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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: Roger B. Winston
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 616
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Book Description
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: 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: Stephanie J. Hemje
Publisher:
ISBN:
Category :
Languages : en
Pages : 240
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Book Description
Author: Pat Folsom
Publisher: John Wiley & Sons
ISBN: 1118823419
Category : Education
Languages : en
Pages : 400
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Book Description
This is an exciting time to be an academic advisor—a time in which global recognition of the importance of advising is growing, research affirms the critical role advising plays in student success, and institutions of higher education increasingly view advising as integral to their missions and essential for improving the quality of students' educational experiences. It is essential that advisors provide knowledgeable, realistic counsel to the students in their charge. The New Advisor Guidebook helps advisors meet this challenge. The first and final chapters of the book identify the knowledge and skills advisors must master. These chapters present frameworks for setting and benchmarking self-development goals and for creating self-development plans. Each of the chapters in between focuses on foundational content: the basic terms, concepts, information, and skills advisors must learn in their first year and upon which they will build over the lengths of their careers. These chapters include strategies, questions, guidelines, examples, and case studies that give advisors the tools to apply this content in their work with students, from demonstrations of how student development theories might play out in advising sessions to questions advisors can ask to become aware of their biases and avoid making assumptions about students to a checklist for improving listening, interviewing, and referral skills. The book covers various ways in which advising is delivered: one-to-one, in groups, and online. The New Advisor Guidebook serves as an introduction to what advisors must know to do their jobs effectively. It pairs with Academic Advising Approaches: Strategies That Teach Students to Make the Most of College, also from NACADA, which presents the delivery strategies successful advisors can use to help students make the most of their college experience.
Author:
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages :
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Author: Mark Charles Matosian
Publisher:
ISBN:
Category :
Languages : en
Pages : 404
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Book Description
Author: Virginia N. Gordon
Publisher: Charles C Thomas Publisher
ISBN: 0398077061
Category : Education
Languages : en
Pages : 255
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Book Description
This book focuses on the unique needs of college students who are undecided regarding a field of study and/or career path, and the various approaches that advisors and counselors may take. The text draws on extensive research, both recent and historical, and explores what is most effective in successful universities today. The text explores the many and varied reasons that lead college students to be undecided, and the different solutions that will assist the student in coping with their circumstances and reaching a successful resolution. This updated version includes many ways in which the Internet serves as a useful tool for assisting gathering resources for the undecided college student. Advisors, counselors, and faculty will all glean useful theoretical and practical information from this text that can be applied in individual counseling, group settings, and workshops.
Author: Roger B. Winston, Jr.
Publisher:
ISBN: 9780783765303
Category : Education
Languages : en
Pages : 603
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Book Description
