Download or read book A Study to Compare the Perceptions of Academic Advisors Concerning Student Advising at Michigan State University written by Saed Sam Saboury and published by . This book was released on 1988 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Evaluation of Undergraduate Student Perceptions of Their Academic Advisement Within the School of Criminal Justice at Michigan State University written by David Thomas Walker and published by . This book was released on 1972 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students Perceptions of Their Academic Advisement at Michigan State University written by Joseph J. Chathaparampil and published by . This book was released on 1970 with total page 242 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 A Study of Student and Faculty Perceptions about the Undergraduate Academic Advisement Program in the College of Engineering at Michigan State University written by Alan Gordon Hoffman and published by . This book was released on 1972 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions about Undergraduate Programs written by Gwyn Ann Heyboer and published by . This book was released on 2000 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1991 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Comparison of the Perceptions of Students and Faculty at Michigan State University with Respect to Student Participation in University Policy Formulation written by Louis Frederick Hekhuis and published by . This book was released on 1967 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Humanizing Academic Advising written by Bipasha Dey and published by . This book was released on 2020 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book 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 published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Study of the Career Development Services Provided to Sophomores at Michigan State University written by Rukhsana Rai and published by . This book was released on 1979 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey on Advisor Perceptions of the Academic Advising Program at the University of Alaska Anchorage Anchorage Alaska written by Shirlee Willis-Haslip and published by . This book was released on 2011 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: This survey research was the basis of the dissertation for the researcher's doctoral program at George Fox University, and was conducted at the University of Alaska Anchorage (UAA). The purpose of this study was to measure the perception of faculty advisors and professional academic advisors in regard to the importance, responsibility for and satisfaction with twelve specific academic advising functions at the University of Alaska Anchorage. The questionnaire is similar to one developed by Allen and Smith at Portland State University, and was used with their permission. The 12 academic advising tasks, when properly delivered, are known to contribute to quality academic advising to promote student success. Advisors agreed that all 12 of the academic advising tasks were important, but did not agree that it was their responsibility to perform all of these tasks. In regard to satisfaction, many advisors answered Not Applicable, I do not perform this type of advising, and those who did respond, reported lower levels of satisfaction with their own performance in performing the academic advising tasks than their own measures of importance and assumed responsibility. While there were similarities, analysis of the advising tasks by advisor type revealed several differences between the advisor groups. Both faculty advisors (FAs) and professional academic advisors (PAAs) assumed responsibility for giving accurate information to undergraduates, but each of the two advisor groups ranked the tasks differently. This information can be used to generate discussion among advisors about the importance of advising and may assist in clarifying the roles of the faculty advisors and the full-time professional academic advisors at UAA. Further discussion and research is needed regarding the academic advising tasks, mandatory advising, and graduate student advising.
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 University of Wisconsin System Academic Advisors Perceptions of Their Advising Interactions with Undeclared Transfer Students from the Wisconsin Technical College System written by and published by . This book was released on 2012 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students transferring from the Wisconsin Technical College System into University of Wisconsin baccalaureate institutions consistently trail the general student population in first-year grade point average, second-year retention rate, and six-year graduation rate. The purpose of this research was to explore the perceptions of professional academic advisors at University of Wisconsin baccalaureate institutions regarding their advising interactions with transfer students from the Wisconsin Technical College System. Due to the one-on-one nature of academic advising interactions, academic advisors' insight into the barriers Wisconsin Technical College System students encounter when transferring into University of Wisconsin baccalaureate institutions is valuable. This study also aimed to provide better understanding of professional academic advisors' approaches to foster Wisconsin Technical College System transfer students' academic success. Nineteen professional academic advisors at four University of Wisconsin baccalaureate institutions were interviewed for this qualitative, inductive study. Study participants were asked to share their perceptions of their position's role, practice, and impact on student outcomes before reflecting upon their advising interactions with Wisconsin Technical College System transfer students. Research techniques commonly associated with phenomenological and grounded theory studies were used to analyze participants' responses. Though a common approach to advising practice failed to materialize, this study found that participants' perception of their position's roles and objectives largely adhere to the Centralized Standards for Academic Advising (Gordon, Habley, & Associates, 2000). In addition to fulfilling these Standards, relationship-building emerged as an important component to the student-academic advisor interaction. Participants viewed academic advising as a process that prepared students to become competent and confident decision-makers regarding their academic career. Student persistence represented an outcome participants believed they can impact as an academic advisor, but not an outcome that measures advising effectiveness. In focusing on their advising interactions with Wisconsin Technical College System transfer students, participants expressed that these students often exhibit more circumstances to consider when academic-planning. However, academic advisors did not alter their facilitation of the advising process when working with Wisconsin Technical College System transfer students. Implications and recommendations in response to these findings are also discussed.
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 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 published by . This book was released on 1974 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
