ERIC Number: ED225448
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Evaluation Pilot Study of Academic Advising: University of Vermont.
Trombley, Toni B.
Undergraduate student perceptions of academic advising at the University of Vermont were analyzed and compared by year in school and college/school within the university. Forty percent of the 925 respondents were arts and sciences students, a proportion representative of the overall enrollment distribution at the college. Students rated the importance and performance of 26 functions of academic advisors on a five-point scale. Two questionnaire forms, each containing 13 different items, were administered. The results indicate that freshmen were the most satisfied and sophomores and juniors were the least satisfied with advisor performance. Findings support the notion that the role of an advisor can be described in terms of advising outcomes statements. In general, the prevailing attitude was that advisors do not perform the advising role well. A core group of functions or competencies was identified: technical competencies (e.g., providing information on requirements, helping students find answers to questions); and interpersonal competencies. Interpersonal competencies seem to include the expectation that advisors will help the student to relate academic options to specific careers, plan their course of study, and formulate educational goals. Thirty percent of the respondents indicated that advisors did not respond to their request for advising meetings. Questionnaire items and data on responses are appended. (SW)
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Vermont Univ., Burlington.
Identifiers: University of Vermont
Note: Prepared by the Advising Referral Center.