An Examination of Academic Advising Experiences of Undergraduate Students Enrolled in Face-to-Face and Online Courses when Considering Gender, Ethnicity, First Generation Status, and Pell Grant Status PDF Download
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Author: Dorothy Moss Hale Publisher: ISBN: Category : Languages : en Pages :
Book Description
Higher attrition rates among students in online as compared to face-to-face (F2F) degrees are a major concern in higher education. Consequently, many institutions are rethinking academic advising to support the retention and graduation of F2F and online students. This study analyzed existing data collected from 522 undergraduate seniors at a large public urban university who completed the 2014 National Survey of Student Engagement (NSSE) Academic Advising Module. Three research questions guided the study: 1) To what degree, if any, does the frequency of interaction with academic advisors reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation status, and Pell Grant status)? 2) To what degree, if any, does academic advisor support reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? 3) To what degree, if any, does the primary source of advice reported by undergraduate students differ on the basis of course format (face-to-face vs. online) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? Regarding frequency of interaction with academic advisors, findings revealed no significant differences between face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. Additionally, no significant differences were found in reported levels of academic advisor support received by face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. However, Chi square analyses revealed that White, first generation, and non-Pell eligible online students sought advice from their assigned advisor significantly more that their F2F counterparts. The findings have implications for academic advising policies that may lead to the implementation of more effective strategies that enhance students' overall academic advising experiences. Recommendations for future research include examining advising experience when combining student factors as well as advisor support by frequency of interaction and primary source to identify possible correlations. Lastly, research examining additional NSSE indicators of student engagement beyond academic advising might provide insight into student retention and graduation issues.
Author: Dorothy Moss Hale Publisher: ISBN: Category : Languages : en Pages :
Book Description
Higher attrition rates among students in online as compared to face-to-face (F2F) degrees are a major concern in higher education. Consequently, many institutions are rethinking academic advising to support the retention and graduation of F2F and online students. This study analyzed existing data collected from 522 undergraduate seniors at a large public urban university who completed the 2014 National Survey of Student Engagement (NSSE) Academic Advising Module. Three research questions guided the study: 1) To what degree, if any, does the frequency of interaction with academic advisors reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation status, and Pell Grant status)? 2) To what degree, if any, does academic advisor support reported by undergraduate students differ on the basis of course format (face-to-face vs. online only) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? 3) To what degree, if any, does the primary source of advice reported by undergraduate students differ on the basis of course format (face-to-face vs. online) and by student factors (gender, ethnicity, first generation, and Pell Grant status)? Regarding frequency of interaction with academic advisors, findings revealed no significant differences between face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. Additionally, no significant differences were found in reported levels of academic advisor support received by face-to-face and online students by gender, ethnicity, first generation status or Pell Grant status. However, Chi square analyses revealed that White, first generation, and non-Pell eligible online students sought advice from their assigned advisor significantly more that their F2F counterparts. The findings have implications for academic advising policies that may lead to the implementation of more effective strategies that enhance students' overall academic advising experiences. Recommendations for future research include examining advising experience when combining student factors as well as advisor support by frequency of interaction and primary source to identify possible correlations. Lastly, research examining additional NSSE indicators of student engagement beyond academic advising might provide insight into student retention and graduation issues.
Author: Kendra Joy Millay Publisher: ISBN: Category : Counseling in higher education Languages : en Pages : 163
Book Description
"The majority of research on first-generation college students focuses on undergraduate experiences and retention rates. Once first-generation students complete their undergraduate degree, some may find themselves hoping to enroll in graduate school. Yet, first-generation students are less likely than their peers to enroll in graduate school, even when controlling for key variables, like GPA. First-generation college students who have matriculated into graduate and professional postbaccalaureate degree programs have been overlooked by scholars in the field, despite their successes being worthy of examination and replication. The purpose of this interpretative phenomenological analysis (IPA) study was to discover and describe the lived experiences of first-generation college students' journeys to law school and the undergraduate academic advisors that may have helped them discover pathways to achieve their graduate school goals. The researcher spoke with four first-generation college students that were currently enrolled in law school and asked them to reflect on their lived experiences working with their undergraduate academic advisors. Synder's hope theory served as the theoretical framework. The findings of this study highlight the role that higher education-related cultural capital has on a first-generation college student. The study also underscores that first-generation college students view their undergraduate academic advisor as an important institutional resource. Knowledge generated can inform undergraduate academic advising practices in order to better support first-generation college students with graduate and law school aspirations"--Author's abstract.
Author: Shayne A. Futujma Publisher: ISBN: Category : College students Languages : en Pages : 0
Book Description
Hispanic/Latino student enrollment in higher education has increased in recent years. However, persistence and dropout rates in higher education for Hispanic/Latino students are still an issue of great concern. Online degree programs are also on the rise, allowing some Hispanic/Latino students to attend college where there was no opportunity before. Although online programs are an excellent option for Hispanic/Latino students, their persistence and dropping out are also a concern, because Hispanic/Latino students are more likely to drop out of online courses than face-to-face. One of the resources that college students have access to is academic advisors, who serve as a source of support and encouragement. Therefore, it was essential to understand how interactions between Hispanic/Latino students and academic advisors influence persistence decisions when attending online undergraduate degree programs. The purpose of this quantitative study was to determine if satisfaction with advising and frequency of advising appointments predict degree commitment among Hispanic/Latino students enrolled in online bachelor’s degree programs at four-year higher education institutions in Texas. A purposive sample of 87 participants completed online surveys. The results indicated that satisfaction with advising and frequency of advising appointments statistically significantly predicted degree commitment. These findings are significant to the field of academic advising and provide a greater understanding of how valuable academic advising services are in higher education. Keywords: Hispanic, Latino, online programs, academic advising, undergraduate
Author: Jess Everet Tuck Publisher: ISBN: Category : Counseling in higher education Languages : en Pages : 178
Book Description
The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were contacted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising. Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment. Recommendations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The 106-page report looks at how students use their academic advisors, how often and with what result. It also presents data on student evaluation of the overall advising experience and of the experience of online advising sessions. The study also gives specific data on the length of advising sessions, the number of times students have seen their advisors in their college careers and much more. This is a critical resource for academic advising and retention officials in universities and colleges, enabling them to compare their advising efforts with a national representative sample of 1076 full time students from 4-year colleges and universities in the United States.Just a few of the report's many findings are that: ?8.92% of students could not identify their academic advisor.?Male students see their advisors considerably more often than do female students.?52% of students with a full time job have ever taken an online advising session.?By school size, students at the smallest colleges had the longest academic advising sessions, those at the largest colleges, the shortest.?Students studying education or library science were the most likely to think highly of their academic advising experience. Data in the report is broken out by more than 20 personal and institutional variables, so, for example, readers can get specific data on student evaluations of the quality of advising for first year students vs. sophomores, juniors or seniors, or for students in level 1 research universities vs. doctoral institutions, or for male vs. female or vs. transgender students, or for business/economics majors vs fine arts majors, etc., etc. Breakouts include personal variables such as age, year of school standing, major or intended major, religion, gender, sexual orientation, income level, SAT/ACT scores, college grades, regional origins, race/ethnicity, as well as institutional variables such as level of school tuition, size of school of institution attended and many other variables.
Author: Jarrod Ennis Patterson Publisher: ISBN: Category : Academic achievement Languages : en Pages : 138
Book Description
The purpose of this study was to explore the academic advising experiences of first-generation students at a public, historically black college and university (HBCU) in the southeastern United States. A qualitative analysis using a phenomenological multiple case study approach was used to explore the students' academic advising experiences. The theoretical framework for this study consisted of: the Interactionalist Theory of College Student Departure (Tinto, 1987, 2006), the Theory of Involvement (Astin, 1984, 1999), and the Psychological Model for Student Retention (Bean & Eaton, 2000). In their interviews, participants were asked questions from an approved interview protocol. The questions were open-ended in structure to allow the researcher to follow with probing questions and to allow participants to freely express themselves about their academic advising experiences. Data from the interviews were transcribed, coded, and reviewed to ensure trustworthiness and credibility. The findings indicated that there were mitigating factors impacting the retention of first-generation students other than their academic advising experiences. Through the candid reflections of these students, I hope to inform the fields of academic advising and retention about first-generation students' expectations and thoughts regarding their academic advising experiences.
Author: Linda Marie Hockaday Publisher: ISBN: Category : Counseling in higher education Languages : en Pages : 192
Book Description
As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be explained by the hypothesized structural model; and c) identify the direct, indirect, and total effects among the variables included in the hypothesized structural model. The hypothesized structural model exhibited poor overall model fit and post-hoc model modifications were made. Results of the SEM analysis on the final model using IBM SPSS AMOS version 25 software revealed several interesting findings. Most noteworthy was the finding that perceptions of the academic advising experience had a statistically significant effect on student enrollment intentions via the mediating effect of student-institution relationship quality. In order to support the role that academic advising plays in the development of a positive student-institution relationship, it is recommended that institutional leaders explore and implement policies and procedures that support a positive academic advising experience for all students. For open access institutions, specifically, institutions should take steps to manage advisor to advisee caseloads with an understanding that their students may be academically underprepared, unsure of career goals, and/or have limited understanding of college processes and procedures (Klempin & Karp, 2018). Recommendations for future research include focusing on re-specifying, retesting, and cross-validating the hypothesized model.
Author: Kelly Marie Hallas Publisher: ISBN: Category : Community college students Languages : en Pages : 114
Book Description
The purpose of this study was to examine if community college students in differing learning communities had different perceptions of their career and academic needs and whether students in different learning communities perceived their career and academic advisor as meeting these needs (i.e. are they satisfied with their advising). In addition, this study examined the variables of gender, ethnicity, and enrollment status and their relation to students’ needs and satisfaction across learning communities. The Community College that provides the backdrop for the inquiry has recently transitioned to Academic and Career Learning Communities. This institution defines its communities as similar majors grouped into concentrations so students can benefit from advisors dedicated to a student’s program, a closer connection to experienced faculty, and collaboration with like-minded students.A quantitative, non-experiential survey design was utilized for data collection. The survey utilized was adapted and modified from a survey originally developed by Leonhardy and Jimmerson (1992) and contained 43 questions, divided into 7 categories. Each category focused on an aspect of career and academic advising (i.e. academic, rules and regulations, course selection and information on majors, career development, counseling, advising climate, and general advising). There was also opportunity for students to leave additional comments.The Qualtrics survey link was sent to 6,994 students’ college email account and was available for 4 weeks. After two reminders, the original responses totaled 578 participants. Data were analyzed using descriptive statistics, multivariate analysis of variance (MANOVA), and multiple regression to determine the association between the variables of interest. The results of this study indicated that there were significant differences across three learning communities when compared to the Health and Veterinary Technology Community in four advising need categories. Asian, Black, and Hispanic students had significantly more advising need in two, three, and four (respectively) of the advising needs categories when compared to White students. Females had significantly less advising need in the category of rules and regulations. Enrollment status produced no significant differences related to needs or satisfaction. No significant differences were found across learning communities related to satisfaction. However, Black, American Indian, Pacific Islander, Native Hawaiian, Alaska Native, and Other students had statistically significant levels of higher satisfaction across learning communities compared to White students. The results support the need for colleges to investigate the different advising needs of students within various learning communities, as well as investigate the needs of minority students in learning communities. It is in the best interest of an institution to understand student needs so that advising may be tailored to meet these needs. Information on satisfaction is equally imperative to an institution, as students who are satisfied may be more likely to persist in school. In turn, it is critical to understand the operational definition of learning communities for proper interpretation and use of results.
Author: Dorothy Moss Hale
Author: Dorothy Moss Hale
Author: Kendra Joy Millay
Author: Joyce Buck
Author: Shayne A. Futujma
Author: Jess Everet Tuck
Author: 
Author: Jarrod Ennis Patterson
Author: Linda Marie Hockaday
Author: Kelly Marie Hallas
Author: Steven D. Milburn