Student Characteristics and Collegiate Environments that Contribute to the Overall Satisfaction With Academic Advising Among College Students

2015 ◽  
Vol 19 (2) ◽  
pp. 145-160 ◽  
Author(s):  
Hal R. DeLaRosby
Keyword(s):  
Student Satisfaction ◽  
Pacific Northwest ◽  
Undergraduate Students ◽  
Academic Advising ◽  
Liberal Arts ◽  
Student Characteristics ◽  
Faculty Interaction ◽  
Advising Satisfaction ◽  
Highly Correlated ◽  
Survey Responses

Academic advising satisfaction is highly correlated with retention in higher education. Thriving Quotient survey responses were collected from undergraduate students at a private, liberal arts college in the Pacific Northwest. Using a multiple regression analysis, this study examined what student characteristics and collegiate environments affect student satisfaction with academic advising. The results indicate that campus residency, amount of time spent in student–faculty interaction, and the quality of student–faculty interaction are statistically significant factors in academic advising satisfaction.

Virtual Compared to Traditional Academic Advising Satisfaction Rates of First-Year College Students

2012 ◽  
pp. 698-712
Author(s):  
Pamela M. Golubski
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Support Services ◽  
Online Survey ◽  
First Year ◽  
Face To Face ◽  
First Year College ◽  
Advising Satisfaction ◽  
First Year College Students ◽  
Survey Responses

This study compared virtual/online to traditional/in person academic advising in terms of student satisfaction ratings. Students were exposed to two advising methods at different times during their first year in college. Upon experiencing an advising method, students completed an online survey that rated their satisfaction in the areas of scheduling/registration, communication, support services/majors, and overall satisfaction. The findings offered some insight into how effective virtual academic advising might be as an alternative to traditional, face-to-face methods. The results of this study indicated that students were slightly more satisfied with traditional advising across 16 questions encompassing four categories. When the survey responses were aggregated and mean responses compared in each category, t-tests results found that scheduling/registration, communication, and overall satisfaction resulted in significant differences between the mean satisfaction ratings between academic advising methods, with traditional being preferred. While the support services and majors category, resulted in no differences existing between virtual and traditional advising methods.

A Study of Academic Advising Satisfaction and its Relationship to Student Worldviews

2008 ◽  
Vol 10 (3) ◽  
pp. 391-404 ◽  
Author(s):  
Jose E. Coll
Keyword(s):  
Academic Advising ◽  
Positive Relationship ◽  
Holistic Approach ◽  
Student Characteristics ◽  
University Retention ◽  
Advising Satisfaction ◽  
The Relationship

The purpose of the present investigation was to determine the relationship between worldview and satisfaction with advising. More specifically, this study examines the relationship among level of advising satisfaction, worldviews of students, and the student's perception on advising. The findings of this study indicate that a positive relationship exists between a holistic approach to advising and advising satisfaction. Furthermore, the results suggest that overall student characteristics are not as relevant to advising satisfaction as the style of advising used by the faculty, which may influence university retention efforts.

Analysis of Demographics and Factors Influencing Student Choice of Major at Five Universities

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 510b-510
Author(s):  
Tammy Kohlleppel ◽  
Jennifer C. Bradley ◽  
Jayne Zajicek
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
The United States ◽  
Student Choice ◽  
Student Interest ◽  
Post Secondary ◽  
Choice Of Major ◽  
Factors Influencing ◽  
University History ◽  
Insight Into

In recent years horticulture programs at universities across the United States have experienced a decline in student numbers. Researchers at the Univ. of Florida and Texas A&M Univ. have developed a survey to gain insight into the influences on undergraduate students who major in horticulture. Five universities participated in the survey of undergraduate horticulture programs, these include the Univ. of Florida, Texas A&M Univ., Oklahoma State Univ., Univ. of Tennessee, and Kansas State Univ. Approximately 600 surveys were sent to the schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in the horticulture departments. The survey consisted of two main sections. The first section examined student demographic information, high school history, university history and horticulture background and was completed by all students. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Results examine fundamental predictors in promoting student interest in horticulture, demographic variables that may influence student choice of major, and student satisfaction and attitude toward current collegiate horticulture programs. Findings from this study will provide insight into the status of post-secondary horticulture education and assist in identifying methods to increase student enrollment in horticulture programs across the country.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

8 Years of institutional assessment feedback: students’ satisfaction with library services

2017 ◽  
Vol 45 (4) ◽  
pp. 544-561
Author(s):  
Monica D.T. Rysavy ◽  
Russell Michalak ◽  
Alison Wessel
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Instructional Materials ◽  
Satisfaction Survey ◽  
Library Services ◽  
Content Type ◽  
Assessment Feedback ◽  
Online Databases ◽  
Rich Data ◽  
Strongly Agree

Purpose The purpose of this paper is to examine eight years of quantitative and qualitative student feedback on library services collected through an institution-wide student satisfaction survey. Design/methodology/approach This paper utilizes data collected during an eight-year period from the college’s student satisfaction survey. This survey contained 40 questions which addressed topics concerning the college’s 13 major departments. Six of the questions were devoted to library services. Findings Over the eight years surveyed, across all divisions surveyed (undergraduate students, graduate students and graduate Saturday students), students on average tended to select “agree” or “strongly agree” with the following six questions asked: The materials in the library meet my course requirements. The library has enough laptop computers for student use. The instructional materials for using the online databases are helpful. The library hours match my schedule and needs. The library equipment is in good working order. The library is generally quiet and suitable for study. Originality/value This institutionally crafted, mixed methods survey was deployed over an eight-year period at a relatively minimal cost (in-house staff hours were used to analyze the data gathered and paper Scantron sheets were used to deploy). Furthermore, rich data were gathered from a relatively simple instrument and this information was used to make institution-wide decisions.

scholarly journals Academic advising and student support: Help-seeking behaviors among Saudi dental undergraduate students

2015 ◽  
Vol 27 (2) ◽  
pp. 57-62 ◽  
Author(s):  
Asim Al-Ansari ◽  
Maha El Tantawi ◽  
Maha AbdelSalam ◽  
Fahad Al-Harbi
Keyword(s):  
Undergraduate Students ◽  
Academic Advising ◽  
Help Seeking ◽  
Student Support ◽  
Help Seeking Behaviors

scholarly journals Use of the Community Diffusion Model to Develop Community Partnerships and Overcome Barriers to an Urban College Internship Program

2004 ◽  
Vol 2 (4) ◽  
pp. 1-19 ◽  
Author(s):  
R. Eric Weston ◽  
Catherine D. Stayton
Keyword(s):  
Diffusion Model ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Community Partner ◽  
Implementation Barriers ◽  
Important Lesson ◽  
Community Institutions ◽  
Organizational Barriers ◽  
Predominantly Female ◽  
Internship Programs

The current scarcity of employment opportunities has increased the importance of the internship experience for graduating college students. However, the development of internship sites is fraught with both internal and external barriers. The goal of this article is to describe the development of an internship program in an urban-based liberal arts college. The article describes the: a) use of the Community Diffusion Model to develop partnerships with community sites, b) multilevel barriers to successful program development and maintenance, and c) strategies used to overcome the barriers. During a threeyear period, 110 students participated in the internship program, 59 undergraduates and 51 graduates. Both graduate and undergraduate students were predominantly female, aged 21 – 45. A total of 60 internship positions based in 31 community partner agencies have been developed. Student participation was highest in the direct service activities, and lowest in education activities. Organizational, individual, task-related, and relationship barriers affected the development and maintenance of partnerships. Organizational barriers proved to be the most difficult of these barriers to resolve satisfactorily, while task related barriers proved the most manageable. Establishing partnerships among stakeholders while anticipating multiple implementation barriers was the important lesson learned. Based upon our experiences, we offer recommendations for the development and maintenance of internship programs to colleges, community institutions/organizations, site and program directors, and policy makers.

scholarly journals Student Satisfaction: Importance of Civility and University Identification Predictors

2021 ◽  
Vol 5 (4) ◽  
pp. 1
Author(s):  
LaVelle Hendricks ◽  
Stephen Reysen ◽  
Zaidy Mohdzain ◽  
Kelly Martin ◽  
Joy Teles Oliveira ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Contributing Factors ◽  
Academic Context ◽  
University Environment ◽  
University Campuses ◽  
Preventative Measures ◽  
Uncivil Behavior ◽  
Teaching Learning ◽  
The University

Uncivil behavior has recently been a topic of concern within university campuses. Administration, faculty, and students are all subject to engage or experience uncivil conduct. Academic civility is a fundamental variable to establish a positive university environment and teaching-learning outcomes. Objective: The present paper analyzes the concept of civility and incivility within an academic context, offers a dimension perspective of the problem, reviews contributing factors associated with incivility, explores preventative measures for incivility, investigates academic strategies that promote civility, and makes recommendations for intervention strategies. A study that examines relationships between civility, university identification and satisfaction with the university was conducted. Methods: undergraduate students (N=588) from a state university answered a survey that evaluated three variables: civility, university identification, and university satisfaction. Results: Civility was positively related to university identification (r = .11, p = .009) and satisfaction (r = .16, p < .001), and identification was related to greater satisfaction with the university (r = .75, p < .001). Conclusion: Greater levels of civility are correlated with university identification and satisfaction. In order to improve teaching-learning environments, academic institutions are encouraged to promote an environment that is conducive to civility, as well as establish civil behaviors as part of their instruction.

scholarly journals Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

2005 ◽  
Vol 13 ◽  
pp. 42 ◽  
Author(s):  
Linda Darling-Hammond ◽  
Deborah J. Holtzman ◽  
Su Jin Gatlin ◽  
Julian Vasquez Heilig
Keyword(s):  
Teacher Education ◽  
Student Achievement ◽  
Liberal Arts ◽  
Student Characteristics ◽  
Teach For America ◽  
Data Set ◽  
Achievement Gains ◽  
Certified Teachers ◽  
Training Requirements ◽  
Teacher Education Graduates

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA) candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

scholarly journals The academic outcomes of first-in-family in an Australian university: An exploratory study.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Undergraduate Students ◽  
Academic Outcomes ◽  
Liberal Arts ◽  
Online Survey ◽  
First Generation ◽  
First Year ◽  
Family Status ◽  
The Usa ◽  
First In Family ◽  
University Services

Although the first-generation and first-in-family status (FIF) of university students has been of intense interest in the USA, it has received very little consideration in Australia. The present research redressed this imbalance by investigating the academic outcomes of FIF undergraduate students at a large, public, Australian university. Undergraduate students (N = 227) who were enrolled in education, nursing and liberal arts degrees completed an online survey. Data are representative of typical gender enrolment patterns for these degrees. In contrast to US research, there was no clear relationship between socioeconomic status and FIF status in this sample. Consistent with US research, FIF students had poorer academic outcomes than non-FIF students. However, this difference was only significant after the first-year of study when students were less likely to receive scaffolded learning support within courses. FIF students were more likely than non-FIF students to seek support from university services. The implications of these results for Australian universities are considered.

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