Integration Of College Students Perceived Advising Needs Into A Model For Academic Advising With Emphasis On Industrial Arts Majors
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Integration Of College Students Perceived Advising Needs Into A Model For Academic Advising With Emphasis On Industrial Arts Majors
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Author : Harry Thomas Smith
language : en
Publisher:
Release Date : 1974
Integration Of College Students Perceived Advising Needs Into A Model For Academic Advising With Emphasis On Industrial Arts Majors written by Harry Thomas Smith and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1974 with Counseling in higher education categories.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 1989-02
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989-02 with Dissertations, Academic categories.
Comprehensive Dissertation Index
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Author :
language : en
Publisher:
Release Date : 1989
Comprehensive Dissertation Index written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with Dissertations, Academic categories.
Describing Undergraduate Students Perceptions Of Academic Advising Practices In A College Of Food Agricultural And Environmental Sciences
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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.
High Touch And High Tech Community College Advisors Perceptions Of Integrating Technology Into Quality Academic Advising
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Author : Meredith Lea Coughlin
language : en
Publisher:
Release Date : 2013
High Touch And High Tech Community College Advisors Perceptions Of Integrating Technology Into Quality Academic Advising written by Meredith Lea Coughlin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
The purpose of this study was to explore advisors' perceptions of integrating technology into quality academic advising. Interviews conducted with six community college advisors from across the United States focused on (a) how advisors define and operationalize quality academic advising and (b) how they use technology for quality academic advising. Initial data analyses followed Moustakas' (1994) methods for transcendental phenomenological analysis followed by open coding processes as described by Creswell (1998). Findings were presented in two ways. First, the advisor profiles provided in-depth descriptions of each advisor's experiences including her organizational context, primary responsibilities, beliefs about advising, and technology use in advising. Then the overarching themes within experiences across advisors were provided. This study found that the high-touch profession of academic advising is being impacted by advisors' and students' reliance on technology resulting in a new component critical to providing quality academic advising: fostering student independence through empowering practices. A discussion of the findings as related to previous research literature, implications for advisors and administrators, and recommendations for future research are included.
Index To American Doctoral Dissertations
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Author :
language : en
Publisher:
Release Date : 1989
Index To American Doctoral Dissertations written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with Dissertations, Academic categories.
Students Perceptions Of Career And Academic Advising In State College Learning Communities
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Author : Kelly Marie Hallas
language : en
Publisher:
Release Date : 2020
Students Perceptions Of Career And Academic Advising In State College Learning Communities written by Kelly Marie Hallas and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Community college students categories.
The purpose of this study was to examine if community college students in differing learning communities had different perceptions of their career and academic needs and whether students in different learning communities perceived their career and academic advisor as meeting these needs (i.e. are they satisfied with their advising). In addition, this study examined the variables of gender, ethnicity, and enrollment status and their relation to students’ needs and satisfaction across learning communities. The Community College that provides the backdrop for the inquiry has recently transitioned to Academic and Career Learning Communities. This institution defines its communities as similar majors grouped into concentrations so students can benefit from advisors dedicated to a student’s program, a closer connection to experienced faculty, and collaboration with like-minded students.A quantitative, non-experiential survey design was utilized for data collection. The survey utilized was adapted and modified from a survey originally developed by Leonhardy and Jimmerson (1992) and contained 43 questions, divided into 7 categories. Each category focused on an aspect of career and academic advising (i.e. academic, rules and regulations, course selection and information on majors, career development, counseling, advising climate, and general advising). There was also opportunity for students to leave additional comments.The Qualtrics survey link was sent to 6,994 students’ college email account and was available for 4 weeks. After two reminders, the original responses totaled 578 participants. Data were analyzed using descriptive statistics, multivariate analysis of variance (MANOVA), and multiple regression to determine the association between the variables of interest. The results of this study indicated that there were significant differences across three learning communities when compared to the Health and Veterinary Technology Community in four advising need categories. Asian, Black, and Hispanic students had significantly more advising need in two, three, and four (respectively) of the advising needs categories when compared to White students. Females had significantly less advising need in the category of rules and regulations. Enrollment status produced no significant differences related to needs or satisfaction. No significant differences were found across learning communities related to satisfaction. However, Black, American Indian, Pacific Islander, Native Hawaiian, Alaska Native, and Other students had statistically significant levels of higher satisfaction across learning communities compared to White students. The results support the need for colleges to investigate the different advising needs of students within various learning communities, as well as investigate the needs of minority students in learning communities. It is in the best interest of an institution to understand student needs so that advising may be tailored to meet these needs. Information on satisfaction is equally imperative to an institution, as students who are satisfied may be more likely to persist in school. In turn, it is critical to understand the operational definition of learning communities for proper interpretation and use of results.
Examining The Influence Of Undergraduate Students Perceptions Of Academic Advising On Student Institution Relationship Quality Student Loyalty And Enrollment Intentions
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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.
Humanizing Academic Advising
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Author : Bipasha Dey
language : en
Publisher:
Release Date : 2020
Humanizing Academic Advising written by Bipasha Dey and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Community colleges categories.
Academic advising plays a critical role in student success and retention at the community college level; however, there is a need for further research from the perspective of academic advisors to understand advising practices and overall student service. The purpose of this qualitative study was to explore the advising experience of academic advisors at a community college to understand how to improve advising practices and continue enhancing student success and retention. The research study examined the roles, practices, and perceptions of the academic advising relationship and how its relation to student success is conceptualized through the lenses of eight academic advisors. The research questions served as a guide to corroborate with the purposes of the qualitative study and focused on the connections between an academic advisor's job description and their interpretation of their advising experience; the relation between academic advising and student success from the perspective of an academic advisor; and how the perception of the advising relationship is different from the institutional expectation of student success. Through semi-structured interviews and focus groups, the instrumental case study revealed that academic advising impacts not only students' success but provides opportunities to enhance their academic advising experiences, practices, and comprehension of the importance of academic advising in relation to their overall college experience.
The New Advisor Guidebook
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Author : Pat Folsom
language : en
Publisher: John Wiley & Sons
Release Date : 2015-09-21
The New Advisor Guidebook written by Pat Folsom and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-09-21 with Education categories.
This is an exciting time to be an academic advisor—a time in which global recognition of the importance of advising is growing, research affirms the critical role advising plays in student success, and institutions of higher education increasingly view advising as integral to their missions and essential for improving the quality of students' educational experiences. It is essential that advisors provide knowledgeable, realistic counsel to the students in their charge. The New Advisor Guidebook helps advisors meet this challenge. The first and final chapters of the book identify the knowledge and skills advisors must master. These chapters present frameworks for setting and benchmarking self-development goals and for creating self-development plans. Each of the chapters in between focuses on foundational content: the basic terms, concepts, information, and skills advisors must learn in their first year and upon which they will build over the lengths of their careers. These chapters include strategies, questions, guidelines, examples, and case studies that give advisors the tools to apply this content in their work with students, from demonstrations of how student development theories might play out in advising sessions to questions advisors can ask to become aware of their biases and avoid making assumptions about students to a checklist for improving listening, interviewing, and referral skills. The book covers various ways in which advising is delivered: one-to-one, in groups, and online. The New Advisor Guidebook serves as an introduction to what advisors must know to do their jobs effectively. It pairs with Academic Advising Approaches: Strategies That Teach Students to Make the Most of College, also from NACADA, which presents the delivery strategies successful advisors can use to help students make the most of their college experience.