Theoretical Bases and Applications of the Dennis Course-Embedded Advising Model©

Abstract

A great body of research supports the contention that student-faculty interactions promote engagement, an important predictor of student success (Guzzardo et al., 2021; Hollister, Nair, Hill-Lindsay, & Chukoskie, 2022). Initiatives that raise engagement are particularly important for students enrolled in online programs, who sometimes feel disconnected from the institutions they attend (Hehir, Zeller, Luckhurst, & Chandler, 2021). The Dennis Course-embedded Advising Model© (DCAM©) provides a structured solution to ensure that online students can engage directly with their faculty at a set cadence during their programs. This paper introduces the DCAM© and its aims and evaluates its theoretical basis. Applications of the DCAM©, including the socialization of mission-driven content, engagement-building among international students, skill-centering in micro-credentials, building connections in individual-based instruction, and supporting individual micro-mentorship in large-enrollment courses, are discussed in the context of student engagement. The paper closes with an analysis of future directions for the model.