According to the ASEE publication Engineering by the Numbers, student retention and persistence to graduation are ongoing problems for engineering and engineering technology (ET) programs around the country. It is a well-established fact that the quality of interaction between a student and a concerned individual on campus, often through academic advising, is a key contributor to college retention. Over the years, academic advisors have developed effective advising strategies that research shows have positively impacted students' retention and their persistence to graduation. In this study, a national survey was conducted among academic advisors of ET programs in the USA. Results show that for ET students, retention and persistence to graduation are improved by personalized and caring advising, being proactive, keeping students focused on their plan of study, actively listening to students' complaints and concerns, acting on those concerns, and believing in the student. On the other hand, being passive, ignoring students' issues, embarrassing them on their academic struggles and limited knowledge about the curriculum and departmental procedures and practices are found to be the least effective. Overall, this study contributes to ET body of knowledge by providing ET academic advisors a set of best practices for student success. The findings of the study will also benefit ET faculty members, who directly or indirectly advise students, by sharpening their advising practices.

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abstract: This study examined the processes of academic advisement in a school-centric university environment utilizing the O'Banion Model of Academic Advising (1972) as a baseline for theoretical comparison. The primary research question sought to explore if the O'Banion Model of Academic Advising, a dominant theory of advisement processes, was still representative of and present in contemporary advisement. A qualitative case study methodology was utilized to explore the lived experiences of professional staff academic advisors in the academic advisement process. Eleven professional staff advisors were interviewed for up to 90 minutes each about their lived experience in providing academic advisement services. A structured series of questions were asked about the academic advisors' experiences with the process and their daily advisement activities. The participants were asked how the vision, mission, philosophies, and structures of the institution impacted their role and responsibilities in the advisement process. Mixed results were found over the presence of the O'Banion Model in contemporary advisement. The results revealed significant additional workloads, unique structures, and complex roles as a result of the institution's school-centric philosophy. Role ambiguity and confusion over responsibility for the advisement process were found. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2014