ERIC Number: ED213376
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Advising with 20/20 Vision: Improving Student Retention by Using Learning Styles Information in Academic Advising.
Nisbet, Janice A.; And Others
The development and implementation of a counseling model designed to improve retention and academic success of high risk students at Ball State University, Indiana, are described. Initially, academic advisors were trained through workshops conducted by team members to translate information on individual advisee learning styles, behavior preferences, locus of control, and anxiety (particularly on tests) into advising strategies. Information was generated through a combination of: Scholastic Aptitude Test or American College Test scores, the Myers-Briggs Type Scholastic Aptitude Test or American College Test scores, the Myers-Briggs Type Indicator, the Effective Study Skills Test, the Suinn Anxiety Test, and the Rotter-Internal/External Locus of Control. Testing, test interpretation to individual students, and educational prescriptions for remedial courses and behavior change strategies were accomplished, and a statistical design was created. Strategies that were transmitted to advisors included: remedial/developmental classes, study skills workshops, and individual and group advising sessions for career guidance and decision-making. Methods of interpreting the data in terms of advising impact were designed through: advisor training workshops, planning workshops for students, planning remedial and developmental strategies, and planning appropriate support services. The keys to success of this approach to advising include: the quality of information continuously flowing among advisors and team members, the provision for training of advisors, the mutual professional respect sustained by the cooperative efforts, and the knowledge that the cooperative effort can promote in faculty and curriculum development. A bibliography is appended. (SW)
Descriptors: Academic Advising, Career Counseling, Cognitive Style, Counseling Techniques, Developmental Studies Programs, Educational Diagnosis, Faculty Advisers, High Risk Students, Higher Education, Interprofessional Relationship, Locus of Control, Models, School Holding Power, Student Behavior, Study Skills, Test Anxiety, Test Interpretation
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Ball State University IN
Note: Paper presented at the Annual Meeting of the National Academic Advising Association (Indianapolis, IN, October 1981).