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

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

Download or read book 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 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 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 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 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 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 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 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 Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Advising Programs at Three Universities Using Crockett s Academic Advising Audit written by Manon L. Shockey and published by . This book was released on 2018 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic advising has been researched and linked to student retention and completion in numerous studies. New state initiatives, legislative funding pressure, and financial aid changes have increased pressure on accurate, timely, and intrusive advising to increase timely graduation and student success. As academic advising played a vital role in student success, questions arose pertaining to best practices and organization for advising programs. The purpose of this study was to evaluate academic advising programs at three regional universities in a university system using Crockett’s Academic Advising Audit. The study sought to determine individual program strengths, areas for improvement, development of individualized action plans, and identification of common advising protocols for the university system to adopt and recommend for academic advising programs. A qualitative case study of institutional advising programs was implemented using Crockett’s Academic Advising Audit. This survey instrument was used in data collection and in the identification of advising program characteristics, strengths, weaknesses, and commonalities. The survey instrument allowed collection of general advising program demographics, advising in departments or units, centralized advising, and institutional effectiveness perceptions. The completion of the audits was followed with interviews that enriched qualitative data and evaluated the survey results based on Crockett’s audit guidelines. The data was analyzed and organized for themes, strengths, weaknesses, and best practices for a preliminary model were developed. The study showed differences between institutions within the same university system that included academic advising program hierarchy, policy, and services within a centralized advising center and in the academic colleges. Evaluation of the campus academic advising programs, individually and in comparison, yielded three themes: communication, dedication, and consistency. These themes were evaluated and used in conjunction with Crockett’s Academic Advising Audit, to develop recommendations for the individual universities and system, best practices, and a preliminary academic advising program model. This study identified key components for academic advising program success and model development. These components were: coordinated, consistent, and dedicated leadership; focus on the student’s development and needs; consistent processes and practices across campus that were easily communicated and understood; and a collaborative culture of academic advising university wide.

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 The Perceptions of Freshman Students at Ball State University of the University College Academic Advising System written by Jacqueline Ann Durbin and published by . This book was released on 1999 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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

Download or read book Student and Faculty Expectations of the Faculty Advisor Functions and Characteristics of the Advisor advisee Relationship written by Isaura Alvarado and published by . This book was released on 1986 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Academic Advising Approaches written by Jayne K. Drake and published by John Wiley & Sons. This book was released on 2013-09-16 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.