Scholarship
At the heart of my philosophy of scholarship lies the conviction that advancements in programs and practices must be firmly rooted in theoretical constructs and acknowledged effective practices. Drawing from this core belief, my scholarly endeavors primarily revolve around enriching the discourse on academic advising, refining the nuances of advising administration, elevating advisor professional development, and bolstering support mechanisms for at-risk students, especially those navigating academic probation. Scholarship should seamlessly intertwine theory with practice. Beyond the identification of academic or administrative challenges, the scholar-practitioner channels academic research into actionable solutions. These solutions should not emanate from hurried conclusions but should be crafted, deriving inspiration from established theoretical paradigms and demonstrably effective practices. This fusion of research and pragmatic application has the potential to foster transformative change, benefiting students, higher education professionals, and institutions.
Emphasizing the collaborative essence of scholarship, I believe that scholarly pursuits achieve their apex when scholars coalesce, bringing their unique strengths, insights, and experiences to the table. The synergy that follows can lead to the formulation of unique strategies suitable for managing the multifaceted challenges faced in higher education today. Scholarship, thus, becomes an instrument of continuous improvement, fostering an environment of mutual growth and evolution for all stakeholders.
Above all, my scholarship is propelled by an unwavering allegiance to the principles of social justice and equity. It's imperative to shed light on and actively combat the entrenched systemic impediments that curtail certain student populations from realizing their full academic potential. The quest for scholarship should be imbued with a passion for crafting inclusive paradigms and fostering equitable practices. With this ethos, I remain steadfast in my commitment to leverage my scholarly pursuits as a catalyst for impactful change.
Scholarly Practice Books
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Campbell, S., Taylor, C., & Dial, M. (2023). Academic Advising Administration: Essential Knowledge and Skills for the 21st Century (2nd Edition). Taylor and Francis.
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Dial, M. T. (2022). Academic Recovery: Supporting Students on Academic Probation. University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
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Book Chapters
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​​Campbell, S., Dial, M., & Taylor, C. (2023). Introduction. Academic Advising Administration: Essential Knowledge & Skills for the 21st Century (2nd Edition). Expected publication October 2023
Robinson, R. & Dial, M. (2023) Advisor Retention and Intentional Career Paths. In Campbell, S., Dial, M., & Taylor, C (Eds). Academic Advising Administration: Essential Knowledge & Skills for the 21st Century (2nd Edition).
Dial, M., McKeown, P, & Morris, C. (2023). Leading and Creating a Culture of Authenticity. In Campbell, S., Dial, M., & Taylor, C (Eds). Academic Advising Administration: Essential Knowledge & Skills for the 21st Century (2nd Edition).
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Dial, M. T. (2022) What we know about students on probation and supporting them. In M. T. Dial (Ed). Academic Recovery: Supporting Students on Academic Probation (pp. 1-14). University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
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​Dial, M. T. & McKeown, P. (2022) Early alert and academic intervention. In M. T. Dial (Ed). Academic Recovery: Supporting Students on Academic Probation (pp. 83-102). University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
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​Gebauer, R. & Dial, M. T. (2022) Intentionality and integration within academic probation. In M. T. Dial (Ed). Academic Recovery: Supporting Students on Academic Probation (pp. 83-102). University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
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Robinson, C., Dial, M., & Bouknight J. (2021). Organizational Restructure Toward Improved Equity for All Undergraduates. In Fountain, C. (Ed.). (2021). Academic advising as a tool for student success and educational equity. University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
Newton, D., Bouknight, J., & Dial, M. (2020) Academic planning and advisement. In Van Haren, C. & Friedman, D. B. (Eds.). Transitions (pp. 83-89). Columbia, SC: University of South Carolina.
Dial, M., Estrada, S. M., & Young, D. G. (2019). Discussion and implications. In D. G. Young (Ed.), 2017 National Survey on The First-Year Experience: Structures for Supporting Student Success (Research Report on College Transitions No. 9). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.
Dial, M. (2018). Group work. In Van Haren, C. & Friedman, D. B. (Eds.). Transitions (pp. 83-89). Columbia, SC: University of South Carolina.
Dial, M., & Winfield, J. (2018). Goal setting. In Van Haren, C. & Friedman, D. B. (Eds.). Transitions (pp. 77-81). Columbia, SC: University of South Carolina.
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Refereed Journal Articles
Dial, M., Bouknight, J., & McKeown, P. (2021) Appreciative onboarding and professional development of academic advisors. Journal of Appreciative Education, 2(1), 47-61
Moschella, E., Bouknight, J., Dial M., & Winfield, J. (2015) Connecting students to success: A comprehensive approach to retention and persistence. In S. Whalen (Ed.), Proceedings of the 11th National Symposium on Student Retention, Orlando, Florida. (pp. 160 – 171). Norman, OK: The University of Oklahoma
Dial, M. T. (2015). Success Connect: An appreciative approach to early alert at a large flagship university. Journal of Appreciative Education, 2(2), 24-33
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Articles
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Dial, M. (2024). Why digital literacy is critical for academic advisors in 2024. eCampus News.
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Dial, M. (2023). On cruelty-free advising: An organizational philosophy. Academic Advising Today, 46(3).
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Dial, M., & McKeown, P. (2020, December). Academic early alert and intervention: Why academic advisors are best suited to intervene at at-risk students. Academic Advising Today, 43(4).
Dial, M., & McKeown, P. (2019) Beyond faculty referrals: Advisor facilitated early intervention. Academic Advising Today, 42(4)
Dial, M. (2019). Academic recovery: The First-year seminar for students on probation. E-Source for College Transitions, 16(3), 10-12.
Dial, M., & Stuart J. (2018). Training first-year seminar peer leaders through extended orientation. E-Source for College Transitions, 15(2).
Dial, M., & Winfield, J. (2016). Digitally connecting students to success: Engaging first-year students through intrusive email outreach. E-Source for College Transitions, 13(2).