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ERIC Number: ED213353
Record Type: RIE
Publication Date: 1982
Pages: 35
Abstractor: N/A
Reference Count: 0
A Faculty Team Approach to Group Advising.
Grahn, Joyce; And Others
General College Studies, v17 n1 1981-82
The efficiency and effectiveness of using a group approach to advising by a team of faculty advisors were evaluated in 1980-81 at the General College, University of Minnesota. Group/team advising was compared to individualized, one-to-one advising of first-semester freshmen in terms of student satisfaction with advising, student understanding of General College policies and procedures, and faculty time spent advising. During scheduled registration periods, three days each registration week were set aside for group advising of the experimental group at a central advising location. Group advising sessions consisted of two hour time blocks per registration advising day. One to three members of the advising team were present at the advising session. Student folders were available in advance to the team members, and specifically designed advising materials and techniques were used. A time report sheet and Student Satisfaction-Knowledge Questionnaire were developed and implemented to assess the effect of the procedures (sample instruments are appended). It was found that the group/team advising method resulted in considerable lower average advising time than traditional one-to-one advising. For student satisfaction or knowledge of policies no significant differences were found between the group/team advising method and the one-to-one advising method. The group method saved 14 minutes per student, and assuming an average faculty advising load of 45 students, the group approach saved a typical advisor more than 10 hours during a registration period. Given three such registrations periods during the year, projected time savings generated over 30 hours for the average advisor. A bibliography is appended. (SW)
General College, University of Minnesota, Minneapolis, MN 55455.
Publication Type: Collected Works - Serials; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis. General Coll.
Identifiers: University of Minnesota