Prescriptive Vs Developmental Academic Advising PDF Download
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Author: Carol A. Eckhardt
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 156
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Book Description
Academic advising on American college and university campuses has evolved into a professional activity supported by a growing body of theory and research. Developmental psychology provided the foundation for an approach to advising that emphasizes an holistic view of the student by supplementing traditional advising functions with career and personal counseling, decision-making strategies, and a personal relationship between the student and advisor. The majority of advising literature assumes that developmental advising can meet the needs of most students in every postsecondary setting. The purpose of this study was to discover whether this is the case for community college students. Subjects in two Pacific Northwest community colleges were surveyed using an instrument derived from Winston and Sandor's (1984c) Academic Advising Inventory. The instrument discriminated between prescriptive and developmental advising and measured the degree of satisfaction expressed by students in a variety of demographic categories. The study found that most students who received advising indicated that it was essentially developmental in nature and that they were generally satisfied. No significant differences were found in the style of advising (prescriptive or developmental) or in the level of satisfaction expressed by students in a variety of demographic variables. Significant differences were found both in the style of advising and in satisfaction based on the format or settings in which the advising took place. The highest level of satisfaction was associated with an assigned advisor in an advising center. Students who were advised by peers experienced the most developmental service, but they were a very small proportion (N=5) of the overall sample, causing the results on this dimension to be inconclusive. These results suggest that for community college students, the format of advising may be as important as the developmental or prescriptive style of advising. The finding that 29% of the study subjects received no advising underscores the issue of access and perceived need for advising. Of this group, minorities and students who were enrolled for less than six credits were not being advised at higher rates than other student groups.
Author: Carol A. Eckhardt
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 156
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Book Description
Academic advising on American college and university campuses has evolved into a professional activity supported by a growing body of theory and research. Developmental psychology provided the foundation for an approach to advising that emphasizes an holistic view of the student by supplementing traditional advising functions with career and personal counseling, decision-making strategies, and a personal relationship between the student and advisor. The majority of advising literature assumes that developmental advising can meet the needs of most students in every postsecondary setting. The purpose of this study was to discover whether this is the case for community college students. Subjects in two Pacific Northwest community colleges were surveyed using an instrument derived from Winston and Sandor's (1984c) Academic Advising Inventory. The instrument discriminated between prescriptive and developmental advising and measured the degree of satisfaction expressed by students in a variety of demographic categories. The study found that most students who received advising indicated that it was essentially developmental in nature and that they were generally satisfied. No significant differences were found in the style of advising (prescriptive or developmental) or in the level of satisfaction expressed by students in a variety of demographic variables. Significant differences were found both in the style of advising and in satisfaction based on the format or settings in which the advising took place. The highest level of satisfaction was associated with an assigned advisor in an advising center. Students who were advised by peers experienced the most developmental service, but they were a very small proportion (N=5) of the overall sample, causing the results on this dimension to be inconclusive. These results suggest that for community college students, the format of advising may be as important as the developmental or prescriptive style of advising. The finding that 29% of the study subjects received no advising underscores the issue of access and perceived need for advising. Of this group, minorities and students who were enrolled for less than six credits were not being advised at higher rates than other student groups.
Author:
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages :
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Book Description
Author: Roger B. Winston
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 616
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Book Description
Author: Stephanie J. Hemje
Publisher:
ISBN:
Category :
Languages : en
Pages : 240
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Book Description
Author: Jayne K. Drake
Publisher: John Wiley & Sons
ISBN: 1118416031
Category : Education
Languages : en
Pages : 304
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Book Description
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.
Author: Virginia N. Gordon
Publisher: John Wiley & Sons
ISBN: 1118045513
Category : Education
Languages : en
Pages : 614
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Book Description
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.
Author: Mark Charles Matosian
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Book Description
Author: Terrica S. Jones
Publisher:
ISBN: 9781303465543
Category :
Languages : en
Pages :
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Book Description
The major findings of the study were: (a) The developmental advising approach in this setting needs to be better sustained to be successfully implemented, (b) Organizational and technological constraints in this setting impact the developmental advising model and need to be addressed, and (c) Part of addressing these constraints is related to sustaining developmental advising practices through professional development and training. Using these findings, the action research team formulated a set of recommendations to improve developmental advising. These included: (a) teaching the developmental advising philosophy to advisors, faculty advisors and newly hired advising staff, (b) examining New Student Orientation programs, the 3 quarter educational plan requirement, and Early Alert processes, and (c) professional development for advisors and faculty advisors, trainings on advising technologies, and interdepartmental cross training.
Author: Ramon A. Walker
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 250
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Book Description
Author: Elizabeth Ruth Gordon
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 129
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Book Description
The field of academic advising has evolved to incorporate more developmental approaches to academic advising, which includes analyzing a college student's personal or academic experience, as well as future career aspirations. An avenue of understanding a student's background would be to understand the parental type to which students have been exposed. This study attempts to determine if there are relationships between academic advising type, parental types, and transition of the freshmen college student. The purpose of this study was to examine the relationships of the academic advising types, including developmental and prescriptive advising, and parental types, whether permissive, authoritative, and authoritarian, on the transition that college freshmen students encounter during the freshmen year of college. The study further determined if college transition differed based on the type of academic advising and the type of parenting a student receives. An additional aim of this research was to determine if there are relationships between academic advisement and parental types on college transition and how it relates to race or gender. The researcher received permission to use the Academic Advising Inventory, Part I and the Parental Authority Questionnaire. The researcher also purchased the Student Adaptation to College Questionnaire. These instruments were used to collect data from sophomore students attending four-year public colleges/universities in the southeastern region of the United States. A total of 193 sophomore students participated in this study. The majority of the student participants in the study reported that they were white (Caucasian), female, and traditional age sophomore students (between the ages of 18-20). The majority of the students also indicated receiving developmental academic advising and authoritative parental type. Survey findings failed to provide evidence for a relationship between academic advising types, race, or gender on freshmen college student transition. The relationship was, however, significantly related to parental type. Research findings showed that academic adjustment increased with parents who were authoritative and social adjustment increased with parents who were permissive. --Page ii.
