Open AccessApproaches to Advising Incoming College Students with Dual Enrollment Credit
Author(s) -
Patricia Witkowsky,
Martin Garnar,
Kathryn Starkey,
Ashley Andersen,
Grant Clayton
Publication year - 2020
Publication title -
the journal of college orientation and transition
Language(s) - English
Resource type - Journals
eISSN - 2690-4535
pISSN - 1534-2263
DOI - 10.24926/jcotr.v27i1.2285
Subject(s) - academic advising , dual enrollment , dual (grammatical number) , ap biology , medical education , curriculum , college education , psychology , higher education , population , learning development , mathematics education , pedagogy , sociology , political science , medicine , demographic economics , economics , art , literature , demography , law
Academic advisors in higher education are often incoming students’ first exposure to college curriculum and academic expectations. Additionally, academic advisors serve as an on-going support to students throughout their college careers. As the number of students beginning college full-time with a significant amount of dual enrollment (DE) credits increases, academic advisors must develop approaches to advising this population of students based on academic and developmental needs. This study explored the approaches college academic advisors take when advising high DE credit-bearing incoming college students.