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 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 A Comparison of Faculty and Students Perceptions of Academic Advising at Ohio University as Measured by Ratings on an Instrument Based Upon Chickering s Model of Student Development written by Ibrahim Yakubu Lame and published by . This book was released on 1984 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Advising in the Community College written by Terry U. O'Banion and published by Rowman & Littlefield Publishers. This book was released on 2020-01-15 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this seminal work on academic advising, the authors of three overarching chapters address the key issues and challenges of academic advising.
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 Academic Advising Outcomes Across Advising Structures and Student Socioeconomic Status written by Hilleary Himes and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advising is an important resource for students in higher education, helping them to select a major, find connection to university resources, and meet degree requirements. Contact with an academic adviser has also been found to improve students' academic performance. Recent research suggests that students approach academic advising for different reasons, often connected to differences in socioeconomic status. However, previous studies do not focus on the structures and institutional expectations supporting academic advising despite the fact that there is variation in how academic advising is delivered across and within institutions of higher education. This variation is reflected in who takes responsibility for advising, the structure and location of academic advising offices, and professional expectations and other responsibilities. This research explores how students engage with academic advisers across two different academic advising models. Using a case study approach, I interviewed undergraduate students enrolled in two academic colleges that employed different models of academic advising. To illuminate the culture of academic advising in each college, I also interviewed academic advisers and an advising administrator in each college and analyzed publicly available documents about academic advising from each colleges' website. Both students and academic advisers interviewed saw academic advising as primarily about the scheduling of courses. This view of academic advising was narrower than the Faculty Senate's view of the role and purpose of academic advising. This divergence between policy and practice indicates a problem with the implementation of academic advising practice. Some student participants also reported that advisers discouraged their goals and plans. Each of the two advising structures I examined had benefits and challenges for students. Students and advisers in the decentralized advising model noted the specialized knowledge of faculty advisers. By contrast, the centralized advising model I examined allowed flexibility in who students could choose to meet with and how they met with advisers. However, the centralized advising model had challenges with a high rate of adviser turnover. In this thesis I also focused on differences in experiences of students across socioeconomic status. My interviews support previous findings concerning the relationship between socioeconomic status and academic advising, but with two additional observations. First, my interviews reveal that students from lower socioeconomic backgrounds who began at a different campus experienced challenges with academic advising. Second, some academic advisers were unaware of students' background characteristics. Therefore, those academic advisers could not vary their practices and approaches to meet different needs of students, especially when it pertained to socioeconomic status. As a result of these findings, two conclusions emerged from the data. The first is that systemic barriers prevented implementation of the institution's Faculty Senate policy on academic advising and caused challenges for students. A second finding is that advising systems limited relationship building between students and advisers. Barriers to building relationships include large advising rosters, other professional responsibilities, lack of knowledge about varying student demographics, and inconsistent expectations for academic advisers. Recommendations for practice and future research are provided.
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 Student Staff Advisor and Faculty Advisor Perceptions of Academic Advising written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Two historical aims of undergraduate education have been to involve students in the content of learning and to involve students with faculty (Gordon, Habley, & Associates, 2000). Involving students in the content of the learning happens almost automatically during class time, lab meetings, academic clubs, and extracurricular arts events. Actually involving students with faculty has been somewhat more difficult. One method used to engage students with faculty is academic advising. Academic advising in some form has been a part of higher education in the United States almost since its beginning (Gordon, 1992), but it wasn't until 1979 that the National Academic Advising Association (NACADA) was established. In 1980 the association worked in conjunction with the Council for the Advancement of Standards to set goals for academic advising; however, little research has been done regarding their efficacy. A series of national studies on academic advising, done in 1979, 1983, 1987, 1992, 1998, and in 2003, has been conducted by the American College Testing (ACT) program in collaboration with NACADA. The last five of the national surveys have included a section for the assessment of the goals for advising. One survey was completed for each institution. These surveys have provided substantial data from many institutions, however, with just one person reporting from each institution, responses may not have been reliable in describing the totality of academic advising at each institution. The majority of respondents were not strictly involved in academic advising but were from academic departments, counseling departments, student affairs, enrollment management, admissions, or some other unit on campus. This raises a question regarding respondents' complete knowledge of and participation in the entire advising processesD ystems at the institutions and, therefore, the accuracy of the reporting of how well the goals are being met. A more accurate picture of how well the.
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 An Analysis of Faculty Perceptions of Academic Advising at Selected South Central Private Liberal Arts Colleges written by Daniel Lee Seim and published by . This book was released on 1994 with total page 152 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 Students Perceptions of and Attitudes Toward Academic Advising written by Debra Lee Agard and published by . This book was released on 1999 with total page 158 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 advisor Communication written by Claudia D. Zitzmann and published by . This book was released on 1994 with total page 236 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 2008 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advising Style Perceptions and Preferences of Students and Advisors written by Gladys Patricia Brown Jordan and published by . This book was released on 2012 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: The best style of advising to offer students has been questioned over and over. The literature review revealed uncertainty related to national surveys of advisors and students and encouraged smaller institutional reviews. The Academic Advising Inventory (Winston and Sandor, 1984b), was administered to a proportionate to size random sample of advisors (faculty and professional) and then to the advisees of the advisors who responded to the survey. Variables of interest for advisors included age, gender, type (faculty or professional), and college. Variables of interest for students included gender, ethnicity, age, classification, generational status, and GPA. A standard multiple regression, one-way Analysis of Variance (ANOVA), bivariate analysis, and a difference of proportions test were used to answer six research questions. Post hoc analysis was done with the Scheffe post hoc test. Significant findings for advisors included differences by advisor type relative to preference for advising style delivered (F (1, 39) = 5.174, p =.029) and for advising style preferred (F (1, 39) = 8.360, p =.006). Professional advisors had a stronger developmental orientation than faculty advisors. Gender was also a significant factor (F (1, 39) = 4.635, p =.038) in preference for advisors with females indicating a more developmental style than males. Significant findings related to the advising students received included college (X2 (6, n = 286), p =.000), gender (x2(l, n = 293), p =.031), classification (X2 (4, n = 294), p =.043), and being non-White (X2 (1, n = 272),p =.013). Females and White students indicated a preference for more developmental advising. The level of developmental advising preferred increased with changes in student classification. For example, seniors preferred more developmental advising than freshmen. Students and advisors were asked to complete five survey questions related to satisfaction with advising. The majority of advisor respondents were satisfied with advising and how well they advised. There was some concern over whether advising was included in tenure decisions and the amount of time available for advising. Student responses showed overall satisfaction. A term called mismatch was created by measuring the difference between students' preferred advising style (as measured on the AAI continuum) and the measure of the advising they received. Bivariate analysis was used to examine differences in satisfaction scores based on a mismatch with advising. The findings were significant (X2 (3, n = 279), p =.000). The results of the study are not generalizable; however, they do point to several areas for future research. There is a population of students on campus who have indicated they are not receiving the style of advising they would prefer to receive. The incongruence can lead to lower levels of satisfaction and possibly a retention problem.
