Abstract
Course-embedded advising aims to provide micro-mentorship to students through 1:1 meetings near the middle of online classes. Faculty go over the prompts of an existing assignment with students individually, then add a growth-centric prompt to promote student engagement. This model works well in online programs with minor and moderate enrollments. In large-enrollment courses, faculty workload may suffer if individual student meetings are required. A bot with characteristics and personality settings resembling those of a faculty member is being piloted. The bot will administer the course-embedded advising session, thereby facilitating student engagement without increasing faculty workload. Prior investigations have found that course-embedded advising increases student engagement (Dennis, Fornero, Snelling, Thom, & Surles, 2020) and student learning outcomes (Dennis, 2024). Results of this study would support the use of course-embedded advising in large-enrollment courses, where high-impact practices such as this can increase continuation and graduation rates.
References
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