Advising Academically Underprepared Students
Author(s): Miller, M. A., & Harrell, C.
Editor(s): Fox, J. R., & Martin, H. E.
Citation: Miller, M. A., & Harrell, C. (2017). Advising Academically Underprepared Students. In Fox, J. R., & Martin, H. E., Academic Advising and the First College Year (pp. 85-106). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
Students who enter colleges and universities with underdeveloped academic skills are often considered at risk of attrition. This chapter discusses strategies deemed useful for working with students who require more academic to achieve their goals. Two underpreparedness risk factors the authors note as prominent are low socioeconomic and first-generation status. By employing various theories and practices to improve academic performance and retention for underprepared students, advisors can develop strategies and pathways that can help at-risk students achieve their goals. The authors highlight peer advising and early-warning systems as two strategies beneficial for supporting the success and retention of underprepared students. By varying approaches and basing advising practices on the students’ needs, advisors can help underprepared students achieve their goals.