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dc.contributor.advisorHorn, Catherine L.
dc.creatorWheatley, Kathryn
dc.date.accessioned2018-06-22T21:52:56Z
dc.date.available2018-06-22T21:52:56Z
dc.date.createdMay 2018
dc.date.issued2018-05
dc.date.submittedMay 2018
dc.identifier.urihttp://hdl.handle.net/10657/3112
dc.description.abstractBackground: 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.  
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectAdvising
dc.subjectPersistence
dc.subjectTransfer
dc.titleAcademic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis
dc.date.updated2018-06-22T21:52:56Z
dc.type.genreThesis
thesis.degree.nameDoctor of Philosophy
thesis.degree.levelDoctoral
thesis.degree.disciplineHigher Education Leadership and Policy
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
dc.contributor.committeeMemberMcKinney, Lyle
dc.contributor.committeeMemberFan, Weihua
dc.contributor.committeeMemberElkins Longacre, Teri
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.collegeCollege of Education


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