Download or read book Perceptions of Academic Advising and Student Retention written by Stacy Renaee Soden and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 Survey of Student Retention Policies in Higher Education written by and published by Primary Research Group Inc. This book was released on 2008 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Survey of Student Retention Policies in Higher Education presents data from a benchmarking study of the retention policies of 40 American colleges. Data is broken out for public and private colleges, by Carnegie class and enrollment level, to allow for easier benchmarking. This 100+ page study presents data on: spending on consulting services to aid in student retention, spending on conferences, reports and other information and analysis about retention; percentage of colleges that have a dean or other high level administrator for retention; retention rates for students; ways in which colleges track and present retention data; perceived impact of financial assistance on retention; perceived impact of severity in grading on retention; perceived impact of tutoring services on retention; perceived impact of psychological counseling serviceson retention; perceived impact of general economic conditions on retention; perceived impact of involvement in extra-curricular activities on retention; perceived impact of the quality of food services and residence halls on retention; use of interviews of transferees or drop outs from the college; use of interviews of graduates of the college; importance of exit interviews; percentage of colleges that maintain records on students that are engaged in few or no extracurricular activities; description of college info literacy policies; percentage of colleges that offer child care services to students; role of part time job finding services; perceived importance of career services division for retention; perceived importance of the academic advising services unit for retention; perceived importance of peer mentoring for retention; percentage of colleges that intervene at pre-determined thresholds of student difficulties such as number of classes missed or low grade point average; description of college efforts to reach out to help high risk students; College spending on tutoring services; Projected future spending on tutoring services; Perceived impact of tutoring services on retention; Source of tutors; Cost of Tutors; percentage of residence halls that have student advisory centers; percentage of colleges that have hired consultants to advise on the academic advising services; Annual Budget of the academic advising unit; number of full time equivalent positions allocated to the academic advising unit; description of rate of growth in the college's financial aid to students over the past two years; description of changes in tuition levels; perceived view of the need to increase financial aid or lower tuition in order to maintain or enhance enrollment; institutional attitudes towards the encouragement of instructor-student interaction outside of class; percentage of students that need special help in reading, writing or pronouncing English; percentage of colleges that offer ESL.

Download or read book Academic Advising Approaches written by Jayne K. Drake and published by John Wiley & Sons. This book was released on 2013-08-14 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strong academic advising has been found to be a key contributor to student persistence (Center for Public Education, 2012), and many are expected to play an advising role, including academic, career, and faculty advisors; counselors; tutors; and student affairs staff. Yet there is little training on how to do so. Various advising strategies exist, each of which has its own proponents. To serve increasingly complex higher education institutions around the world and their diverse student cohorts, academic advisors must understand multiple advising approaches and adroitly adapt them to their own student populations. Academic Advising Approaches outlines a wide variety of proven advising practices and strategies that help students master the necessary skills to achieve their academic and career goals. This book embeds theoretical bases within practical explanations and examples advisors can use in answering fundamental questions such as: What will make me a more effective advisor? What can I do to enhance student success? What conversations do I need to initiate with my colleagues to improve my unit, campus, and profession? Linking theory with practice, Academic Advising Approaches provides an accessible reference useful to all who serve in an advising role. Based upon accepted theories within the social sciences and humanities, the approaches covered include those incorporating developmental, learning-centered, appreciative, proactive, strengths-based, Socratic, and hermeneutic advising as well as those featuring advising as teaching, motivational interviewing, self-authorship, and advising as coaching. All advocate relationship-building as a means to encourage students to take charge of their own academic, personal, and professional progress. This book serves as the practice-based companion to Academic Advising: A Comprehensive Handbook, also from NACADA. Whereas the handbook addresses the concepts advisors and advising administrators need to know in order to build a success advising program, Academic Advising Approaches explains the delivery strategies successful advisors can use to help students make the most of their college experience.

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 Rethinking College Student Retention written by John M. Braxton and published by John Wiley & Sons. This book was released on 2013-10-21 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.

Download or read book Academic Advising written by Virginia N. Gordon and published by John Wiley & Sons. This book was released on 2011-01-13 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate how advising practices have been put to use.

Download or read book The Perceived Effectiveness of Student Retention Initiatives Within Technical Colleges in Minnesota written by Thomas F. Stertz and published by . This book was released on 2007 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Closing the Gap in Higher Education written by Terry L. Aaron and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The attrition of minority students is fast becoming a salient issue in higher education. Academic advising has long been viewed as a determinant of participation, persistence and success. Persistence focuses on retention. Participation and success are two objectives of the Texas Higher Education Coordinating Board's initiative "Closing the Gap." This study used quantitative and qualitative methods to examine African American male college students' (AAMCSs) perceptions of advising center practices, advisor practices and affinity factors and their influence on participation and persistence. Data collected from a sample of 225 AAMCSs was analyzed to determine if academic advising was indeed a tool that facilitates participation and persistence. The findings suggest that there is a significant relationship between AAMCSs perceptions of advising center practices, advisor practices and affinity factors (family, peer, and social connections).

Download or read book An Examination of the Perception of Community College Students about Developmental Academic Advising and Retention written by Allene D. Knedlik and published by . This book was released on 2003 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Undergraduate Engineering Students on Academic Advising written by Abdulrahman Alsharif and published by . This book was released on 2020 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research goal was to investigate perceptions of academic advising support system on undergraduate engineering student and to find potential pros and cons that could be improve with in the academic advising provided to engineering students. Engineering programmers have a low retention rate and cannot meet national demand. Academic advising is essential within higher education institutes. Academic advising aims to support and retain students throughout their learning process and experiences. The advisory roles played by faculty or a professional advisor in tandem to support students' education and ensure their progress. A sold academic advising program is very crucial to engineering students because it helps support not only students' goals and success but also determine its attainment. The role of the advisor seems straightforward; however, advisors often assist students with identifying the best major that fits their ability, discuss a potential minor, providing curriculum information, scheduling courses, explaining certificates, internships, and steering students to campus resources. The framework used in this research by Lee and Matusovich, (2016) model of co-curricular support for undergraduate engineering students. Engineering students' perceptions (thought process and experiences) of academic advising support systems considered as a measurement scale within the faculty and staff interactions. This scale contributes to allowing researchers and practitioners a better understanding of academic advising support systems for engineering students. The sample consisted of 79 undergraduate engineering students at Youngstown State University during Fall 2019. Findings reveal regions where engineering students are satisfied with support service provided. College year classification (freshman, sophomore, junior and senior) had significant differences were among engineering students' classification. Juniors and seniors are most satisfied with the academic advising provided. Significant differences found among engineering male students and engineering female students were males are most satisfied with academic advising provided. Advising support delivery systems, descriptive statistical analysis reveals students' most and least selected type of advising delivery system. By utilizing the results of engineering students' perceptions of academic advising, we can establish recommendations for improvements in academic advising for engineering programs. It also suggested further research on academic and social interactions with advisors and peers, both academically and socially; interactions with and involving learning centers; and inclusion within varied program(s).

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 The Role of Academic Advising in Student Retention and Persistence written by Susan Campbell and published by . This book was released on 2017-03-01 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Academic Advising on the Retention of First year Students in a Gulf Arab University written by Selma Haghamed and published by . This book was released on 2014 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Findings included: 1) Students who participated in the Academic Advising intervention had significantly higher GPAs than those who did not participate. 2) Students who participated in the Academic Advising intervention registered for courses in the semester following their admission in greater numbers. 3) The use of the College Student Inventory (CSI) by academic advisors was perceived to be an effective tool in assessing student attitudes and perceptions. 4) Non-returning students reported job and work responsibilities as a major reason for their dropping out.

Download or read book The Usefulness of Intrusive Advisement written by Kellie W. Slade and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research project used a qualitative case study design to determine the usefulness of an intrusive advisement (IA) model at a small, public, community college in southern New Jersey. The 30 participants in this research study were Academic Advisors (n = 12), who practiced IA for at least one year and students (n = 18), that were in an IA support cohort (Athletics-ATH, Educational Opportunity Program-EOF, HSI STEM – HSI, Las Vias-LV, TRIO/Student Support Services-SSS, and Workforce-WF). The participants were interviewed individually about their experience with IA and asked about various factors that could potentially be associated with IA (i.e. retention, multiple touchpoints, navigation, coping skills, leadership, career development, Starfish [early alert system], and retention). The interviews yielded 15 emergent themes from the data overall (relationship, care, career, navigation, coping/stress relief, trust, leadership, Starfish, support/guidance, goal, retention, success/education plan, communication, helpful, and staying on track). Of these themes, relationship and Starfish were the top emergent themes (stated most frequently in the data) for advisors and students. Comparatively, advisors and students were close on the following themes: support/guidance, coping/stress relief, helpful, staying on track, and communication (5% or under differential). Lastly, other themes that emerged when IA was implemented and are supportive themes comparatively are navigation, leadership, care, career, success/education plan, goal and retention. Implications for practice are centered around the top five comparable themes as stated above. Recommendations are based on these implications and center around advisor/student ratio, having a consistent advisor from inception to graduation, a comprehensive early alert/intervention system, and professional development for advisors.

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.