Download or read book A Study of Undergraduate Student Perceptions of Faculty Advising Effectiveness written by Hourvash Afrassiabi and published by . This book was released on 1987 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Describing Undergraduate Students Perceptions of Academic Advising Practices in a College of Food Agricultural and Environmental Sciences written by Caryn Mari Filson and published by . This book was released on 2012 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Students Perceptions of Faculty Academic Advising Effectiveness at an Urban Multi campus Community College written by Robert E. Dunker and published by . This book was released on 1990 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Perceptions of Academic Advisement at a Public Suburban Community College written by Amanda Fox and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined student perceptions of advisement experiences with a primary role advisor in a centralized advising office. The intent was to explore the connection between academic advising and student connectedness to the institution. This study utilized Tinto's theory of student departure to provide an understanding of how student success can be impacted by institutional relationships, particularly in a community college environment. Tinto asserted that a student's decision to stay or depart from an institution was largely impacted by interactions and relationships between the student and other members of the institution (Tinto, 1975). This study aimed to explore students' perceptions of effective advising strategies and barriers, which may have contributed to their retention and persistence. This study utilized a qualitative case study approach, guided by three research questions. Data collected consisted of observations, interviews, and artifacts. Data analysis explored thematic connections linking student advising and student support experiences to overall institutional connectedness. The findings of this study can be used to inform future decision making about the delivery of advising services, specifically focusing on the needs of community college students.

Download or read book Student Perceptions of the Effectiveness of a Centralized Undergraduate Advising System at the College Level written by James O. Frink and published by . This book was released on 1983 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Occupational Student Perceptions of the Effectiveness of Two Major Types of Academic Advising Systems in Illinois Community Colleges written by Richard Ernest McConaughy and published by . This book was released on 1974 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Advise Me written by Schyler Simpson and published by . This book was released on 2013 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Perceptions of Academic Advisor Effectiveness and Student Success written by Madeline R. Owens and published by . This book was released on 2015 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Students Perceptions of Effectiveness of Academic Advising in University of Cape Coast Ghana written by Jones Clifford Akosah and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study explored students' perceptions of academic advising in the University of Cape Coast (UCC) using the descriptive survey design. Four research questions were formulated to guide the study. The population of the study was all undergraduate students in the University. Multi-stage sampling procedure was used to select 400 students who had prior interactions with their academic advisors for the study. Proportional stratified sampling and simple random sampling techniques were employed. The data was analyzed using means, standard deviations. The study revealed that academic advising in the UCC was generally seen to be ineffective. Respondents rated low the three qualities of academic advisors examined in the study. Based on these findings, it was recommended that the Management of the UCC organise regular assessment of academic advising to keep academic advisors in check and also, organise workshops and seminars to sharpen their skills and qualities. Again, based on the findings, some counselling implications were outlined.

Download or read book Students Perceptions of Career and Academic Advising in State College Learning Communities written by Kelly Marie Hallas and published by . This book was released on 2020 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book 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 published by . This book was released on 2020 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Student Perception s Concerning Centralized and Faculty Advising Models written by Paula Kennedy-Dudley and published by . This book was released on 2007 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Trends in Sophomore Students Perceptions of Academic Advising Services at East Tennessee State University written by E. Renèe Chaffin Couch and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine sophomore students' perceptions of academic advising at ETSU as reported in fall 2002 and trends in sophomore students' perceptions of academic advising at ETSU from 1994 to 2002. Four research questions and seven hypotheses were examined. The ACT Survey of Academic Advising was the instrument used in this study. This survey was administered to ETSU sophomores enrolled in 2000-level English literature classes during the fall semesters of 1994, 1998, and 2002. Data obtained from the survey regarding topics of discussion with advisors, satisfaction with assistance received, and impressions of advisors were analyzed to determine student perceptions and satisfaction. Variables of age, sex, college residence, type of advisor, and transfer status were examined in the 2002 data to determine any significant differences in these student subgroups. Comparative analysis was used to determine differences between ETSU sophomores surveyed in 2002 and sophomores included in a national normative study. Means scores obtained in 1994, 1998, and 2002 were tested to determine trends in students' perceptions since 1994. This study utilized a descriptive research design. All hypotheses were tested using an alpha level of .05. The results of this research indicated that continued improvements in academic advising services were needed at ETSU. The data in this study showed that ETSU students were satisfied with assistance received from their advisors in some areas. Students' impressions of their advisors were less than favorable. There were few statistical differences between ETSU student subgroups. There were few statistical differences between ETSU and students in the normative study in satisfaction with advisors' assistance. ETSU students had significantly less favorable impressions of their advisors than those in the normative study. Regarding trends in ETSU students' perceptions of academic advising at ETSU, students were significantly more satisfied and had significantly higher impressions of advisors in 1998 and 2002 than in 1994. There were no significant differences in responses of sophomores surveyed in 1998 and those surveyed in 2002 on any items.

Download or read book Student Perceptions of Academic Advising and Influence on Retention written by Deborah A. Davis and published by . This book was released on 2015 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Student Perceptions of First Year in College written by Jessia Bettencourt Wojciechowski and published by . This book was released on 2018 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study evaluated the perceptions, performance and retention of students participating in the inaugural year of a living-learning program designed to support the needs of underprepared students of color. A survey was distributed to 1,004 FTFT students (N = 278) taking first-year English followed by a focus group (N = 9) to further understand program participant experiences. Institutional data were used to analyze student performance and retention across three comparison groups. This student support program was designed to close the performance and persistence gap for underprepared students of color living in residence at a medium sized university in the California Central Valley. Program participants reported frequent use of professional academic advising and major advising, which had a positive effect on student performance. Utilization of support services, including the writing center, disability resources, peer mentoring, was high among program participants, a positive outcome from program participation. Results of the study indicate the program was successful in closing the gap between students participating in the program and comparable students not participating in the program. Students participating in the program reported higher rates of satisfaction with their support program compared to other students participating in programs without a residential component. Findings indicate faculty mentoring had a positive outcome on student success. Understanding program design and outcomes can inform practitioners of effective Student Affairs and Academic Affairs partnerships with positive impacts to students’ performance and decisions to persist.

Download or read book University and Student Services written by Jeng-Long Ho and published by . This book was released on 2005 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Community College Faculty Perceptions and Behaviors Related to Academic Advising written by Karl A. DeBate and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The primary propose of this study was to identify community college faculty's perceptions regarding the effectiveness of the self-contained campus academic advising center, the importance of the eight established NACADA advising goals, and the role of faculty in the advising process. In addition, the current advising behaviors of faculty at a community college with a self-contained advising system were examined. The study also investigated if perceptions and behaviors regarding advising vary among full-time and part-time faculty. The results of this study provide an overview of community college faculty perceptions and behaviors with regard to academic advising and the established NACADA advising goals. Specifically, over 75% faculty participants indicated that all eight of the NACADA advising goals were "important" or "very important". In addition, over 70% of faculty participants indicated that all eight of the NACADA goals for effective advising should be part of the faculty role. Even though the institution examined in this study employs a self-contained advising structure, over 96% of faculty participants indicated that they had personally advised one or more students in the past year. While full-time and part-time faculty were generally in agreement, data did reveal several significant differences in perceptions. The findings also show a significant positive relationship between faculty perception of their role in the advising process and the number of students they personally advise on all eight of the NACADA goals for effective advising.