Download or read book Student Perceptions of Importance of and Satisfaction with Academic Advising Activities at a Community College Advising Center written by Verne W. Walker and published by . This book was released on 2002 with total page 184 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. This book was released on 2019-12-10 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic advising is the second most important function in the community college. If it is not conducted with the utmost efficiency and effectiveness, the most important function in the college—instruction—will fail to achieve its purpose of ensuring that students succeed in navigating the curriculum to completion. The purpose of academic advising is to help students select a program of study to meet their life and vocational goals. As such, academic advising is a central and important activity in the process of education. Academic advising occurs at least once each term for every student in the college; few student support functions occur as often or affect so many students. But while there is general agreement concerning the importance of academic advising for the efficient functioning of the institution and the effective functioning of the student, there is little agreement regarding the nature of academic advising and who should perform the function. In this seminal work on academic advising, the authors of three overarching chapters address the key issues and challenges of academic advising followed by the authors of four of the most innovative and successful programs of academic advising in the nation.
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 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 Analysis of Student Satisfaction with Academic Advising counseling Services written by Erica R. Johnson and published by . This book was released on 2002 with total page 234 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.
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 Student Perceptions of Academic Advising at Two Year Colleges written by Wayne T. Whitmore and published by . This book was released on 2016 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research project examined students’ perceptions of academic advising through an online survey method at select two-year colleges within the Minnesota State College and University System. The purpose of this research was to build upon scant existing research relating to student satisfaction with academic advising models utilized by individual colleges. The purpose was to also identify the academic advising model preferred by students. The sample for this research consisted of 177 students enrolled at two-year state community and technical colleges. Outcomes indicated a preference for the developmental model of academic advising. Outcomes also indicated that the developmental model of academic advising was reported to be commonly utilized by the colleges participating in the research.
Download or read book Nontraditional Community College Students and Faculty Advisors Perceptions of Academic Advising written by Kim Graham Smith and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Accountability by all parties to keep the lines of communication open during the advising process must also occur for advising to be successful.
Download or read book Academic Advising written by Terry U. O'Banion and published by Rowman & Littlefield. This book was released on 2023-11-22 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading specialists in academic advising describe five programs that have been judged by a national panel as among the most outstanding or exemplary in the country. Also includes an updated version of the original 1972 "O'Banion model" and data from the Center for Community College Student Engagement.
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 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 High touch and High tech Community College Advisors Perceptions of Integrating Technology Into Quality Academic Advising written by Meredith Lea Coughlin and published by . This book was released on 2013 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 Academic Advising Organizing and Delivering Services for Student Success written by Margaret C. King and published by Jossey-Bass. This book was released on 1993-08-02 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering new perspectives on academic advising in community colleges, this book defines developmental academic advising, describes the organization and delivery of advising services, and discusses key components of effective programs. The following 10 chapters are included: (1) "Developmental Academic Advising," by Thaddeus M. Raushi, defining developmental academic advising as a process which views students in the context of their whole life setting; (2) "Academic Advising, Retention, and Transfer," by Margaret C. King, highlighting the role of advising in student integration into college life; (3) "The Organization and Effectiveness of Academic Advising in Community Colleges," by Wesley R. Habley, describing findings of a national survey of advising program characteristics; (4)"Advising Models and Delivery Systems," by Margaret C. King, reviewing seven organizational models and five delivery systems; (5) "Adviser Training in the Community College," by Portia K. Weston, arguing that training activities improve student success and provide team-building staff development; (6) "Evaluation, Recognition, and Reward of Academic Advising," by Buddy Ramos; (7) "Advising the Two-Year Student: Considerations and Strategies," by Judith L. Sanford-Harris; (8) "Advising Multicultural Populations for Achievement and Success," by Thomas Brown and Mario Rivas, discussing challenges and strategies for advising students of different backgrounds; (9) "Intrusive Academic Advising," by Martha T. Garing, suggesting intervention strategies at specified times from admission to graduation; and (10) "Sources and Additional Information: Academic Advising in the Community College," by Karin Petersen Hsiao.
Download or read book Congruence Between Student and Adviser Perceptions of Academic Advising written by Lisa M. Bingham and published by . This book was released on 2000 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the congruence of perceptions of academic advising between students and advisers. Seventeen tasks involved in developmental academic advising were identified from a review of current academic advising literature. These criteria became the basis of a questionnaire that asked students whether their adviser fulfilled each task, and whether they were satisfied or dissatisfied overall with advisers. The same seventeen criteria were listed on a questionnaire distributed to academic advisers. Advisers were asked the degree to which they perceived students desired each advising task. Adviser and student perceptions were congruent on the majority of advising criteria, but three significant differences arose. Students reported wanting: a) more help setting goals than advisers perceived, b) encouragement in risk taking through different classes and involvement, and c) help with time management and study skills. Academic advisers rated these tasks significantly less important than did students. Other key discrepancies were between students' indications of academic advising tasks desired and advising tasks received. Help with goal setting again arose as a task desired but with which students did not receive assistance. Students also reported some tasks lacking that advisers rated as very important. Most advisers considered helping students with decision making to be important. Many students indicated that they are not receiving assistance in this area. Most advisers recognized the importance of remembering students' names. Students agreed that these tasks were important, yet many indicated dissatisfaction with both criteria. Students are looking to advisers as information sources pertaining to more than their field of study. They want advisers to be familiar with campus resources and different educational options; they also expressed significant dissatisfaction with these tasks, whether satisfied or dissatisfied overall with their advisers. Prevalent factors inhibiting academic advisers from performing desired tasks were lack of time, heavy workload, and overwhelming numbers of advisees. These may explain students' dissatisfaction with noted advising criteria. Advisers recognize most student desires, but are too overwhelmed to fulfill advising tasks. Training, communication, and an increased value and recognition of academic advising as a key retention tool are important means of approaching and accomplishing effective advising services.
Download or read book Adult Learners and Academic Advising written by Adam Duggan and published by . This book was released on 2015 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research explored the nature of academic advising through the experiences of Mount Wachusett Community College advisors with adult learners. This case study originated as an investigation of advisor perceptions of adult learners and their needs during academic advising interactions, specifically early in their transition to college. However, this analysis of one community college advising model revealed a tension between the counseling and teaching and learning paradigms of academic advising within the institution. This case study investigating academic advisors’ perceptions of the needs of their adult students revealed advisors frustrated by the numerous roles they must assume and the necessary skills needed to meet the complex needs of their students within the framework of a progressive, teaching and learning delivery model. Ultimately, this research outlines a model of advising service delivery for adult learners in a community college that blends the counseling and teaching and learning paradigms to meet the complex social/emotional needs of adult learners within the teaching and learning framework supported by the institution.
