Dissertationen: „Academic advising“

1

McGill, Craig M. „Professionalization of Academic Advising“. FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3536.

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The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies were conducted. Study #1 was a structured literature review of higher education, student affairs, and academic advising to understand how these fields have conceptualized their professional status, especially with respect to clearly defining disciplinary boundaries given significant overlap with one another, and having insufficient knowledge bases. Findings were organized by field and revealed three themes in each. Obstacles for higher education concerned the diversity and rigor of its scholarship, the (mis)conception of being a singular field, and confounding the field with the industry of higher education. Themes that emerged from the student affairs literature were scholarship, professional preparation and development, and community. For academic advising, obstacles were scholarship, expansion of graduate programs, and community. Implications for the professionalization for these three fields are: loose boundaries separating the fields, interconnectedness between educational programs, practitioner’s credential lacks currency, inconsistent language used in fields, autonomy, and demonstrating effectiveness. Study #2, a phenomenological ethnography, sought to further clarify defining functions of academic advising and to elucidate how further definition of the scope of academic advising will help professionalize the field. To acquire a description of the essence of academic advising, approaches from phenomenological and ethnographic methodologies were used. The analysis revealed that through academic advising, students learn and develop, make meaning, and connect with a caring institutional representative. The findings from this dissertation will help inform NACADA: the Global Community for Academic Advising, to help move academic advising toward professionalization, further develop academic advisors and position them to be better scholars, to educate our constituents, and to add to the body of literature on professionalization in any field.

2

Curry, Robert Furman. „Academic advising in distance education“. W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618386.

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This study compared and contrasted current goals and practices of institutional advising programs with those utilized specifically by distance education programs. as part of the conceptual framework, the study analyzed seven practices of advising programs identified through previous research on academic advising: delivery systems, organizational models, evaluation, support or reference materials, required occasions for academic advising, group advising, and advisor-student communication. The eight advising goals of the National Academic Advising Association (NACADA) were also used to build the conceptual framework.;Data were collected through a survey which resulted in descriptive statistics on advising goals and practices in distance education. Data analysis involved comparisons of results of the Academic Advising in Distance Education Survey developed for this study with data from American College Testing's Fourth National Survey of Academic Advising. Participants were identified from Peterson's 1996 publication, Guide to Distance Learning. Institutions selected for the sample had at least one baccalaureate degree program available at a distance, using primarily electronic means of instruction. One institutional representative completed the survey. Eight-nine surveys were mailed to institutions that met the study's definition of distance education. Seventy-three of these surveys were returned for a response rate of 82%.;Results showed that NACADA's advising goals were relevant for distance education; mean achievement was higher for each goal in distance education when compared with institutional advising programs. Advising practices were similar for distance education and institutions as a whole in that faculty advisors were the most frequent deliverers of advising services. There were differences between institutional and distance education advising programs in other practices, with less utilization of group advising, institutional reference materials, and advising evaluation in distance education.

3

Scholl, Judith Ann. „Improving academic advising in the community college : retention and cost effectiveness factors impacted by faculty advising and online advising in the academic department /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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4

Shank, Jason Edward. „Online Academic Advising: Student Needs and their Satisfaction“. Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31972.

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The purpose of this study was to examine the type of advising conducted (prescriptive v. developmental), the type of information sought, and the level of participant satisfaction gained through online academic advising. For purposes of this study, online academic advice was defined as advice or information provided by an academic department obtained via the Internet to improve the studentâ s academic experience. The three types of online academic advice considered for this study included (a) email correspondence with an academic advisor, (b) instant messaging or chat based conversation between a participant and an academic advisor, (c) and obtaining academic information from a department supported web page.

To obtain a sample for this study, academic deans were contacted by email and asked to distribute a link for an online survey to their respective undergraduate student populations. Data was collected by administering a version of Winston and Sandorâ s (1984) Academic Advising Inventory (AAI) modified specifically for this study. Participants were asked to complete the multiple-choice instrument online.

The researcher conducted t-tests, ANOVAs, and Tukey post-hoc tests on the data in an effort to examine the mean scores between four groups: (a) gender, (b) type of residency, (c) race, and (d) academic college. The data revealed significant results pertaining to several key differences between groups including gender, race, and academic college. The findings shed light on needs and satisfaction of students who receive academic advice online. The results suggest ways to provide consistency among the online academic advising methods of different academic colleges and ways to better meet the needs of students in an effort to increase retention.
Master of Arts

5

Green, Jamie Loretta. „Improving Graduate Students' Satisfaction with Academic Advising“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2540.

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Academic advising is associated with increased student retention and academic success. However, advising at an urban graduate school of education in Tennessee has been criticized for limited advisor availability, poor communication, and lack of advising knowledge. The purpose of this qualitative case study was to gain a deeper understanding of the reasons for student satisfaction or dissatisfaction and to identify techniques to improve academic advising. This study was guided by the conceptual frameworks of Kelly's personal construct theory and Daloz's psycho-developmental perspective. The research question addressed the perceived role of academic advisors that graduate students associated with academic success. The data were collected using 4 focus groups. Group 1 consisted of 10 graduate students; group 2 included 5 professors; group 3 was comprised of 2 advisors; group 4 consisted of 3 administrators. A thematic analysis was performed on the data, and member checking was used to improve data quality. Findings revealed that students were satisfied with the positive attitude of advisors, but were dissatisfied with advisors' relational skills and knowledge of college programs. Findings also revealed that students, professors, and administrators were dissatisfied with advisor's limited availability and lack of training. Based on these research findings, a 3-day professional development workshop for advisors was developed. The workshop included training about techniques to improve advisor communication skills and knowledge of effective advising practices. Implementation of this professional development workshop could bring about positive social change by improving the effectiveness of the advising program and the quality of graduates.

6

Powers, Keith L. „Academic advising assessment practices: a descriptive study“. Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14945.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Kenneth F. Hughey
In academic courses, assessment is used to evaluate the effect of teaching on student learning. Academic advising has been viewed as a form of teaching (Crookston, 1972); therefore, it is necessary to assess the effect of academic advising on student learning. The best practices of assessment of academic achievement involve three key steps: the identification of student learning outcomes (i.e., what is assessed), the development and use of good measures of student learning (i.e., how assessment is conducted), and the use of sound professional judgment to understand the information gathered and to make changes to improve student learning (i.e., how assessment results are used). However, the assessment of academic advising is often minimal, narrow, and inconsistent. Further, when assessment of academic advising is conducted, it is most commonly a survey of student satisfaction of their advising experience (Carlstrom, 2012; Habley, 2004; Macaruso, 2007; Robbins, 2009). The purpose of this study was to learn about the assessment practices in the profession by surveying those who conducted or were responsible for assessment of academic advising. The study found that 80% of participants had identified academic advising student learning outcomes in their situation. The most frequently reported outcome was that students would know degree requirements. A little over half of the participants who identified student learning outcomes assessed the achievement of those outcomes and student surveys were the most frequently reported measure used. Seven percent of participants reported to use three or more measures to assess student learning outcomes. Multiple measures are needed in assessing outcomes to gather comprehensive evidence of outcomes achievement. Sixty percent of participants reported they used assessment information to make decisions regarding improvement of services and student learning. The most frequently reported use of information was making revisions to the advising process/delivery outcomes. The results of the survey indicated that participants viewed advisors’ belief in assessment as important to facilitating assessment of academic advising. They also viewed administrators’ use of information in making decisions and changes to improve advising practices and increase student learning as important.

7

Soden, Stacy Renaee. „Perceptions of Academic Advising and Student Retention“. Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637689.

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The purpose of this research study was to examine student and academic advisors? perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution and the student (Himes, 2014). Most college students are in a state of change and need academic advice to achieve success during a college transition (Tinto, 2012). Academic advisors can assist students in finding the right career for students? specific strengths. This qualitative study utilized Tinto?s (2012) theories of student departure and retention to provide an understanding of how student retention rates can be based on a lack of positive institutional relationships between students and academic advisors. A higher education institution must establish conditions within its own system to promote positive student experiences and outcomes (Vianden & Barlow, 2015). Four research questions guided this study. Focus groups and interviews were used to collect data from students and academic advisors. Students and academic advisors discussed academic advising experiences, student satisfaction, and information needed to achieve successful advising sessions. Themes emerged relating to developing relationships, personalized advising sessions, and a consistent campus. Tinto (2012) stated students need individualized academic and social support to properly transition into college. Findings of the study indicated progressive academic advisement strategies have a positive impact on student retention.

8

Hill, Helen. „A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY“. Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2299.

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ABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer assisted advising throughout the State University System. Individuals who use or have responsibility for the advising system were identified in each institution in the State University System. An instrument was developed to identify the use of key components of the Student Academic Support System and interviews were scheduled. A review of the literature and results of this study found that there were many factors that influenced the success or failure of a computer assisted advising system. Factors such as funding, administrative sponsorship from the highest levels of the institution, institutional culture, advisor computer proficiency, and the existence of alternate computer advising technologies played significant roles in the development and implementation of the mandated state computer advising system. The qualitative interviews utilized in this case study highlighted the complexities of computer assisted advising. This research studied the perceptions and practices of administrators and advisors in the 11 State Universities in Florida. This research study documents the history of the development and implementation of computer assisted advising within the Florida State University System. As such, this research provides insight for administrators, technology professionals, and policy makers in the field of student advisement. Implications of this study, for the Florida State University System, show that strong administrative support and acceptance of the value of the system by advisors are necessary for successful implementation of a computer assisted advising system. Continued assessment, modification, and funding must be a priority for any institution that utilizes computer assisted advising systems. A properly implemented advising tool, such as the Student Academic Support System, results in a better informed student and a more effective sharing of information between students, advisors, and the university. Properly advised students will reach their educational goals in a timely and efficient fashion. The use of computer assisted advising was found to result in a satisfying academic experience for the advisor and to increase a student's level of satisfaction with the advising encounter.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

9

Queen, Ashleigh Everhardt. „Transfer Student Faculty Academic Advising: Understanding Student Perspectives“. W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091549.

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The purpose of this study was to understand the perceptions of academic advising held by junior and senior transfer students who have declared a major within the STEM programs at a small, highly selective, public institution in the Mid-Atlantic Region. A phenomenological case study of Small University was utilized to understand the perception and socially constructed reality and knowledge that vertical and lateral transfer students build through interactions with a faculty academic advisor. Interviews were conducted with a diverse population of 20 junior and senior transfer students who have declared their major in one of the eight STEM departments at Small University. Overall, students experienced difficulties once on campus in terms of navigating the institution and obtaining the courses needed in a timely manner. The majority of participants did not work closely with their advisor and therefore needed to find supports and resources on their own. Modification of faculty advising away from a prescriptive model towards a developmental or proactive model may serve to prevent negative outcomes for transfer students during the transition into a new institution.

10

Alsharif, Abdulrahman M. „Perceptions of Undergraduate Engineering Students on Academic Advising“. Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589309175110422.

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11

Filson, Caryn Mari. „Describing Undergraduate Students' Perceptions of Academic Advising Practices in a College of Food, Agricultural, and Environmental Sciences“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354655776.

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12

Epps, Susan Bramlett. „Legal Issues in Advising“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2581.

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13

Sokolosky, Melanie. „A comparison of academic advising provided in a centralized, non-degree granting college and academic advising provided in decentralized, degree-granting colleges“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392914525.

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14

Nadler, Paula F. „Building foundations the phenomenological experience of doing academic advising /“. College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6985.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

15

Spencer, Norrine Bailey. „The Impact of academic advising center interventions on freshmen“. Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54430.

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Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes. From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed. Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average. A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes.
Ph. D.

16

Byrd, Melendez O'Neal. „Current and Preferred Academic Advising Styles of African American Students in the College of Engineering at Virginia Tech“. Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26140.

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This study was designed to explore the advising styles that are currently perceived and preferred by African American and White students in the College of Engineering at Virginia Tech. The high attrition rate of African Americans in the engineering colleges both nationally and at Virginia Tech makes it critical to investigate what can be done to increase retention. The lack of awareness of academic advising preferences could be a major component in the high attrition of African American students in the College of Engineering at Virginia Tech. Moreover, increased awareness and understanding for advisors, faculty, administrators and even students will befall, and in turn strengthen retention. The purpose of this study was to determine; (a) the current advising African American and White students in the College of Engineering at Virginia Tech are perceiving; prescriptive versus developmental; and (b) what the preferences are for advising African American and White students in engineering; prescriptive versus developmental. This study specifically examined the comparisons between race, gender, classification, grade point average (GPA), and major. The instrument that was administered via the Internet is called the Academic Advising Inventory (Winston & Sander, 1984). This four-part instrument measures the level of the developmental or prescriptive advising that occurs between students and advisors and student satisfaction with advising in the College of Engineering. The sample consisted of a total of 373 undergraduate engineering students, 265 (71%) males and 108 (29%) females. African Americans made up 35% (n = 132) of the sample and Whites 65% (n = 241). The sample consisted of 25% (n = 93) African American males, 10% (n = 39) African American females, 46% (n = 172) White males, and 19% (n = 69) White females. A two-way analysis of variance (ANOVA) and t-tests were conducted to analyze differences in advising style when categorized by race, gender, classification, GPA, and major. The results revealed a significant difference between the style of academic advising currently perceived by African American and White engineering students. The majority of the African Americans reported receiving prescriptive advising and the majority of the Whites reported receiving a developmental style of advising. The results also indicated that the majority of the African American males (55%) perceived receiving a prescriptive style of advising. When looking at African Americans when categorized by classifications, all reported receiving a prescriptive style of advising. The junior class of African Americans was the only group that is borderline prescriptive/developmental. The ANOVA test also indicated a significant interaction between race and GPA. Results showed that African Americans engineering students in the GPA categories of 1.0-1.9 and 2.0-2.9 reported receiving prescriptive advising, while the 3.0-3.9 category of African Americans reported receiving developmental advising. This data was not consistent with White students in the GPA category of 1.0-1.9. All White students regardless of GPA reported receiving a developmental style of advising. All engineering students regardless of race, gender, classification, GPA, or major preferred a developmental style of advising. African American females significantly preferred a more developmental style of advising than the other groups. A Chi square test of independence also indicated that a significantly large portion of African American students felt that their academic advisor did not understand them.
Ph. D.

17

McGlothlin, Lester Marlena Brooke. „Understanding Academic Advising at Institutions with a First-Year Engineering Program“. Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89885.

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Academic advising has been a part of United States (U.S.) colleges and universities since their inception, yet academic advising as we know it today is a relatively new profession. Over the last several decades, many colleges and universities have employed professional advisors, rather than teaching and learning faculty, to carry out the academic advising functions however little is known about the structures of these advising programs. Academic advisors often serve on the front lines (i.e., high student contact hours) and advocate for student success by supporting students in learning about their institutions, uncovering their personal and professional goals, and encouraging them to pursue life goals. However, the responsibility of academic advising and advisors varies at institutions of higher education across the country and this variation is not well understood. The purpose of this research was to better understand the structures of engineering academic advising at large four-year, primarily residential institutions with a first-year engineering program. To accomplish this purpose, the following overarching research question guided my study: How do first-year engineering programs structure academic advising, and what services, programs, and support are in place for academic advisors and students? To answer this question, I used a qualitative multi-case study design to understand the landscape of advising in first-year engineering programs and the organizational structures of their advising programs. I used Habley's Organizational Models for Academic Advising (1983) as a way to categorize the structures of academic advising and Frank's (1993) Integrated Model of Academic Advising Program Development as a conceptual framework for understanding how academic advising programs develop, the services provided, programming available, and how to enable the advisors to better support the student population. My findings include identifying: 1) several similarities between case sites' organizational structures of advising, 2) new student orientation and major exploration as main services offered at all sites, 3) a lack of formalized planning across all case sites, and 4) the prominence of advisor training with a desire to have more formal advisor recognition programs. Recommendations for future research, practice, and policy are provided along with a proposal for a new model for First-Year Engineering Advising Programs.
Doctor of Philosophy
Academic advising is a function within higher education that serves students by providing guidance to navigate the higher education system. Academic advisors often serve on the front lines of the higher education environment and advocate for student success by supporting students in learning about their institutions of higher education, uncovering their personal and professional goals, and encouraging them in their academic pursuit. Academic advising has been a part of the United States (U.S.) higher education system at colleges and universities since their inception, yet academic advising, as we know it today is a relatively new profession. Over the last several decades, many colleges and universities have employed individuals to serve as professional academic advisors. These individuals spend the majority of their time and availability on the sole function of academic advising. However, the responsibility of academic advising and advisors varies at institutions of higher education across the country and this variation is not well understood. The purpose of this research was to gain a better understanding of the responsibilities and organizations of first-year engineering academic advising programs at large four-year, primarily residential institutions with a first-year engineering program. I interviewed individuals at universities and analyzed relevant advising program documents to understand the evolution of their advising programs, the services they provide, their program goals, and professional development available to them. My research uncovered 1) several similarities among the organization of the advising programs, 2) key academic services such the onboarding process for students known as new student orientation and methods to help student select an academic major, 3) a need to develop program planning initiatives and 4) the existence of training and lack of advising awards. Recommendations for future research, practice, and policy are provided along with a proposal for a new model for First-Year Engineering Advising Programs.

18

Taylor, Mary E. „The Changing Advising Needs of Undergraduate Students“. Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/34428.

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Academic advising plays an important role in the education and retention of college students. Developmental advising is concerned with the development of the whole student throughout his or her academic career. As students develop and mature, it is expected that the topics they present to advisors will change. It is also expected that advisors will vary the topics they raise with different students as the students progress through their academic careers.

This study was designed to determine if the advising topics that traditional-age undergraduate students present to advisors vary by academic level. Further, the study looked at whether these topics differ by gender or race. Topics raised by advisors were also examined to determine if the topics raised by advisors varied by academic level, gender, or race of the student. Examining the topics raised by advisors is one way to assess whether advisors are utilizing a prescriptive or developmental model of advising.

Data were collected over a two-month period during the spring semester, 2000 at a research university in the Southeast. Eleven professional advisors agreed to participate in the study from six different departments. Students were asked if they would be willing to participate in the study when they came to see one of the participating advisors. Eighty undergraduate students agreed to participate in the study. Prior to meeting with the advisor, students were asked to provide demographic information and answer an interview question to determine the topics they planned to raise during the advising session. Advisors completed surveys following the advising sessions providing information on topics raised by the students and topics that the advisors themselves raised.

No significant differences were found in the types of topics raised by students or advisors by academic level, gender, or race. The majority of the topics discussed dealt with academic issues such as academic progress, course selection, and major selection. On average, students raised 3.99 topics per session and advisors raised an additional 1.41 topics per session for a total of 5.50 topics per advising session. Most advising sessions were 15 to 20 minutes in length. Non-White students raised on average more topics than did White students. Because of the number of topics raised in a relatively short period of time, as well as the narrow range of topics covered, the results of this study indicate that a traditional, information giving model of advising is largely being utilized by advisors in the study.

The results of this study suggest that advisors have little time in advising sessions to do little other than provide information on a limited range of topics. This study highlights the amount of time advisors spend answering routine academic questions during advising sessions. With this awareness, advisors can begin to provide some of this academic information using different means. This would provide more time in advising sessions to practice a developmental approach to advising that spans academic, career, and life issues.
Master of Arts

19

DONNELLY, JOHN EDWIN. „WHAT MATTERS TO ADVISERS: EXPLORING THE CURRENT STATE OF ACADEMIC ADVISER JOB SATISFACTION“. University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141324536.

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20

Richardson, Russell J. „Defining and assessing academic advising for athletic training education programs“. Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/r-richardson-101608.pdf.

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21

DeBate, Karl A. „Community College Faculty Perceptions and Behaviors Related to Academic Advising“. Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1610.

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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.

22

Daller, Melissa L. „The Use of Developmental Advising Models By Professional Academic Advisors“. Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36883.

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Academic advising has undergone tremendous changes since its origin in higher education. The notion of faculty performing clerical tasks in order to aid students strictly in academics has been challenged. Today, academic advising is considered one of the best vehicles for promoting intellectual, personal, and social development of students. It is a service that links students' academic and personal worlds and, hence promotes holistic development. However, little is known about professional advisors, specifically to what extent professional advisors use an approach to advising that can be characterized as developmental. The purpose of this study was to observe and identify the behaviors that occur during academic advising sessions between professional academic advisors and students, and compare these behaviors to the models and definitions of developmental advising proposed in the literature. Qualitative research methods, including observations and interviews, were employed. Ten advisors were observed in 35 actual advising sessions in an effort to identify advising behaviors, which were later used to develop and define advising styles. In addition, each advisor was interviewed about his or her philosophy of advising. Results of the study found that the developmental-prescriptive continuum does not accurately reflect actual advising practice. Most advisors' style reflected a mix of developmental and prescriptive behaviors. However, the characteristics of advising proposed in the literature (e.g.,content, personalization, and decision-making) were useful in identifying and defining new advising styles. Another important finding dealt with personalization. While most advisors stated students are different and have different needs, and some advisors were observed to personalize the advising session, none of the advisors were observed to alter their style in accordance with students' differences. This suggests there may be a difference between personalization and individualization of advising. Recommendations for practice include assessment of advisors' behaviors and philosophies in addition to student perceptions. Also, there is a need to develop new models of advising. The data from this study recommend the development of an advising model that considers the importance of the advisor-advisee relationship that is dynamic and that reflects stages or phases of advising instead of distinct advising styles. The information gathered from this study lends itself to further research about the advising styles used with specialized student populations, suggesting the need for individualization as well as personalization of advising.
Master of Arts

23

Walker, Verne W. „Organization of Academic Advising in Ohio's Two-Year Public Colleges“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1332959188.

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24

Baron, Kenneth Craig. „The nature of American academic advising in the 21st century“. Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/842696/.

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This case study grounded in the tradition of practitioner-research (Jarvis, 1999) was carried out from 1994 to 1999 at a major land-grant university in the United States. Specifically, the study aimed to explore the nature of American academic advising in the 21st century using qualitative research techniques. A review of the traditional literature from the academic advising profession, as well as the literature from the more encompassing field of student affairs (Davis and Liddell, 1997; Gordon and Grites, 1998), suggested that much of the research conducted in these areas has been quantitative and insular in nature. Thus, in response to an apparent need for more naturalistic and broadly-based inquiries in these areas (academic advising and student affairs), this study employed a variety of different qualitative research approaches in an attempt to investigate and contextualize the practice of academic advising within the forces shaping contemporary society. The first part of the thesis engaged the researcher in a comprehensive review of literature from a wide variety of disciplines including economics, history, political science, sociology and education that aided in the construction of a prospective model of society. As a result of this exercise, two research questions emerged that were later posed to 36 participants, representing the following classifications within the model of society: students, academic advisors, career services professionals, faculty, university hierarchy, and employers (6 in each classification). The research questions were: what is the nature of American academic advising in the 21st century in light of the forces of information technology and globalized capitalism, and how were these forces of change resisted? Using the general interview guide approach (Patton, 1990) and "qualitatively-based," content analysis interpretation techniques (Holsti, 1969; Krippendorff, 1980; Patton, 1990) these questions were explored and analyzed and the results compiled into a series of reports based on findings. These uniform reports were subsequently turned into separate chapters based on a comprehensive analysis of each of the 6 participant group "perceptions" of the nature of future academic advising practice. In particular, the inquiry aimed to illuminate participants' awareness of the forces shaping contemporary society, how they perceived the practice would change in the 21st century, how the participants thought the practice should be operated, their perceptions of the major causes of change, and how they perceived the forces of change being resisted in the future. Findings suggested that participant's perceived the future of the practice of academic advising to be influenced greatly by information technology, requiring stakeholders, at all levels throughout the academic advising process to humanistically assess to what degree and in what capacities will information technology be utilized within each, unique practice setting. Other findings suggested that participants both perceived and endorsed a more collaborative mode of practice in the future - consolidating other student services together with academic advising. Recommendations to the profession included the adoption of a new core value that would engage the profession, and its members, in more "outwardly" directed practices reaching beyond institutional barriers. Additionally, there is a recommendation that the profession become more politically and strategically-oriented in the next century, employing "relevance-grounded" public relations efforts to secure stability. Future comparative institutional studies, studies using additional participant groups and the development of quantitative national, and possibly international, surveys using this study as a model and its findings for reference, replication, or further illumination are suggested.

25

Smith, Mark W. „An Investigation Into the Effects of Computerization on Academic Advising“. NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/845.

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A small mid-western, two-year, vocational technical college was experiencing academic advising difficulties. They felt their advising methods could use improvement. A preliminary investigation was conducted which indicated a need for improved advising techniques. It was recommended that a computer assisted advising component be added to the advising process to help. How the system called Advising by Computer Expert System (ACES) worked and the effects of this system on advising were tested. The development of an instrument to measure student satisfaction with advising, and the overall effects of the system with relation to student satisfaction and other intervening variables including sex, age, grade point average, cultural background, class standing, number of times the student met with their advisor, and length of time per advisor meeting were also tested. The study was done using two groups. Each had previously been advised in the traditional question/answer manual method of advising for registration. One group (experimental) used ACES in the advising process, while the other group (control) followed the traditional/manual process. A satisfaction with advising questionnaire, called the Academic Advising Satisfaction Questionnaire, was developed and validated for this study and used to measure student satisfaction levels. Upon completion of registration, the survey gauging student satisfaction with advising was administered since student satisfaction with advising is considered a valid form of evaluation of academic advising. The results showed a significant difference in levels of satisfaction between the experimental and control group. However, the means of the two groups showed a higher level of satisfaction among the control group than among the experimental group. This unexpected result is further discussed. Other results of the research were presented as well as recommendations for further study and improvement.

26

Chaffin, Couch E. RenΘe. „Trends in Sophomore Students' Perceptions of Academic Advising Services at East Tennessee State University“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/945.

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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.

27

Epps, Susan Bramlett, und Steve Robinson. „Legal Self-Defense for the Academic Advisor“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.

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28

McFarlane, Brett Leland. „Academic Advising Structures that Support First-year Student Success and Retention“. Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594951.

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Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students at a four-year public, high research activity university located on the west coast and the students' satisfaction with advising, advising learning outcomes, and retention. In the study, responses of 628 first-year students to a survey which asked them about their attitudes toward and experiences with academic advising were examined. Results indicated statistically significant relationships between student satisfaction ratings and advising learning outcomes and how advising is delivered, specifically, who advises students, where students are advised, how frequently students are required to see an advisor, how frequently students choose to see an advisor, and how "mandatory" advising is implemented. Furthermore results showed that student retention was related to who advises students and how "mandatory" advising is implemented with peer-led advising processes showing higher student attrition rates than other processes. The overall advising delivery variable effect size was small. Implications for practice and suggestions for future research are discussed.

29

Brubaker, Dale M. „A national profile of athletic academic advising in NCAA division institutions“. Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08142009-040244/.

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30

Simpson, Schyler. „“Advise Me!” Understanding Undergraduate Student Perceptions of Learning in Academic Advising“. UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/10.

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This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience. Results show that behavioral learning (measured by intentions) was significantly predicted by advisor inquiry of school-related content (β = .391, p < .01); advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p < .01); and cognitive knowledge (β = .244, p < .01)].

31

Stermer, Laura Louise Duncan. „The community of inquiry framework and academic advising: online student perceptions“. Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38804.

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Doctor of Philosophy
Department of Educational Leadership
Sarah Jane Fishback
Perceptions of online undergraduate students on academic advising experiences were informed by the community of inquiry (COI) theoretical framework and categorized by a modified COI survey. The COI framework focused on students’ perceptions of their online learning environment, and acknowledged both the organizational (structural), transactional (collaborative view of teaching and learning), and social (isolation versus connected) challenges within online education. Indicators of COI included a decision-making process, open communication, shared personal meaning, and focused discussion. Thirty-four Likert-style survey items were used to measure student perceptions of three constructs within the COI framework: teaching presence, social presence, and cognitive presence. Cognitive presence included several stages: a sense of puzzlement, information exchange, connecting ideas, and resolution. Surveys were completed by online degree-seeking undergraduate students (N = 374, n = 87, response rate 23.3%) enrolled in spring one 2018 at a research one, land-grant institution. The analysis explored if COI was perceived in academic advising experiences. Perception of COI was categorized through self-reported preference of communication technologies (phone/TDD and web conferencing), demographic factors, and importance ranks on each COI item. Participants reported COI items as important, with variances between somewhat important and very important. Participants confirmed their perception of COI within academic advising with survey and open-ended comments. Analysis of data was conducted using a comparison of descriptive statistics, non-parametric tests, and qualitative coding of open-ended comments. Results of the data analysis revealed no significant differences (desirable) between advising technology (phone and web conferencing) and perception of COI. Descriptive characteristics revealed an increase in social presence with increased time with advisor and increased experience in completed online courses. This academic advising COI study found social presence was the highest perceived presence. Analysis of comments revealed themes confirming the rank of presence in the following order: social presence, teaching presence, and cognitive. The discussion of results focused on connections to current literature, as well as implications for future research and practice. Also, the new academic advising COI instrument (modified from original) offered a valid assessment tool for online advising, with the potential for use with a variety of advisor types, models, and institutions. Keywords: community of inquiry (COI), academic advising, higher education, online, assessment, web conferencing, social presence, teaching presence, cognitive presence, technology, online learning, student success, retention, and importance.

32

Graham, David L. „A Decade of NCAA Academic Reform: A Study of NACADA Advising Student-Athletes Commission Perception of Advising Style and Knowledge of the 2003 NCAA Academic Reform Package“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1308316721.

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33

Shelton, Kiesha R. „Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?“ Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500023/.

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There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among academic advisors decreases significantly their efforts towards professionalization. Also, professional standards construct results suggest that the utilization of CAS standards for academic advising as an evaluation tool may enhance an academic advisor’s knowledge of professional standards within the field.

34

Kane, Kevin Lee. „University academic professional staff augmenting traditional faculty teaching, advising, and research roles /“. [Ames, Iowa : Iowa State University], 2007.

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35

Duncan, Angela D. „African American students' satisfaction with academic advising at an Ohio community college“. Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206106765.

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36

Smith, Jenni L. „Academic advising among institutions in the Council for Christian Colleges and Universities“. Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371478.

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The purpose of this study was to examine how academic advising was conducted among institutions in the Council of Christian Colleges and Universities (CCCU). The study examined organizational advising models used by these institutions and to what extent they utilized developmental advising methods. The sample consisted of all 105 member institutions of the CCCU. The sample equaled the population. A web-based survey was sent to each person responsible for academic advising at the 105 institutions.More than three-fourths of the respondents in this study reported they did not have a stand-alone office for academic advising. Faculty advisors were the primary group responsible for academic advising. The organizational model most utilized was the Faculty-Only Model. When asked if the respondent's institution achieved six ideal student developmental outcomes for advising programs, over 50% responded partially achieved for each of the six categories.If these institutions want to do more than partially achieve student developmental outcomes, they may need to reevaluate what they want their advising goals to accomplish and what type of organizational model is best for their institution. In order to combine the benefits of using both faculty and professional advisors, it would be beneficial for many of the CCCU institutions to gradually move toward a shared organizational advising model as time and institutional resources allow.
Department of Educational Leadership

37

Pongracz, Brenda Wepfer. „The Relationship Between Community College Academic Advising and Time to Degree Completion“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2864.

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Increasing student on-time completion is a challenge for many higher education institutions. In the community college chosen for this study, only 5.2% of its first-time-in-college, full-time students graduated within 3 years with a 2-year degree. The purpose of this study was to explore the relationship between participation in the college's academic advising program and students' time-to-degree completion, based on the pre- and post-entry attributes outlined in Tinto's institutional departure theory. A non-experimental, correlational, quantitative research method with multiple regression analysis was applied, using a convenience sample of 190 graduating students from the institution's 2011 Integrated Postsecondary Education Data System (IPEDS) cohort. Specifically, the quantitative design employed bivariate correlation analysis to select applicable pre- and post-entry characteristics and then regression analysis to determine the degree to which academic advising predicted time-to-degree completion based on characteristics. The regression analysis indicated that the variables of first-generation, intent to transfer, use of services, club participation, and financial aid eligibility significantly impacted student time to degree completion. The data analysis also indicated that students who did not see an academic advisor graduated faster than those who did. These findings led to a white paper recommending implementation of a tiered academic advising approach, development of specific advising outcomes, and increased data collection to improve the advising structure at the institution. By working to increase the IPEDS graduation rate, the institution can provide opportunities for students to increase their employment and earnings potential, improving the overall quality of life for students, their families, and the community, thus promoting positive social change.

38

Gantt, Bernard J. „Academic Advising Methods and First-Year Full-Time Community College Student Achievement“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7797.

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Poor student achievement at some community colleges results in low retention and graduation rates. Addressing the problem of unpreparedness for college with good academic advising may help to improve student achievement. The purpose of this study was to determine whether there is a difference in the academic achievement of 1st year full-time (FYFT) community college students, based on having received 1 semester of any of 4 different academic advising methods (prescriptive, developmental, intrusive, proactive) while controlling for high school grade point average (GPA). Bandura's social learning theory was used as the theoretical framework. A quantitative research method, deploying 1 research question and 5 hypotheses, was used to guide the examination of a sample of 349 archived data records of Fall 2016 FYFT students at a community college in the northeastern United States. The study included a categorical (factor) and a metric (covariate) measures of variables; therefore, a 1-way ANCOVA was used to estimate the effect of the academic advising method on student achievement. The findings showed no significant difference in FYFT student GPA, based on having received academic advising in general or any method of academic advising, during the 1st semester of enrollment. Despite these findings, the literature supports academic advising as critical for improving GPA, implying that further research is needed to adequately determine trends in student achievement related to advising over more than 1 semester at the college studied. By understanding the difference in the academic achievement of FYFT students based on having received academic advising consistently, academic advisors will have information that can potentially enhance student achievement and increase students' chances of graduating, thus promoting positive social change.

39

Workman, Jamie L. „Undecided First Year College Students' Experiences with Academic Advising at Miami University“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1369836009.

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40

Saha, Neete. „INTERNATIONAL STUDENTS’ EXPERIENCES WITH ACADEMIC ADVISING AT A MID-WESTERNPUBLIC RESEARCH UNIVERSITY“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523394293374372.

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41

Epps, Susan Bramlett. „Advising as Theatre and You're the Set Deisgner!“ Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2575.

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42

McCaslin, Kristine A. „A qualitative study of the academic advising and classroom needs of adult learners“. Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1179134.

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This thesis focuses on the academic advising and teaching needs of adult learners. It1 is a qualitative study involving twelve Ball State University adult learners, three academic advisors, three college instructors from different departments, and four Student Affairs administrators from different campus offices. The past research explores demographics of adult learners, academic advising strategies, classroom etiquette, and campus resources. The researcher used observations and interviews in the research design. The information was divided into common themes. The themes were demographics, reasons for returning to higher education, concerns, classroom procedures, advising procedures, and campus resources. The conclusion includes a discussion on adult learner needs on-campus and how to address them. There is also a discussion on the responsibilities of the institution.. Included in the thesis are recommendations for future research.
Department of Educational Leadership

43

Essarum, Chartchai. „A Study of Student and Faculty Perceptions of Academic Advising at Ramkhamhaeng University“. Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331029/.

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The purpose of this study was to assess the perceptions of academic advising needs by faculty advisors and students at Ramkhamhaeng University, Bangkok, Thailand, using the Academic Advising Needs Questionnaire developed by Thomas H. Burke. The assessment is based on age, sex, education level, academic rank, years of advising, and number of advisees. The questionnaire consisted of 15 items, using a four-point rating scale. The population consisted of a total of 280 faculty members and 700 resident students at all seven faculties at Ramkhamhaeng University, Bangkok, Thailand. A total of 230 faculty members or 82.14 percent of the sampling and a total of 561 students or 80.14 percent of the sampling participated in this study. The t-test, Spearman s Coefficient of Rank Correlation, and Kendall's Coefficient of Concordance W were used in the follow-up assessment, with the level of significance at .05. Data were collected by means of two Academic Advising Needs Questionnaires for this study. Questionnaires were distributed to faculty advisors and students. While students revealed some degree of need in all advising areas, the five highest ranked items were: (1) serve as a student's personal reference for prospective employers and/or graduate goals, (2) assist students in obtaining part-time work experiences (paid or unpaid) which complement their career and/or educational goals, (3) assist students with career/vocational planning, (4) help students explore possible graduate/professional school study, and (5) provide students with academic advice and suggestions for scholastic improvement. Faculty responses indicated student need in all advising areas; the five highest ranked items were: (1) assist students with career/vocational planning, (2) help students explore possible graduate/professional school study, (3) assist students in selecting a major, (4) inform students of the employment opportunities in the students' intended fields of study, and (5) assist students in obtaining part-time work experiences (paid or unpaid) which complement their career and/or educational goals.

44

McInnes-Rankin, Ethelyn. „Adult student and tutor perceptions of academic advising at the Open Learning Institute“. Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26562.

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Distance education is a rapidly growing delivery system which is being used to serve the needs of adult learners. There is a lack of information and research available on advising the adult learner within a distance education system. This survey of adult students and tutors at the Open Learning Institute, a distance education institution in British Columbia, showed that there were significant differences between female and male student responses to important aspects of academic advising and adult student concerns. The item, isolation, seems to be a concern more of O.L.I, tutors than O.L.I, students. Results suggest that the aspects of academic advising surveyed were important to both tutors and students.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

45

Pettigrew, Jerryal T. „First-Year Student Perceptions of Support Provided During First-Year Advisory“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/178.

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Many students find their first year of college to be the most difficult moment of their educational careers. Along with college acceptance comes new expectations, a rigorous curriculum, and the usual growing pains of young adulthood. Because of these challenges, many college students find it difficult, if not impossible to make it past their first year. Limited research has been conducted to address the overall efficiency of first year programs that colleges and universities have put in place to support these students. Considering the trials faced by first year students, it is important that we identify the organizational structures that will increase student success outcomes and lead to the completion of degree programs. The purpose of this study is to examine the relationship between college sophomore students’ academic motivation, academic self-efficacy, their perceptions of the support they received during their first-year advisory program, and their satisfaction with the advisement they received. The target population is students who completed their first year of college and returned to the college as sophomores. This quantitative study used the Motivated Strategies for Learning Questionnaire, the Academic Motivation Scale, and the Inventory of Academic Advising Functions-Student Version to measure academic self-efficacy, academic motivation, and student satisfaction; 526 freshmen students were contacted and invited to participate in the study. Responses from 57 participating students were used to answer five research questions. The study revealed that students who had high to moderate levels of intrinsic and extrinsic motivation displayed higher levels of satisfaction as it related to the academic counseling they received during their FYE. The study also revealed that only a small group of students felt that their first-year experience program led to them having a stronger sense of self-efficacy. As a result of the study, the researcher was able to find support in previous research that FYE programs have led to creating positive perceptions of about their overall college experience and their ability to do well.

46

Chaffin, Couch E. Renèe. „Trends in sophomore students' perceptions of academic advising services at East Tennessee State University“. [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1020104-083308/unrestricted/CouchR110304f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-1020104-083308 Includes bibliographical references. Also available via Internet at the UMI web site.

47

Morgan, John Pharo III. „Advisor Perspectives on the Relationship between Professional Values and the Practice of Academic Advising“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6732.

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Professional academic advisors play an important role in higher education—especially at large, research institutions where their use is more prevalent. This study explored professional advisor perspectives about the impact of the NACADA Statement of Core Values (SCV) on the practice of academic advising. This study explores advisor perceptions about the impact of the SCV on advising practice. An in-depth, qualitative interview conducted via e-mail was used to discover advisor perceptions about the SCV in relation to advising practice. The interviews addressed advisor perceptions about the impact of the SCV in regard to (a) academic advising in general, (b) their own day-to-day practice of advising, and (c) specific functions commonly associated with academic advising. Ten professional academic advisors at a large research institution within the Florida State University System took part. The results demonstrate that the NACADA Statement of Core Values (SCV) is important to advising practice—especially those values relating to the fundamental relationship between advisors and the students they serve. The participating academic advisors expressed strong support for the SCV overall while also indicating limited prior knowledge or training. Several themes were apparent in the interview responses, including: the provision of accurate information, the students’ responsibility in the advising interaction, the importance of lifelong learning, and advising as a form of teaching.

48

Epps, Susan Bramlett. „The Nature of the Beast: The Worklife of the Professional Advisor“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2577.

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49

Lemon, Mark. „Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships“. Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5976.

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This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, & Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; HIgher Education

50

Miller, Megan C. „Challenges and Institutional Support for Advisors of Academically Underprepared Students“. University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302209348.

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