This narrative study sought to understand, through storytelling, the experiences and factors Black student loan borrowers viewed as influencing their decision to accumulate student loans, their journey through the repayment process and the influence of debt on their day-to-day lives. For this study, data was collected through interviews and reflective journals with twelve participants. I implemented a narrative analysis which allowed me as the researcher to examine the data as a coherent whole. I produced a written analysis that effectively corresponded to the stories told and aligned with the objectives of this narrative study. Results: The findings suggest, Black borrowers interpret and navigate their debt uniquely. There is no one size fits all approach to being indebted. Most participants within the study described feeling anchored to their student loans and being hindered by their debt. To achieve their academic goals, participants described the process of taking out student loans as an inevitable decision throughout their post-secondary journey. Access (or lack thereof) to information had a significant influence on the ways in which participants perceived the student loan process, their borrowing behavior, and repayment patterns. Finally, the results highlight the ways in which participants navigate and make decisions while in repayment. Conclusion: Participants described a strong desire to be the last generation of Black borrowers who will have to experience this level of indebtedness. Participants acknowledge they are a product of a broken system not built for their success. Through their professional work, conversations with younger siblings and family members, participants are planting seeds of knowledge to best support future Black borrowers to navigate higher education with the least amount of debt.Item Associations of Rape Myth Belief and Perceived School Support with The Likelihood of Reporting Sexual Assault(2018-12) Neisler, Julie; Wiesner, Margit F.; Liu, Yu; McKinney, Lyle; Ford-McCartney, DevanBackground: Sexual assault occurs at high rates (one in five students) at institutions of higher education in the U.S. and is known to have a negative impact on students’ affective, physical, financial, and academic outcomes. Only a small percentage of these sexual assault crimes are reported to institutions, preventing students from gaining access to support services that act as protective factors against negative outcomes. Little is known about what predicts a student’s likelihood of reporting prior to having experienced an assault (hereafter referred to as “likelihood of reporting”), and whether external factors, such as perception of school support, influence this likelihood. Purpose: The aims of the proposed study were to examine (1) whether survey items related to likelihood of reporting and perceived school support map to underlying latent multiple-indicator constructs that are invariant across male and female students; (2) whether a student’s rape myth belief, which has a strong theoretical alignment to survivors’ endorsed reasons for not reporting their sexual assault, is related to the likelihood of reporting; and (3) whether perceived school support moderates the relationship between rape myth belief and likelihood of reporting among university students. Methods: Participants (N = 4596) included undergraduate, graduate, and professional students from a large, tier 1, public institution in southwest United States. A cross-sectional survey assessed participants’ demographic characteristics, rape myth belief, likelihood of reporting, and perceived school support. Confirmatory Factor Analysis was used to examine the factor structure of latent variables. Structural regression models were estimated to determine the effect of rape myth belief on likelihood of reporting, and the moderating effect of perceived campus climate on this relationship. Results: Confirmatory factor analysis and Chi-Square difference tests supported weak threshold invariance for both likelihood of reporting and perceived school support latent variables. Rape myth belief significantly predicted likelihood of reporting for both males and females when controlling for classification (year in school), residence (living on vs. off campus), and race/ethnicity such that higher levels of rape myth belief were associated with lower levels of likelihood of reporting, p < 0.001 (Cohen’s f2 females = 0.139, males = 0.147). Perceived school support significantly moderated the relationship between rape myth belief and likelihood of reporting when controlling for classification, residence, and race/ethnicity on all levels of the moderator, such that any level of perceived school support, the relationship between rape myth belief and likelihood of reporting was negative, p < 0.001 (Cohen’s f2 females = 0.012, males = 0.024). Conclusion: An individual’s belief in false rape myths and their perception of the support that an institution would provide in the instance of reporting a sexual assault significantly influence the student’s likelihood of reporting. Institutions of higher education should seek to implement interventions that challenge false beliefs and educate students on the support and resources that the institution provides. This growing body of research must aim to positively impact proactive education and support efforts in order to ensure the safety and opportunity for success for all students.Item Considering Racial/Ethnic Diversity Experience as a Predictor of Success for Graduate Social Work Students(2015-08) Mollhagen, Amber M.; Horn, Catherine L.; McKinney, Lyle; McPhail, Beverly; Williams Jennings, ShearaSocial workers require a unique set of skills, knowledge and values in preparation to work with diverse populations. Graduate social work programs struggle with identifying useful admissions criteria beyond undergraduate GPA. Literature on college diversity has shown that students who have exposure to others who are different from themselves experience enhanced critical thinking skills and strong pluralistic orientation outcomes. As admission decisions are critical to shaping the profession of social work, this study considers students’ college diversity experiences as a predictor of their success in an MSW program. Three multiple regression analyses looking at overall field competency scores (F (13, 545), p < .01), MSW GPA for graduates (F (13, 391), p < .001), and MSW GPA for current students (F (13, 139), p < .001) found that advanced standing status, gender, undergraduate GPA, full-time experience, GRE scores and campus ethnic diversity scores were statistically significant predictors. Additionally two logistic regression analyses looking at critical thinking field scores (χ2(13)= 30.750, p < .05) and field scores in human rights and social justice (χ2(13)= 26.041, p < .05) found that advanced standing status, gender, undergraduate GPA, and full-time experience were statistically significant predictors. A qualitative analysis of five interviews with successful MSW students was also conducted. Undergraduate diversity experiences were present for each student but were under-emphasized for the outcomes of interest. Instead pivotal experiences with injustice both early in life and in college and identification as part of a marginalized group lead to skill and interest development in social work as well as an overall social justice orientation. Success of students identifying as marginalized, in part, was based on access to communities and groups from which they received support, hope, and a sense of belonging. The study is preliminary and associative, and thus does not allow for causal conclusions and is of only one discipline at one graduate program. Future research is suggested on the advanced standing program within social work education as well as critical mass for marginalized students. For practitioners, it is recommended that exposure and interaction with diversity be considered as an additional criterion for graduate social work admissions decisions along with traditionally considered criteria of undergraduate GPA and full-time work related experience. This study looks at different criteria for social work admissions as well as uncovers important student characteristics that help us understand their success in social work graduate studies.Item Delayed Enrollment Among Minority and Male Students: Factors and Effects on College Outcomes(2023-12) Bui, Binh Chi; Horn, Catherine L.; McKinney, Lyle; Templeton, Toni; Wong, M. C. SunnyBackground: Each year, approximately one million high school completers in the United States delay college enrollment. Minority and male students with limited cultural capital represent a substantial group among them. However, little is known about what predicts delayed enrollment and how delayed enrollment affects college outcomes among minority and male students. Purpose: This three-paper study aimed to understand the demographics and cultural capital factors that predict minority students’ delayed enrollment, the effect of delayed enrollment on African American students’ college grade point average (GPA), and the effect of delayed enrollment on male student persistence at four-year higher education institutions (HEIs). Research questions: The study answered six questions: 1) What demographic and cultural capital factors predict the delayed enrollment of minority students who attend four-year higher education institutions? 2) How do the relationships between the predictors and delayed enrollment vary for delayers who belong to a specific minority group? 3) What are the characteristics of African American four-year college students who delay enrollment? 4) To what extent does delayed enrollment affect the first-year GPA of African American four-year college students? 5) What are the characteristics of male four-year college students who delay enrollment? 6) In what way does delayed enrollment affect the persistence of male four-year college students? Methods: The study employed descriptive analysis, propensity score analysis, and regression analysis on a national restricted-use dataset. Results: The results showed that 24%, 29%, and 21% of minority students, African American students, and male students at HEIs, respectively, delayed enrollment. Students with a General Education Development (GED) credential or equivalent had the highest probability of delaying enrollment (OR = 5.561, p < .001). African American delayers saw their first-year GPA increase by .218 units (p < .001), ceteris paribus. Meanwhile, male delayers saw their probability of dropping out increased by 98% (p < .001), ceteris paribus. Conclusion: Attention should be given to high school completers with a GED or an equivalent if they intend to immediately enter college. Delayed enrollment had a positive effect on African American students’ first-year GPA but a negative effect on male student persistence. These findings have important implications for future research and offer recommendations for (higher) education practice and policy.Item Examining Predictors of Professional Master Degree Completion at a Highly Diverse Research Institution(2019-04) Roosa, Tiffany; McKinney, Lyle; Schilt, Alexander Frank; Horn, Catherine L.; Schwartz, Jonathan P.Background: Master’s seeking students comprise over 81% of the graduate degrees awarded in the United States, but limited research focuses on master programs; most research has instead focused on baccalaureate or doctoral degree completion. Consequently, there are major gaps in knowledge about the demographic and academic factors that affect academic success among master’s degree students. Purpose: This study examined academic success and degree completion among a sample of master’s degree-seeking students by applying Tinto’s (1987) seminal framework of college student attrition. The study addressed three research questions: 1) What factors increase the likelihood of professional master student academic success, as measured by cumulative GPA?; 2) What factors increase the likelihood of professional master degree completion?; and 3) To what extent does the Tinto framework designed to map undergraduate degree completion explain professional master student degree completion? Methods: Using an institutional administrative dataset, this quantitative study examined n= 696 students enrolled in two professionally focused master degree programs (Business and Education) at a large, racially/ethnically diverse research university in the Southwest United States. Data analysis included descriptive statistics, hierarchical multiple regression to analyze the predictability of GPA, and logistic regression to examine how key factors affect degree completion. Results: Tinto’s framework did not provide a strong overall fit in terms of explaining student GPA, though several variables in this model were significant including full-time enrollment, summer enrollment, age, Black, Hispanic, college affiliation, and program affiliation. However, Tinto’s framework was effective at explaining master’s degree completion with significant variables including GPA, full-time enrollment, summer enrollment, Black, and Hispanic. Conclusion: Though originally designed to study undergraduate student attrition, results from the present study suggest that several constructs from Tinto’s framework (pre-entry attributes, academic performance, student effort, and institutional experiences) are also salient for understanding attrition and degree completion among students in master’s degree programs. Findings also indicate the importance of professional assimilation among master’s students, which graduate programs could strengthen by focusing on professional goals and community development to foster students’ career pathways. Other institutional strategies that could increase master’s degree attainment include reviewing graduate admission test scores within context of the whole admission application, and expanding summer course offerings to decrease student’s time to degree. This study advances scholarship on master’s degree-seeking students and outlines policies and practices that will enable postsecondary institutions to better serve this growing, diverse student population.Item Exploring College Engineering Students’ Choices, Effort, Persistence, and Continuation from Expectancy-Value Theory’s Perspective(2015-12) Wu, Fan; Fan, Weihua; Zou, Yali; McKinney, Lyle; De la Rosa-Pohl, Diana G.High attrition rate is one of the biggest challenges undergraduate STEM education faces (Gonzalez & Kuenzi, 2012). It is imperative for educators to understand the factors related to students’ choice, persistence, and continuation in engineering majors and careers (Eris et al., 2010; Lichtenstein et al., 2007; Lichtenstein et al., 2009). From the perspective of expectancy-value theory, this study sought to investigate how college engineering students’ perceptions (engineering self-efficacy, gender stereotype threat, and racial stereotype threat), expectancy for academic success in engineering, and engineering task values (attainment value, intrinsic value, utility value, and cost) relate to their choices (take more engineering courses in the future, delay, and miss deadlines), effort and persistence in engineering coursework, and continuation in the field of engineering. The researcher recruited 163 undergraduate engineering students from a large southern urban university who completed a paper-and-pencil survey in class. The researcher analyzed the data using IBM SPSS Statistics 22. The researcher created the Expectancy for Academic Success Scale based on the modified version of the Revised Generalized Expectancy for Success Scale (Hale, Fiedler, & Cochran, 1992) and used it in her candidacy research. In this dissertation, the researcher modified the Expectancy for Academic Success Scale and made it appropriate to use in engineering contexts. The modified scale was named as the Expectancy for Academic Success in Engineering Scale. Principle component analysis (PCA) with varimax rotation revealed a three-factor solution. The three factors are Expectancy for Successful Engineering Academic Relationships, Expectancy for Completion of Engineering Academic Tasks, and Expectancy for Completion of Engineering Education. PCA results showed that all the items had primary loadings over .7 and the communalities were all above .63. Analyses of the internal consistency yielded satisfactory results with adequate Cronbach’s alpha of .75, .94, and .89 for each scale respectively. Results showed that 1) academic level, self-reported GPA, and intrinsic value were negative predictors of delay; 2) self-reported GPA and expectancy for successful engineering academic relationships were negative predictors of missing deadlines, whereas cost was a positive predictor of missing deadlines; 3) academic level and stereotype threat were negative predictors of choice, whereas expectancy for completion of engineering academic tasks, expectancy for completion of engineering education, attainment value, and intrinsic value were positive predictors of choice; 4) academic level, expectancy for successful engineering academic relationships, expectancy for completion of engineering academic tasks, expectancy for completion of engineering education, intrinsic value, and cost were positive predictors of effort; 5) stereotype threat was a negative predictor of persistence, whereas academic level, self-reported GPA, and expectancy for completion of engineering academic tasks were positive predictors of persistence; and 6) underrepresented minority status was a negative predictor of continuation, whereas expectancy for completion of engineering academic tasks and expectancy for completion of engineering education were positive predictors of continuation.Item Exploring the Relationship between Texas Public High School Accountability Ratings and Postsecondary Matriculation Rates(2019-08) Hooker, Darrell Lee; McKinney, Lyle; Burridge, Andrea Backscheider; Carales, Vincent D.; Kent, Shawn C.Background: In the modern economy, postsecondary education has become a vital prerequisite for those who wish to earn middle class wages and comfortably support a family (Doyle & Skinner, 2016; McFarland et al, 2018). During his time in office, no less an authority than President Barack Obama set the goal to have the United States lead the world in proportion of young people who possess a postsecondary credential (Vise, 2011). Moreover, the state of Texas has set a “60X30” goal to have 60% of all its residents between the ages of 25 and 34 possess a postsecondary credential of some kind by the year 2030 (Texas Higher Education Coordinating Board, 2015). Therefore, it is important for researchers and policymakers to understand how characteristics of high schools help or hinder in the process of motivating students to move immediately to postsecondary education following high school graduation. Purpose: This study seeks to investigate whether the accountability ratings and institutional characteristics of Texas public high schools are able to predict the postsecondary matriculation rate of schools’ graduating seniors. Methods: The data for this study was obtained from publicly available reports from the Texas Higher Education Coordinating Board and the Texas Education Agency; specifically, the High School Graduates Enrolled in Higher Education and Academic Excellence Indicator System reports were used. The final sample of high schools in this study is N = 1120. The dependent variable is the postsecondary matriculation rate of each high school. The independent variables include the accountability rating of each high school in Spring 2011, the percentage of the student body who were identified as Black or Latina/o, the percentage of students successfully participating in Advanced and Dual Enrollment courses, the average class size of core courses, the average number of years’ experience of teachers at each high school, and the number of full-time equivalent administrative and support staff. Research questions were addressed using descriptive statistics, a chi-square test for independence, an ANOVA and two multiple linear regression models. Results: Schools in the lowest accountability rating had the lowest mean matriculation and schools in each of the higher ratings had successively higher matriculation rates and the relationship between rating and matriculation rate was statistically significant. The chi-square test for independence showed that there was a statistically significant, though nuanced, relationship between school racial composition and accountability rating. Linear regressions also showed that there was a significant relationship between accountability rating and matriculation rate, even while controlling for several significant high school characteristics. Conclusion: As Texas works toward its 60X30 goal, policymakers and practitioners may find it helpful to push students to participate in more rigorous coursework and explore pathways to keep teachers in the profession longer. Moreover, a system of tiered accountability ratings may be of use as a kind of early warning system so that postsecondary matriculation rates can be boosted to put students on the right track toward earning a credential.Item Graduate Student Mentoring Relationships: Construction of a New Scale(2014-08) Stinson, Jennifer M.; Lopez, Frederick G.; Horn, Catherine L.; McKinney, Lyle; Mariotto, Marco J.Given the typical structure of graduate programs, the importance of mentoring relationships in higher education seems almost intuitive. Many programs assign academic advisors to their students upon admission; however, there are few rules to govern that relationship. Previous research has shown that a positive mentoring relationship experience in graduate school leads to more publications, greater networking ability, more career mobility and greater satisfaction with the program (Anderson, 2005). Before we are able to create “positive mentoring experiences”, we first need to understand what makes the experience positive. Creating a theoretically-derived scale geared specifically toward graduate students would allow researchers to better understand the complexities of the relationship. Administrators in higher education can then more thoughtfully construct their programs in order to take advantage of the advisor-advisee relationship. The Mentoring Effectiveness Scale (Stinson, 2012) assesses the quality of the mentoring relationship from the perspective of the protégés using five subscales: Protégé Career Development Support, Academic Subject Knowledge Support, Emotional Support, Role Model Support, and Perceived Mentor Benefits. The Mentoring Effectiveness Scale has undergone initial validation and demonstrates promising psychometric properties; however, more research is needed in order to confirm its factor structure and ensure that it is a valid measure of graduate student mentoring relationships. The purpose of the present study was to complete the next step in validation by confirming the factor structure and psychometric properties established in the initial stages of development. The following hypotheses were made: (a) results of a CFA will support the five- factor structure of the Mentoring Effectiveness Scale; (b) scores of the Mentoring Effectiveness Scale will be moderately positively correlated with the Advising Satisfaction Scale (Rice et al., 2009); (c) protégés with a male mentor will report more career development support; (d) protégés in sex-matched dyads will report more role model support; and (e) protégés in ethnicity matched dyads will report more role model support. The first hypothesis was supported, as results of a maximum likelihood Confirmatory Factor Analysis indicated that a five-factor structure was an acceptable fit to the data. Moderate positive correlations were found between Mentoring Effectiveness Scale scores and the Advising Satisfaction Scale, supporting the second hypothesis. The third hypothesis was not supported, with protégés of female mentors reporting more career development support. No significant results were found for sex or ethnicity matching with regard to the Mentoring Effectiveness Scale.Item High School Students' Experiences of Classism and Postsecondary Educational Aspirations and Expectations(2016-08) Shellman, Alison; Arbona, Consuelo; Burridge, Andrea Backscheider; Day, Susan X.; McKinney, LyleEducation-related aspirations and expectations are strong predictors of postsecondary educational attainment, including college enrollment. A number of variables influence aspirations and expectations; chief among these is a young person’s social class background. While scholars historically have focused on class-related structural barriers inhibiting the development of college-going aspirations and expectations, a more recent body of research has argued that the structural conditions related to an individual’s class background must be tied to the ways in which social class is subjectively experienced and internalized, thereby influencing perceptions about opportunities and subsequent aspirations and expectations about the future. Social class-based discrimination, or classism, is one critical vehicle through which class is subjectively experienced. Although classism predicts a number of negative psychological and school-related outcomes, no research so far has considered the influence of classism on aspirations (Thompson & Subich, 2013). This study employed hierarchical multiple regression analyses to examine the relative contribution of three subdomains of classism (i.e., citational, institutionalized and interpersonal classism through discounting), measured by the Classism Experiences Questionnaire-High School (CEQ-HS; Langhout, Rosselli, & Feinstein, as adapted by Shellman, 2014), to variance in 300 10th graders self-reported educational aspirations and expectations. Data were drawn from a previous study, in which the CEQ-HS was adapted and validated among a sample of public high school students. Additionally, the mediating function of classism on the relations between students’ class background and aspirations and expectations was examined, utilizing Preacher and Hayes’s (2008) approach for evaluating and comparing indirect effects in mediation models. Results revealed that greater endorsement of experiences of citational classism significantly predicted a decrease in aspirations among the participants sampled, after controlling for social class background, grade point average (GPA), and academic curriculum track. Further, social class background had an indirect effect on aspirations through experiences of citational classism, after controlling for GPA and curriculum track, although this mediating effect appeared to degrade in subsequent tests of simple mediation. No significant findings were demonstrated related to the other domains of classism or the role of classism in predicting educational expectations. Implications and limitations of the study are discussed, with a focus on key directions for future research in this domain.Item Impact of Acculturation on Math Achievement in Community College Students(2022-06-28) Halverson, Kelly Kathryn; Cirino, Paul T.; Bick, Johanna R.; Medina, Luis D.; McKinney, LyleWe investigated the potential moderating role of cultural adoption and cultural maintenance on the WM-math relation in a diverse group of CC students (n = 94). We expected that higher levels of adoption and maintenance would decrease WM load (via cognitive load) and aid math performance. At higher levels of acculturation, the WM-math relation was hypothesized approximate meta-analytic findings. Alternatively, at low levels of acculturation, the WM-math correlation was anticipated to be attenuated due to the added variability in culture and negative impact low acculturation levels have on WM, by increasing cognitive load. Within our sample (N = 94), WM-math correlations averaged r = .38 (similar to prior work), but acculturation did not significantly relate to math performance. Neither cultural adoption (computations: F=1.68, p =.199; word problems: F=.42, p =.521) nor cultural maintenance (computations: F=.83, p = .364; word problems: F=.36, p = .550) moderated the WM-math relations. In this context, developing individualized interventions would not appear to be an efficient use of resources. Instead, institutions (e.g., schools, city/federal government) may benefit from redoubling their efforts in providing academic and non-academic resources and supports to provide a more equitable educational experience to all students and offer the best possibility at future success. Post-hoc analyses, however, revealed that the cultural adoption-math relationship varied across different levels of vocabulary and math abilities, although not in the direction anticipated. Findings suggest complex relationships between WM, acculturation, and math such that acculturation does impact math performance when either vocabulary or math abilities are strong. This suggests additional individual and/or population characteristics should be explored more thoroughly (SES, discrimination, culture of origin) to further elucidate these complex relations.Item Inside the Community College Developmental Math Classroom: Understanding Differences between Faculty and Students' Attitudes and Experiences(2015-08) Rehak, Patricia A.; McKinney, Lyle; Fan, Weihua; Schilt, Alexander Frank; Hawkins, JacquelineThis study provides a better understanding of how student and faculty perceive the developmental math classroom experience and the impact on students’ ability to successfully complete developmental math courses. A significant contribution of the study is the identification of a positive correlation between students’ attitudes and perceptions of the classroom environment and successful course completion. A second major contribution is a detailed description of pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates. The three research questions for this study were: 1. What is the relationship between students’ attitudes and perceptions of their developmental math classroom experience and their likelihood for successful course completion? 2. To what extent are student and faculty attitudes and perceptions of the developmental math classroom learning environment congruent? 3. What are the pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates in these courses? Two theoretical frameworks; Goal Theory Model of Achievement Motivation and Transformational Leadership; were used to guide this research. This mixed methods study was a case study of developmental math students and faculty from a medium sized rural community college in Texas, enrolled and teaching in the fall 2013. The sample included 661students enrolled in developmental math during the fall 2013 semester. There were a total of 17 developmental math instructors, of which three were employed full time, and 14 were employed part time. Quantitative data was collected from all 17 faculty and seven of these faculty were interviewed about the instructional practices they use when teaching developmental math students. A quantitative analysis was conducted of secondary course evaluation and student success data. A factor analysis was first conducted and reliability established for the course evaluation data. Next, a Pearson product moment r correlation was conducted in to determine the correlation between student perception and student success rates. The qualitative methods employed included 7 interviews (2 full time and 5 part time) with recruited developmental math faculty. Transcribed interview data were organized by thematic data analysis using a deductive process (Creswell, 2008) The Pearson product-moment r correlation conducted in this study found moderate positive correlations, r(14) = .64, p<.01 and r(14) = .51, p=.04, between the two factors extracted from the course evaluation data and student success rates. Primary themes emerging from the qualitative analysis included: Meeting Students’ Individual Needs, Facilitating Student Learning and Acquisition of Skills, and Motivating and Inspiring Students. This extends the work of the MET Project to community colleges. The MET Project established that well-crafted student surveys have potential to inform professional development programs and can be used, along with other relevant data, to evaluate teacher effectiveness (Kane & Cantrell, 2010). This study suggests that student success rates increased when faculty demonstrated behaviors associated with transformational leadership and a mastery goal orientation. Recommendations for policy and practice are provided to assist in the rigorous reform efforts needed to help students in developmental math education persist to completion.Item Measuring What Matters: A Case Study of Aligning Assessment Practices in Student Affairs with Institutionally Identified Student Learning Outcomes(2014-05) Shefman, Pamelyn Klepal; Horn, Catherine L.; McKinney, Lyle; Walker, Richard; Ross, Frank E., IIIThis study documented the measurement development processes and alignment of learning outcomes for a student affairs division at a large, urban research institution. A significant contribution of this study was the identification of the extent to which assessment instruments used across a division effectively measured intended outcomes. The three research questions for this study were: 1. What processes did departments within a division of student affairs at a large urban research university use to develop assessment measures of student learning outcomes? 2. To what extent are department-level assessment measures aligned with the specific institution’s student learning outcomes? 3. To what extent do items used in measuring the institution’s specific student learning outcomes across student affairs departments agree with similarly identified constructs (based on departmental identification) across the division of student affairs? The theoretical framework and principles that foundationally guided this study were based on Biggs’ (1996) link to a constructivism framework within a higher education context, the need for and utility of aligning learning outcomes and the measures used both inside and outside of the classroom (Astin, 1993; Banta & Kuh, 1998; Kuh et al., 2007; Pace, 1980; Pascarella & Terenzini, 2005), and the role of assessment in a learning culture (Shepard, 2000). For this research, a case study of a division of student affairs from a metropolitan area in the mid-western United States (MMU) was conducted. In academic year 2012-2013, the year of this study, there were eight departments within the Division of Student Affairs at MMU; six of which participated. The methods employed in this study included: interviews of leadership within the division of student affairs; document analysis of the 34 instruments used; and intraclass correlation analysis utilizing a random sample of items (n = 147) across outcome assignments from cognitive-interviewed coding debriefers and the departments. This study found that in-house developed survey measures were most prominent across departments within a division of student affairs. Of the division’s 34 measures, 32 were developed by staff members with varying degrees of division-level input. Across all measures, 585 items were used with 394 assigned, by the departments, to measure institutional-identified student learning outcomes. Of this group, 171 items met the study’s rubric benchmark ranking for measuring these outcomes while none of the items met milestone or exemplar ratings. Primary student learning outcome agreement between the department and the coders met the threshold of ICC > 0.70 (Cicchetti, 1994) in all analyses. The debriefers’ primary codes were 81.3% in agreement as a group of coders (ICC(2,3) = .813, p<.001). Further the departments’ assignments were in agreement for 76.2%, 71.7% and 76.7% for code debriefer A, B, and C respectively (ICC(1,2) = .762, p<.001, ICC(1,2) = .717, p<.001, and ICC(1,2) = .767, p<.001). Scholars agree student learning outcomes should be measurable, meaningful, realistic, and ongoing while in the alignment with the institutional mission (Bresciani et al., 2004; Huba & Freed, 2000; Maki, 2004) and these findings expand this work. This study also highlights the competency needs for student affairs professional in assessment and instrument design particularly given the reliance on in-house developed measures supporting the efforts of NASPA & ACPA (2010). Further, this study suggests that more analysis is needed at an item level to investigate the potential of confounding across learning outcomes and create a richer understanding of item alignment. For practitioners, findings from this study serve as process documentation and provide guidance in the alignment of learning outcomes for student affairs divisions at postsecondary institutions.Item OVERCOMING ADVERSITY: A CASE STUDY OF EDUCATIONAL EXPERIENCES AND SUCCESS AMONG AFRICAN AMERICAN MALES AT A TEXAS COMMUNITY COLLEGE(2014-08) Wade, Jerrel Alen; McKinney, Lyle; Horn, Catherine L.; Lee, Mimi Miyoung; Schilt, Alexander FrankDespite increased numbers of African American male students pursuing higher education, their academic levels of achievement continue to lag behind other ethnic and gender groups (NCES, 2003). The gap is even greater at the community college, where dropout and failure rates double those seen among African American males at the four year institutions (U.S. Department of Education, 2004/2009). The purpose of this qualitative study was to help better understand the experience of the African American male community college student and assess the academic, psychological, and social factors that contribute to their success. The goal of this study was not to simply evaluate factors that lead to student success, but to more carefully understand how students make sense of their successes and failures. Using Mason’s (1998) model of African American male urban community college persistence as a conceptual framework, this case study observed the interactions of a group of approximately 21 African American male students during their meetings as part of minority-male initiative program over the course of an entire semester. To gain further insight on the topics and challenges addressed in these group meetings, three students in the program were interviewed at multiple points throughout the semester to provide more detailed accounts of their educational experiences. By following these students closely for an entire academic semester, a holistic view of all factors that aided or handicapped these students’ success was recorded. Results from the study found that factors the students’ cited as most relevant to their success were participation in a mentoring program, peer support, and faculty and academic advisors. Participants cited class completion, pre-college preparation and guidance, and a lack of confidence in their own academic abilities as the major hindrances to their success. The data also revealed that stereotype threat and family involvement could exert either a positive or negative impact on their college experience. Based on these findings, several of the key recommendations for community colleges focus on increasing African American males’ utilization of campus resources and services earlier in their college career. Most students in this study reported that the support services provided by the college were sufficient and helpful. However, students failed to utilize many of these services until after being enrolled for several semesters, which appeared to have a negative impact on their academic success. Findings from this study also suggest the structure of retention programs for African American males should include more one-on-one mentoring sessions. Several students were uncomfortable expressing their individual struggles in a group environment, so it is important for these programs to put efforts in place to create a strong mentor-mentee relationship that encourages individual attention. Collectively, these efforts could help increase the number of African American males that earn a credential or successfully transfer from the community college.Item Re-Conceptualizing Student Engagement: Investigating the Validity of CCSSE Benchmarks as Predictors of Academic Achievement and Sense of Belonging among International Students(2019-08) Alghazzawi, Dina; McKinney, Lyle; Horn, Catherine L.; Burridge, Andrea Backscheider; Carales, Vincent D.Background: In recent years, community colleges have witnessed an influx of international students. During the 2017-2018 academic year 94,562 international students studied in U.S. community colleges, representing 9.1% of total international enrollment in the U.S. Studies highlight the numerous challenges faced by international students, including homesickness, language barriers, culture shock, and discrimination. Despite these challenges, few studies investigate the engagement experiences of international students in community colleges. Purpose: This study investigated how international students engage in educationally purposeful activities, and how such engagement impacts their academic achievement and sense of belonging. Specifically, the study addressed the following research questions: 1) What are the socio-demographic, pre-college, and academic characteristics of international students studying at U.S. community colleges?; 2) To what extent are the five benchmarks of effective educational practices from the Community College Survey of Student Engagement (CCSSE) valid constructs of international student engagement in the community college context?; 3) What is the relationship between the five CCSSE benchmarks and the academic achievement of international students?, and; 4) What is the relationship between the five CCSSE benchmarks and the sense of belonging of international students? Methods: The data used for this quantitative study was obtained from the Community College Survey of Student Engagement, containing a 25% random sample of a three-year cohort of students located in 47 states (n = 107,429) beginning in Fall 2013. International students represent 6.1% of the sample (n=6,739). Background and pre-college characteristics, engagement benchmark scores, GPA and sense of belonging scores were examined using the International Student Engagement Model as a guiding conceptual framework. Data analysis for the first research question included descriptive statistics, including means, standard deviations, proportional distributions and frequencies. Exploratory and confirmatory factor analyses were used to answer the second research question to establish the five-factor structure of the CCSSE model. A multinomial logistic regression was employed to answer the third research question to examine the relationship between engagement benchmarks and academic achievement. The final research question used a multivariate regression analysis to identify the variables significantly related to sense of belonging. Results: Data reduction analysis indicated that the original CCSSE benchmarks were a poor fit of the data for international students. Factor analysis yielded constructs with underlying items considerably different to those in the original CCSSE structure. Parental financial support, student effort, academic challenge, and environmental support were significant positive predictors of higher GPA scores among international students. Regression results found that environmental support was the strongest predictor of international students’ sense of belonging in general, while active and collaborative learning was a negative predictor of sense of belonging with faculty. Discussion and Implications: Findings highlight the role of environmental support on the sense of belonging of international students. Recommendations focus on building more inclusive campus climates for international students through stronger intercultural training of faculty and staff. Encouraging international students to participate in class through online discussion forums, peer mentoring programs, and increased efforts from academic advisors also assist in promoting greater sense of belonging among international students.Item Redesigning Academic Advising at an Urban Community College System: Implementing a SSIP Model to Support Student Success(2021-12) Bourdeau, Gerald Von; Zou, Yali; McKinney, Lyle; Lee, Mimi Miyoung; Burridge, Andrea BackscheiderBackground: As community colleges across the nation engage in efforts to implement student success initiatives (e.g., pathways), these institutions are also engaging in academic advising redesign to support the success of said initiatives. Academic advising is a vital component to the success of community college students, and especially essential to the success of current success initiatives. Purpose: The purpose of this dissertation was to examine how college leaders at Urban Community College (UCC, a pseudonym) may redesign academic advising throughout the UCC system. Specifically, I examined how current organizational structures, processes, and attitudes align, and/or inhibit, efforts to redesign academic advising, and what changes are necessary to implement a sustained, strategic, intrusive and integrated, and personal (SSIP) model of academic advising. I answered the following research questions: 1) What are the challenges to a successful reform of academic advising across the UCC system? 2) What measures should UCC take to successfully reform academic advising across the institution? 3) How can leaders and other academic advising stakeholders at UCC overcome challenges to realize successful academic advising reform across the institution? Methods: This qualitative case study drew from extensive interview and focus group data collected from students, academic advisors, and administrators over a three-year period. Specifically, data were collected from 78 students, 33 academic advisors, and two administrators. All participants were purposefully selected to participate in the study. Data analysis involved the constant comparative method and utilized the qualitative analysis software NVivo to manage and organize the data analysis. From the low- and high-level inferences which emerged from the data analysis, I constructed key themes and subthemes which address this case study’s research questions. Findings: Overwhelming advisor workloads, an emphasis on top-down leadership, and inconsistent academic advising processes and attitudes are the three key challenges to successful academic advising reform which emerged from the data analysis. To overcome these challenges to reform, the data suggest UCC prioritizes reducing academic advisor workloads and moving beyond leaders and silos to promote cross-functional and cross-hierarchical involvement. Furthermore, the data show several areas where academic advising at UCC aligns with the SSIP model. It is, therefore, necessary for leaders and academic advising stakeholders to identify where the processes and attitudes do not align in order to bring them into alignment and ensure consistency across the system. Finally, although the support and involvement of system-level leadership is required for successful academic advising redesign, leaders and academic advising stakeholders should take a shared leadership approach to increase the chances for long-term, second-order changes to take hold. Conclusion: The data collected from academic advisors, administrators, and students suggests UCC possesses many of the integral structures (e.g., early alert system, online degree planning, and a required student success course) for implementation of the SSIP model of academic advising. The significant challenge to academic advising redesign lies in bringing together stakeholders from across the institution to engage in a prolonged, shared leadership effort to enact lasting, transformational change across the UCC system.