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ERIC Number: ED547184
Record Type: Non-Journal
Publication Date: 2012
Pages: 100
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-4019-5
ISSN: N/A
Differences between Perceived Satisfaction with Academic Advising of Underprepared Students Receiving Prescriptive Advising or Developmental Advising
Dedmon, Kelly L.
ProQuest LLC, Ph.D. Dissertation, Capella University
As open-door institutions of higher learning, community colleges should continue to increase their understanding of the characteristics, needs, and satisfaction of underprepared students. Understanding the satisfaction levels of underprepared students provides a foundation upon which to build support for student success and retention for underprepared students. As the underprepared population is traditionally diverse, demographic variables that may impact student satisfaction with academic advising should be examined to help academic institutions understand what areas need to be addressed and what areas need improvement. This study explored the differences between perceived satisfaction with academic advising of underprepared community college students receiving developmental advising and underprepared community college students receiving prescriptive advising. The study further examined the perceived satisfaction with developmental and prescriptive academic advising of underprepared community college students by categories of traditional and nontraditional students. The findings of this study were (a) traditional underprepared students were more satisfied with developmental advising, (b) nontraditional underprepared students were satisfied with prescriptive or developmental advising, (c) most students in the study indicated they received developmental advising but reported a high frequency of prescriptive activities during advising, and (d) at-risk student groups needed good advising to support academic and social integration and retention. The results indicated that community colleges, advisors, and advising systems need to consider the following areas: (a) structured training, (b) student contact with advisors, and (c) institutional support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A