ERIC Number: ED187183
Record Type: Non-Journal
Publication Date: 1979
Reference Count: N/A
Student Attitudes Toward Academic Advisement.
Wood, Peter H.; Wood, Jane H.
In a survey of student opinions of advisement, variations of a questionnaire were sent to a random sample of students and given to a random sample of students in classes. Analysis of the data from 519 respondents showed advisor functions to be ranked in this order of importance: (1) assisting with course choice and scheduling; (2) assistance with choice of majors and minors; (3) advice on career decisions; and (4) assistance with institutional red tape. Assistance with study skills was not perceived as an advisor role, and advice on personal problems was seen as least important. These perceptions did not vary by student class level or satisfaction with advising services. The most valued advisor characteristic was knowledge of regulations, course requirements, and academic progress of the student. Many more students were dissatisfied with faculty advising than were dissatisfied with course work, nonacademic college life, or advisement offered at the central advising office. Almost all felt that advisement should be regularly evaluated, as well as classroom instruction. Two-thirds agreed that evaluations of faculty advising should be placed in faculty personnel files and should be considered in promotion decisions. Self-reported likelihood of leaving college was significantly correlated with lack of commitment to major, somewhat correlated with satisfaction with course work, but generally not correlated with either satisfaction with advisement or nonacademic aspects of college life. (MSE)
Descriptors: Career Choice, College Environment, College Faculty, Courses, Educational Counseling, Faculty Advisers, Higher Education, Individual Counseling, Majors (Students), Participant Satisfaction, Scheduling, School Holding Power, School Surveys, State Universities, Student Attitudes, Study Skills, Teacher Evaluation, Teacher Promotion
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A