Showing papers in "NACADA Journal in 1988"
TL;DR: In this paper, the authors proposed a model of deliberate intervention with second semester freshmen on probation in order to enhance student motivation to utilize structured assistant modes, and the model is described in detail.
Abstract: Intrusive interventions with second semester freshmen on probation is a concept of deliberate intervention in order to enhance student motivation to utilize structured assistant modes. The model is...
125 citations
TL;DR: In this article, the authors describe the components of CORE, the comprehensive advising/orientation program, and the success they had with high-risk students in the program, showing that the use of a comprehensive academic advising program in conjunction with a sustained academic orientation program through the freshman year has resulted in a 13.27 percent iwease in the retention rate of high risk students at a regional campus of a large public research university.
Abstract: The use of a comprehensive academic advising program in conjunction with a sustained academic orientation program through the freshman year has resulted in a 13.27 percent iwease in the retention rate of high-risk students at a regional campus of a large public research university. In this article, the authors describe the components of CORE, the comprehensive advising/orientation program, and the success they've had with high-risk students in the program.
21 citations
TL;DR: In this article, a survey was conducted to test the validity of a theoretical model of advising program development and respondents generally supported the four stage model, which outlines the direction, nature, and scope of changes leading toward an effective advising service.
Abstract: A nationwide survey was conducted to test the validity of a theoretical model of advising program development. Respondents generally supported the Four Stage Model, which outlines the direction, nature, and scope of changes leading toward an effective advising service. However, the survey revealed disagreement on the stimulus/response relationship outlined in the model, the components of each stage, and the amount of overlap among stages. The model was then adjusted to depict more accurately the sequence of changes common to most advising programs. The revised model provides advisors and administrators with a framework for understanding the process of development and a basis for planning program improvements.
14 citations
TL;DR: This paper reviewed student, advisor, and administrator surveys in terms of their length, content, format, and use, and discussed the importance of choosing evaluation instruments appropriate for specific assessment purposes.
Abstract: The results of various reports indicate that there is very little evaluation of academic advising. More consistent evaluation, however, could help delineate advising factors critical in producing some of the positive results attributed to good advising. To facilitate the use and development of instruments and to promote evaluation, this article reviews student, advisor, and administrator surveys in terms of their length, content, format, and use. The importance of choosing evaluation instruments appropriate for specific assessment purposes is discussed.
14 citations
TL;DR: The Student Affirmative Action Program at California State University at Long Beach as mentioned in this paper designed their program components based on an identification of key factors contributing to academic difficulties and found that students who participated in this mandatory, long-term, comprehensive program made far more significant and steady progress compared with control populations who utilized other services or who did not participate in any campus program.
Abstract: As part of the campus concern with retention, California State University at Long Beach developed several intervention strategies to work with students on academic probation. The Student Affirmative Action Program designed their program components based on an identification of key factors contributing to academic difficulties. Findings suggest that students who participated in this mandatory, long-term, comprehensive program made far more significant and steady progress compared with control populations who utilized other services or who did not participate in any campus program.
11 citations
TL;DR: This summary has been adapted from a report of a NACADA Task Force focusing on the particular issue of advising as a profession.
Abstract: This summary has been adapted from a report of a NACADA Task Force focusing on the particular issue of advising as a profession. The authors are members of the appointed Task Force which presented its findings to the NACADA membership in October 1987.
11 citations
TL;DR: The JOURNAL continues its series on the development of academic advising in higher education with the third installment of an interview with Dr. Harvey Wall, who began his career in clinical psychology in the early 1950s as discussed by the authors.
Abstract: The JOURNAL continues its series on the development of academic advising in higher education with the third installment of an interview with Dr. Harvey Wall, who began his career in clinical psychology in the early 1950s. In March 1986, Dr. Wall retired from his position as director of the Division of Undergraduate Studies (DUS), an advising unit at Penn State University that enrolls freshmen and sophomores exploring a variety of majors and advanced students seeking advising assistance with changes in their academic plans. Dr. Wall was the first director of DUS, which started in 1973 with 800 students. It now enrolls 4,000. In many ways Dr. Wall's professional experiences parallel the development of academic advising nationwide. For those new to advising, Dr. Wall's remembrances of things past, although personal and local, should provide powerful insights into the present status and procedures of advising, regardless of location or type of institution. This final interview with Dr. Wall is particularly si...
10 citations
TL;DR: Kramer as mentioned in this paper relates some excerpts on the five points of a successful advising program from a paper in press entitled "Developmental Advising to Enhance Freshman Success,” written by Gary Kramer, E. D. Peterson, and R. W. Spencer, to be published as a chapter in John Gardner and Lee Upcraft's book, Enhancing Success in the First Year of College, a Jossey-Bass publication.
Abstract: In this guest editorial, Gary Kramer relates some excerpts on the five points of a successful advising program from a paper in press entitled “Developmental Advising to Enhance Freshman Success,” written by Gary Kramer, E. D. Peterson, and R. W. Spencer, to be published as a chapter in John Gardner and Lee Upcraft's book, Enhancing Success in the First Year of College, a Jossey-Bass publication.
8 citations
TL;DR: In this paper, major issues facing academic advising are summarized for NACADA in 1985 and compared the results to those of a similar study completed in 1980, concluding that the major issues faced by academic advising need to be addressed.
Abstract: This report on major issues facing academic advising summarizes research conducted for NACADA in 1985 and compares the results to those of a similar study completed in 1980.
8 citations
Journal Article•
7 citations
TL;DR: In this article, the authors compared academic achievement traits of men and women to determine why women are underrepresented in certain curricula, especially engineering, and found that women are less likely to be accepted in engineering programs.
Abstract: The following study compared academic achievement traits of men and women to determine why women are underrepresented in certain curricula, especially engineering. Math-related attitude and anxiety factors were examined via a questionnaire, and a number of ACT test scores were studied. The results may surprise some readers and should be of interest to all advisors working with science and/or engineering students, especially women students.
TL;DR: In this paper, the authors examined the scope of existing services for adult learners enrolled in higher education today, and two analyses were performed, one to review the effect of institutional type on services provided and the second to understand the impact of perceived administrative support on efforts to serve this student population.
Abstract: The study described examined the scope of existing services for adult learners enrolled in higher education today. Two analyses were performed, one to review the effect of institutional type on services provided and the second to understand the impact of perceived administrative support on efforts to serve this student population. The implications of the findings for academic advisors are addressed.
TL;DR: In this article, the authors suggest expanding developmental advising through life roles offers the opportunity for advising to realize its potential as a developmental and integrating force in higher education, and suggest a...
Abstract: Expanding developmental advising through life roles offers the opportunity for advising to realize its potential as a developmental and integrating force in higher education. The author suggests a ...
TL;DR: Wes Habley, immediate past president of NACADA, gave the following address on October 12, 1987, at the business luncheon of the 11th National Conference on Academic Advising as discussed by the authors.
Abstract: Wes Habley, the immediate past president of NACADA, gave the following address on October 12, 1987, at the business luncheon of the 11th National Conference on Academic Advising. In addition to his presidency, Wes served as NACADA treasurer from 1981 to 1985. He was director of the Advisement Center at Illinois State University from 1975 to 1981, director of academic and career advising at the University of Wisconsin-Eau Claire from 1981 to 1985, and is currently associate director of the ACT National Center for the Advancement of Educational Practices. The text of this speech, has been edited for publication purposes.
TL;DR: In this article, the authors present ways in which any general education curriculum can be modified so that students can acquire requisite academic skills, not just academic content, that will help them beyond their college years.
Abstract: Colleges and universities across the country are currently examining the goals and commitments they have made to undergraduate education in general and to the freshman and sophomore years in particular. One of the most important aspects of undergraduate education is a university's general education program. In the spirit of review, UCLA's Academic Counseling Service recently studied that university's general education program. This article reflects the results of that study and demonstrates the ways in which any general education curriculum can be modified so that students can acquire requisite academic skills, not just academic content, that will help them beyond their college years. The authors acknowledge, however, that many of the ideas presented here derive from the work of others, but their synthesis should provide a useful new protocol for curricular review.
TL;DR: In this article, the author shares with us his reactions to what many of us would consider a challenging statement: “All I need is a copy of the catalog to advise my students!”
Abstract: As an advisor, you may have heard one, or both, of these statements: It has been said that 1) anyone can advise; or, more generously, 2) anyone can advise if he/she is given a copy of a university/college catalog. Most advisors know, however, that this is not exactly accurate. In most cases, it isn't even remotely close to the truth. Here, the author shares with us his reactions to what many of us would consider a challenging statement: “All I need is a copy of the catalog to advise my students!”
TL;DR: The authors examined the advising program at King Saud University, Riyadh, Saudi Arabia and found that there was a significant difference in student responses to the survey existed between the colleges within the university and between the academic levels of the students.
Abstract: Academic advising constitutes one of the key problems facing higher education throughout the world today. The need for and benefits of advising are not limited to one geographical area, but represent a pervasive problem, penetrating international and cultural boundaries. This study examines the advising program at King Saud University, Riyadh, Saudi Arabia. Students' responses to a twenty-item questionnaire have been drawn upon to construct a picture of how students perceive academic advising at their university. The study also sought to determine if a significant difference in student responses to the survey existed between the colleges within the university and between the academic levels of the students. Recommendations and practical suggestions to help improve academic advising at the university are offered.