Document Type

Dissertation

Date of Award

2026

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Erin Lehmann

Abstract

Academic advising plays a critical role in shaping students’ experiences, persistence, and success in higher education. This is particularly true of students within science, technology, engineering, and mathematics (STEM) programs or institutions where the rigorous academic environments can influence those experiences. This study focused on a tandem advising model at a small, specialized STEM institution where students are supported by both faculty and professional advisors. This model was implemented to provide a coordinated, holistic support system for students, but inconsistencies in implementation, unclear role expectations, and limited training were found to contribute to uneven experiences for both students and advisors. Grounded in a constructivist worldview and guided by the Context-Input-Process-Product evaluation framework, this study examined how the tandem model was experienced and how it could be improved. Data were collected through interviews and focus groups with students, faculty advisors, and professional advisors to examine advising practices, relationships, and perceptions of support. Findings indicated that while the tandem advising model was viewed as conceptually beneficial, its effectiveness was limited by a lack of shared understanding, inconsistent communication, and variability in advising practices. Students often relied on informal relationships or a single advisor rather than experiencing a coordinated advising system. This study extends advising scholarship by demonstrating that the effectiveness of tandem advising models depends less on structural design and more on how clearly roles, expectations, and communication practices are enacted in practice. Applying a program evaluation lens, the findings offer actionable guidance for institutions seeking to strengthen advising systems in ways that improve student experience and support persistence within STEM-focused environments.

Subject Categories

Education | Educational Administration and Supervision | Higher Education Administration

Keywords

Advising, Advising Culture, Faculty Advising, Professional Advising, Sense of Belonging, Tandem Advising

Number of Pages

88

Publisher

University of South Dakota

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Available for download on Friday, May 05, 2028

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