Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College
DOWNLOAD
Download Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College
DOWNLOAD
Author : Brian D. Walton
language : en
Publisher:
Release Date : 2022
Impact Of Faculty Advisor Perceptions Of Academic Advising And Effects On Advising Process At A Medium Sized North East Regional Undergraduate College written by Brian D. Walton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with College costs categories.
In the dynamic educational environment, college and university leaders are feeling more pressure from federal and state funding agencies to justify the rising cost in college education. A major influence in student success is the ability of students to develop attainable educational and career goals. College administrators put academic advisors in place to help shape and advance these goals and to give students additional support. A strong emphasis is put on the importance of academic advising. The research study sought to examine what can be learned from individual interviews with exemplar academic advisors to improve the academic advising process. The research study specifically explored how exemplar faculty's perceptions of academic advising impact the advising process at North Atlantic Technical College (pseudonym). To answer this question, the exemplar advisors detailed their perceptions of the tools, training, and education they have and use toward carrying out the advising process. Participants also described what barriers and supports are in place to determine how their perceptions of academic advising impact the outcome at North Atlantic Technical College. The research design used was an interview-based basic qualitative study to build on previous studies of academic advising by reviewing the literature on what should happen throughout the advising process and which skills and tools the advisor uses to assist students in navigating through academic, career, and personal objectives. Findings within the study identify advisor perceptions of the academic advising process and bridge the gaps between understanding and inefficiency in the advising processes. Applying such understanding may prove advantageous for both students and advisors by (1) elevating retention for the college/university, and (2) successfully guiding the student toward earning a college degree.
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions
DOWNLOAD
Author : Linda Marie Hockaday
language : en
Publisher:
Release Date : 2020
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions written by Linda Marie Hockaday and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Counseling in higher education categories.
As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be explained by the hypothesized structural model; and c) identify the direct, indirect, and total effects among the variables included in the hypothesized structural model. The hypothesized structural model exhibited poor overall model fit and post-hoc model modifications were made. Results of the SEM analysis on the final model using IBM SPSS AMOS version 25 software revealed several interesting findings. Most noteworthy was the finding that perceptions of the academic advising experience had a statistically significant effect on student enrollment intentions via the mediating effect of student-institution relationship quality. In order to support the role that academic advising plays in the development of a positive student-institution relationship, it is recommended that institutional leaders explore and implement policies and procedures that support a positive academic advising experience for all students. For open access institutions, specifically, institutions should take steps to manage advisor to advisee caseloads with an understanding that their students may be academically underprepared, unsure of career goals, and/or have limited understanding of college processes and procedures (Klempin & Karp, 2018). Recommendations for future research include focusing on re-specifying, retesting, and cross-validating the hypothesized model.
Describing Undergraduate Students Perceptions Of Academic Advising Practices In A College Of Food Agricultural And Environmental Sciences
DOWNLOAD
Author : Caryn Mari Filson
language : en
Publisher:
Release Date : 2012
Describing Undergraduate Students Perceptions Of Academic Advising Practices In A College Of Food Agricultural And Environmental Sciences written by Caryn Mari Filson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Abstract: Academic advising is an integral part of the college experience. Outcomes of academic advising may be more critical than realized by either advisors or advisees. Studies have been compiled to suggest that meaningful and developmental contact with advisors promotes student success (Johnson & Wang, 2011; Kuh, 2008; Tuttle, 2000). However, a review of literature was used to reveal that students are dissatisfied with their academic advising, and that an extensive need exists to educate and train academic advisors on methods needed for establishing effective advising for college students. Therefore, the purpose of this descriptive-correlational study was to describe current undergraduate students' perceptions of academic advising practices within the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The theoretical foundation for this study included two theories of student development. Perry's (1970) Theory of College Student Intellectual Development was used to describe how college students progress through three major stages of thought in their cognitive development. Chickering's (1969) Seven Vectors of Student Development Theory was used to identify seven vectors along which college students continually develop. The researcher-designed questionnaire in this study contained 20 Likert-scale items that originated from the National Survey of Student Engagement (NSSE). The researcher employed an online survey provider for data collection. Analyses of the results indicated that academic advisors in CFAES were providing good quality advising to their undergraduate advisees. Academic advisors in CFAES were rated positively in regards to their relationships with undergraduate advisees. Students reported that advisors were available, and provided accurate and up-to-date information when it was needed. It was also found that the institution provided good quality academic advising to undergraduate students in CFAES, as well as provided support to help students succeed academically through academic advising. Analyses of the results also identified areas of improvement for academic advising practices in CFAES. Academic advisors in CFAES are advising only half of their assigned undergraduate advisees, while half of the students indicated they were using sources other than their assigned advisor for advising needs. It was also reported that academic advisors in CFAES do not tend to discuss career plans with undergraduate advisees. It was concluded that undergraduate students in CFAES were generally satisfied with the quality of academic advising they received at the college and the institution. Relationships indicated that the more frequent contact advisees have with their advisors, the more likely they were to be satisfied with the advising practices and engaged in enriching educational experiences. Recommendations included providing academic advisor training for new faculty members to inform them of the policies, procedures, and effective practices in academic advising. A second recommendation was for the college to conduct professional development opportunities for faculty members who serve as advisors to update them on the current research and advising practices. Further recommendations included to assess the effectiveness of advisors by using student feedback and to encourage advisors to maintain regular office hours and offer varied modes of contact with advisees.
Resources In Education
DOWNLOAD
Author :
language : en
Publisher:
Release Date : 1990
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Education categories.
Faculty Perceptions Of Academic Advising
DOWNLOAD
Author : Michelle Johnson-Garcia
language : en
Publisher:
Release Date : 2010
Faculty Perceptions Of Academic Advising written by Michelle Johnson-Garcia and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Counseling in higher education categories.
Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and contribute to current research by attempting to better understand faculty attitudes towards their role in developmental student advising. The problem addressed in this study is although effective academic advising is closely linked to students' positive college experience and retention, students continue to report dissatisfaction with the advising they receive as part of their college experience. The theoretical framework for this study lies in Fishbein's Attitude Development Theory as it differentiates among beliefs, attitude, intentions, and behaviors. A quantitative, non experimental, survey research design was used and a mixture of descriptive analyses, repeated measures analyses of variances (ANOVAs), and post-hoc analyses were implemented. This study's data supports the notion that faculty believe that academic advising is an essential part of a student's college experience and that faculty believe they should be responsible and are competent in providing most, if not all, of these advising functions. A greater understanding of faculty attitudes will open the door for discussion and action to enhance design and involvement in developmental programs for faculty advisors. Understanding faculty's attitudes regarding effective student advising will allow institutions to better serve the needs of students and therefore increase student satisfaction.
Student Staff Advisor And Faculty Advisor Perceptions Of Academic Advising
DOWNLOAD
Author :
language : en
Publisher:
Release Date : 2004
Student Staff Advisor And Faculty Advisor Perceptions Of Academic Advising written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
Two historical aims of undergraduate education have been to involve students in the content of learning and to involve students with faculty (Gordon, Habley, & Associates, 2000). Involving students in the content of the learning happens almost automatically during class time, lab meetings, academic clubs, and extracurricular arts events. Actually involving students with faculty has been somewhat more difficult. One method used to engage students with faculty is academic advising. Academic advising in some form has been a part of higher education in the United States almost since its beginning (Gordon, 1992), but it wasn't until 1979 that the National Academic Advising Association (NACADA) was established. In 1980 the association worked in conjunction with the Council for the Advancement of Standards to set goals for academic advising; however, little research has been done regarding their efficacy. A series of national studies on academic advising, done in 1979, 1983, 1987, 1992, 1998, and in 2003, has been conducted by the American College Testing (ACT) program in collaboration with NACADA. The last five of the national surveys have included a section for the assessment of the goals for advising. One survey was completed for each institution. These surveys have provided substantial data from many institutions, however, with just one person reporting from each institution, responses may not have been reliable in describing the totality of academic advising at each institution. The majority of respondents were not strictly involved in academic advising but were from academic departments, counseling departments, student affairs, enrollment management, admissions, or some other unit on campus. This raises a question regarding respondents' complete knowledge of and participation in the entire advising processesD ystems at the institutions and, therefore, the accuracy of the reporting of how well the goals are being met. A more accurate picture of how well the.
Education A E
DOWNLOAD
Author : University Microfilms, Incorporated
language : en
Publisher: University Microfilms
Release Date : 1989
Education A E written by University Microfilms, Incorporated and has been published by University Microfilms this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with Education categories.
An Examination Of The Academic Advising Process In The College Of Education As Perceived By Undergraduate Students And The Advisement Center S Pursuit To Provide Quality Academic Advising
DOWNLOAD
Author : Deborah Kittrell-Mikell
language : en
Publisher:
Release Date : 1997
An Examination Of The Academic Advising Process In The College Of Education As Perceived By Undergraduate Students And The Advisement Center S Pursuit To Provide Quality Academic Advising written by Deborah Kittrell-Mikell and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Counseling in higher education categories.
Administrators Perceptions And Comparison Of Faculty Advisors Undergraduate Students And Administrators Perceptions On Academic Advising In The College Of Agriculture And Home Economics At Washington State University
DOWNLOAD
Author : Lucille Hughes Leonhardy
language : en
Publisher:
Release Date : 1989
Administrators Perceptions And Comparison Of Faculty Advisors Undergraduate Students And Administrators Perceptions On Academic Advising In The College Of Agriculture And Home Economics At Washington State University written by Lucille Hughes Leonhardy and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with Counseling in higher education categories.
A Study Of Exemplary Co Curricular Advising By College And University Faculty
DOWNLOAD
Author : Scott Lyons
language : en
Publisher:
Release Date : 2015
A Study Of Exemplary Co Curricular Advising By College And University Faculty written by Scott Lyons and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with College students categories.
Significant value is placed on meaningful interaction between faculty and students outside the classroom as a quality indicator for higher education institutions, yet there is limited research pertaining to the experiences of faculty members who engage students in co-curricular activities as faculty advisors to student organizations. Moreover, the existing literature on student organization advising is prescriptive and anecdotal in nature. This study explored the complexities of co-curricular advising by investigating how exemplary faculty advisors to undergraduate student organizations described their roles, their approaches and their experiences engaging students in a co-curricular setting. A theoretical framework comprised of student involvement theory and a conceptual framework of student engagement guided this hermeneutic phenomenological study. Literature on the role expectations and realities of college faculty in higher education, the complexities of student organization advising, associated outcomes of student organization involvement and faculty interaction, and resource and relationship dynamics impacting key stakeholders informed the researcher's inquiry. The participants for this study were nominated by campus activities colleagues on their campus who identified them as "exemplary" faculty advisors to student organizations. Seven faculty advisors participated from various colleges and universities within the northeast region of the United States. This study's findings demonstrated how the exemplary faculty advisors primarily learned to advise student organizations by trial-and-error and approached co-curricular advising as a blend of teaching and service. The exemplary advisors believed that informal relationships with student leaders were paramount to meaningful student engagement and described multiple role behaviors that were contingent upon their assessment of group contexts. The findings suggest that co-curricular advising is undervalued within faculty culture as a means to meet expectations of institutional service and promote student engagement outside of the classroom. This study draws attention to high-quality co-curricular advising by college and university faculty as a high impact educational practice for meaningful student engagement. Recommendations are presented for new directions in research and practice for campus activities professionals, college and university faculty members and higher education institutions in the final chapter.