Faculty & Student Perspectives on Academic Advising:
Download
1 / 44

Faculty & Student Perspectives on Academic Advising: Implications for Practice Student Success and Retention Conferenc - PowerPoint PPT Presentation


  • 245 Views
  • Uploaded on

Faculty & Student Perspectives on Academic Advising: Implications for Practice Student Success and Retention Conference February 5, 2009. Janine M. Allen, Ph.D. Cathleen L. Smith, Ph.D. Professor of Education Professor Emerita of Psychology

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Faculty & Student Perspectives on Academic Advising: Implications for Practice Student Success and Retention Conferenc' - gamada


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Slide1 l.jpg
Faculty & Student Perspectives on Academic Advising: Implications for PracticeStudent Success and Retention ConferenceFebruary 5, 2009

Janine M. Allen, Ph.D. Cathleen L. Smith,Ph.D.

Professor of Education Professor Emerita of Psychology

Portland State University Portland State University

allenj@pdx.edusmithc@pdx.edu


Why study faculty student perspectives on academic advising l.jpg
Why Study Faculty & Student Perspectives on Academic Advising?

  • Advising often linked to retention

  • Student dissatisfaction is a pervasive problem

  • Faculty provide the bulk of academic advising to students


Why study faculty student perspectives on academic advising3 l.jpg
Why Study Faculty & Student Perspectives on Academic Advising?

  • Faculty are stereotyped as “uninterested, unskilled, and unconcerned” advisors

  • And the solution to student dissatisfaction is for faculty to just do more and better advising

  • But is this the whole story?


Why study faculty student perspectives on academic advising4 l.jpg
Why Study Faculty & Student Perspectives on Academic Advising?

  • To examine if faculty and students hold different expectations of and attitudes about advising


Research questions l.jpg
Research Questions Advising?

  • Do faculty and students agree on what is important in advising?

  • Do faculty assume responsibility for the kinds of advising they and students deem most important?

  • If not, are there implications for student satisfaction?


Method l.jpg
Method Advising?

  • On-line survey of instructional faculty and students

  • Administered during on-line registration for spring term 2006

  • 171 instructional faculty responded (23.3% of population)

  • 733 students responded (5.4% of population)


Survey instruments l.jpg
Survey Instruments Advising?

  • Inventory of Academic Advising Functions-Student Version

  • Inventory of Academic Advising Functions-Faculty Version


Measures l.jpg
Measures Advising?

  • How important is it for undergraduate students (you) to get this kind of advising? 1 = Not Important / 6 = Very Important

  • Faculty only: It is part of my responsibility to provide students with this kind of advising. 1 = Strong Disagree / 6 = Strong Agree

  • Students only: How satisfied are you with the advising you receive on this function? 1 = Not Satisfied / 6 = Very Satisfied


Advising functions academic advising that helps students l.jpg
Advising Functions Advising?Academic advising that helps students:

Integration (Holistic Advising)

  • Connect their academic, career, and life goals (overall connect)

  • Choose among courses in the major that connect their academic, career, and life goals (major connect)

  • Choose among various general education options that connect their academic, career, and life goals (gen ed connect)


Advising functions academic advising that helps students10 l.jpg
Advising Functions Advising?Academic advising that helps students:

Integration (Holistic Advising) (contd.)

  • Decide what kind of degree to pursue in order to connect their academic, career, and life goals (degree connect)

  • Choose out-of-class activities that connect their academic, career, and life go(out-of-class connect)


Integration importance 1 not important 6 very important l.jpg
Integration: Importance Advising?1=not important 6=very important


Integration importance 1 not important 6 very important12 l.jpg
Integration: Importance Advising?1=not important 6=very important


Integration importance 1 not important 6 very important p 001 p 01 l.jpg
Integration: Importance Advising?1=not important 6=very important ***p<.001 **p<.01


Advising functions advising that refers students when they need it l.jpg
Advising Functions Advising?Advising that refers students, when they need it:

Referral

  • To campus resources that address academic problems (referral academic)

  • To campus resources that address non-academic problems (referral non-academic)


Referral importance 1 not important 6 very important p 001 p 01 l.jpg
Referral: Importance Advising?1=not important 6=very important ***p<.001 **p<.01


Advising functions academic advising that l.jpg
Advising Functions Advising?Academic advising that:

Information

  • Assists students with understanding how things work at this university (how things work)

  • Gives students accurate information about degree requirements (accurate information)


Information importance 1 not important 6 very important l.jpg
Information: Importance Advising?1=not important 6=very important


Advising functions academic advising that18 l.jpg
Advising Functions Advising?Academic advising that:

Individuation

  • Takes into account students' skills, abilities, and interests in helping them choose courses (skills, abilities, interests)

  • Includes knowing the student as an individual (know as individual)


Individuation importance 1 not important 6 very important l.jpg
Individuation: Importance Advising?1=not important 6=very important


Advising functions academic advising that20 l.jpg
Advising Functions Advising?Academic advising that:

Shared Responsibility

  • Encourages students to assume responsibility for their education by helping them develop planning, problem-solving, and decision-making skills (shared responsibility)


Shared responsibility importance 1 not important 6 very important l.jpg
Shared Responsibility: Importance Advising?1=not important 6=very important


Relative importance ratings of faculty a most important e least important l.jpg
Relative Importance Ratings of Faculty Advising?a=most important e=least important


Add the relative importance ratings of students a most important f least important l.jpg
Add the Relative Importance Ratings of Students Advising?a=most important f=least important


Relative importance ratings of faculty students a most important e f least important l.jpg
Relative Importance Ratings of Faculty & Students Advising?a=most important e,f=least important


Convergence on what is most important in advising a most important e f least important l.jpg
Convergence Advising? on What is Most Important in Advisinga=most important e,f=least important


Convergence on what is least important in advising a most important e f least important l.jpg
Convergence Advising? on What is Least Important In Advisinga=most important e,f=least important


Divergence on what is important in advising a most important e f least important l.jpg
Divergence Advising?on What is ImportantIn Advisinga=most important e,f=least important


Add faculty responsibility ratings a most responsible f least responsible l.jpg
Add Faculty Responsibility Ratings Advising?a=most responsible f=least responsible


Convergence of student importance faculty responsibility ratings a most e f least l.jpg
Convergence Advising? of Student Importance &Faculty Responsibility Ratingsa=most e,f=least


Convergence of student importance faculty responsibility ratings a most e f least30 l.jpg
Convergence Advising? of Student Importance &Faculty Responsibility Ratings a=most e,f=least


Divergence of student importance faculty responsibility ratings a most e f least l.jpg
Divergence Advising? of Student Importance & Faculty Responsibility Ratingsa=most e,f=least


Add student satisfaction ratings a most satisfied f least satisfied l.jpg
Add Student Satisfaction Ratings Advising? a=most satisfied f=least satisfied


Slide33 l.jpg
Divergence Advising? of Student Importance & Faculty Responsibility Ratings: Implications for Student Satisfaction a=most e,f=least


Summary of findings l.jpg
Summary of Findings Advising?

  • Although faculty rated 7 of the 12 advising functions higher in importance than did students,

  • Students and faculty were like minded on the kinds of advising that are relatively most and least important

  • With the exception of the two referral functions, which faculty rated as relatively more important than did students.


Summary of findings35 l.jpg
Summary of Findings Advising?

  • Faculty responsibility ratings were commensurate with their own importance ratings and those of students, with the exception of:

  • Referral Academic, which was among the functions with which students were most satisfied

  • How Things Work, which was among the functions with which students were least satisfied


Implications for practice l.jpg
Implications for Practice Advising?

  • Colleges and universities should provide a comprehensive set of advising functions

  • Faculty are not “uninterested, unskilled, and unconcerned” advisors,

  • But there are more demands placed upon them than they can meet


Implications for practice37 l.jpg
Implications for Practice Advising?

  • Faculty spend less time advising than they did in the past

  • Reward structure is changing faculty work life

  • Unintended consequences for providing good advising


Implications for practice38 l.jpg
Implications for Practice Advising?

  • Change reward structure?

  • Change how we provide academic advising to students?


Implications for practice alternative model for advising l.jpg
Implications for Practice: Alternative Model for Advising Advising?

  • Findings support the Dual Model of academic advising

  • Collaboration between faculty and student affairs professionals

  • Uses the best each group has to offer


Implications for practice alternative model for advising40 l.jpg
Implications for Practice: Alternative Model for Advising Advising?

Faculty provide advising that

  • Addresses “Big Picture” concerns

  • Assists with curricular choices in major

  • Connects students to resources that address academic problems


Implications for practice alternative model for advising41 l.jpg
Implications for Practice: Alternative Model for Advising Advising?

Student Affairs professionals provide advising that:

  • Assists with co-curricular and other curricular choices

  • Connects students to resources that address non academic problems

  • And most importantly, helps with navigating institutional policies and procedures


Avoiding pitfalls l.jpg
Avoiding Pitfalls Advising?

  • Delineate and communicate roles and responsibilities of each advisor

  • Maintain open lines of communication

  • Collaborative training

  • Orient students on how to access and effectively use advising services

  • Accommodate undecided and transitional students


Implications for practice universals of advising l.jpg
Implications for Practice: Universals of Advising Advising?

  • Regardless of who provides what kind of advising, all advising relationships should be built upon a foundation of:

  • Trust that the advisor will provide accurate information

  • Respect for student’s individuality

  • Shared responsibility


Slide44 l.jpg

Thank you! Advising?

Comments?

Questions?