Download or read book The Impact of Academic Advising on Graduate Students Perceptions of Their Academic Success written by Jason Salvatore and published by . This book was released on 2020 with total page 63 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 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 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 Academic Advising for Student Success and Retention written by Michael Hovland and published by . This book was released on 1997 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing Conditions to Enhance Educational Effectiveness written by George D. Kuh and published by Jossey-Bass. This book was released on 2005-09-23 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the authors of Student Success in College—the book that describes the policies, programs, and practices of twenty colleges and universities that have created success-oriented campus cultures and learning environments—comes the next-step resource to help an institution assess whether these conditions exist. The authors present the Inventory for Student Engagement and Success (ISES), a self-guided framework for conducting a comprehensive, systematic, institutionwide analysis. The process also can be applied to areas within an institution, such as a school or college within a university, an academic or student affairs division, or a department or program. The ISES includes sets of diagnostic queries that focus on the six properties and conditions common to high-performing schools as well as the five clusters of effective educational practices featured on the National Survey of Student Engagement. Suggestions are offered to illustrate how the information generated from the ISES process can be used for various purposes including accreditation self-studies, program reviews, staff development, faculty and governing board retreats, and strategic planning.
Download or read book Undergraduate and Graduate Students Perceptions of Academic Advising written by Diane Sebok and published by . This book was released on 1992 with total page 76 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 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 The Effects of Peer Coaching on Students Perceptions of the Academic Advising Process written by Donald L. Lyle and published by . This book was released on 1989 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Academic Impact of Foreign Graduate Students written by Y. G.-M. Lulat and published by . This book was released on 1993 with total page 1126 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 2013-08-14 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 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 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 Students Perceptions of NDSU Faculty Academic Advising written by Nona L. Wood and published by . This book was released on 1985 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students Perceptions of Effectiveness of Academic Advising in University of Cape Coast Ghana written by Jones Clifford Akosah and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study explored students' perceptions of academic advising in the University of Cape Coast (UCC) using the descriptive survey design. Four research questions were formulated to guide the study. The population of the study was all undergraduate students in the University. Multi-stage sampling procedure was used to select 400 students who had prior interactions with their academic advisors for the study. Proportional stratified sampling and simple random sampling techniques were employed. The data was analyzed using means, standard deviations. The study revealed that academic advising in the UCC was generally seen to be ineffective. Respondents rated low the three qualities of academic advisors examined in the study. Based on these findings, it was recommended that the Management of the UCC organise regular assessment of academic advising to keep academic advisors in check and also, organise workshops and seminars to sharpen their skills and qualities. Again, based on the findings, some counselling implications were outlined.
