Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community
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Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education Chenoa S. Woods 1 & Keith Richard 1 & Toby Park 1 & David Tandberg 2 & Shouping Hu 1 & Tamara Bertrand Jones 1
# The Author(s) 2016. This article is published with open access at Springerlink.com
Abstract In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of survey responses from college administrators uncovered academic advising patterns across these 19 Chenoa S. Woods is a research faculty member in the Center for Postsecondary Success at Florida State University. She earned her Ph.D. from the University of California, Irvine in Education Policy and Social Context. Her primary research interests include college access, choice, and success with an emphasis on precollege counseling and preparation. Correspondence regarding this article can be sent to [email protected]. Keith Richard is a graduate research assistant in the Center for Postsecondary Success and a doctoral candidate in the Sociology department at Florida State University. His research interests include community college reform, sociology of education, and social inequalities. Toby Park is Associate Director of the Center for Postsecondary Success and Assistant Professor of Education Policy at Florida State University. He earned his Ph.D. in Education Policy from Vanderbilt University, and his primary research utilizes quasi-experimental techniques to investigate student outcomes in postsecondary education and policy initiatives that improve student success. David Tandberg is a principal policy analyst with the State Higher Education Executive Officers Organization. He earned his Ph.D. in Higher Education Policy from Pennsylvania State University, and his research interests center on state higher education policy, politics, and finance. Shouping Hu is the founding Director of the Center for Postsecondary Success and the Louis W. and Elizabeth N. Bender endowed Professor of Higher Education at Florida State University. He earned his Ph.D. in Higher Education from Indiana University; and his research interests include student postsecondary readiness, outcomes, and success and public policy. Tamara Bertrand Jones is Associate Director of the Center for Postsecondary Success and Associate Professor of Higher Education at Florida State University. Her research uses culturally responsive frameworks to examine the sociocultural contexts of evaluation and education for underrepresented populations in academia. She earned her Ph.D. from Florida State University in Research and Evaluation Methods.
* Chenoa S. Woods [email protected]
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community colleges. Our findings indicated that many administrators
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