UNO Website Academic Advising Center Pre-Health Information

When you hear the term pre-health, you may think about physicians or nurses, but there are many other occupations in health care to consider. These resources can help you explore your options

The Expectations, Experiences and Satisfaction of Students Within a Nutrition and Dietetics Program Regarding Faculty Academic Advising Using a Prescriptive or Developmental Advising Lens

This research study examined student’s expectation, experiences and satisfaction with faculty academic advising using a prescriptive vs. developmental lens. The intent was to explore the student’s expectations of academic advising, determine if their experiences aligned with their expectation and if this led to satisfaction of their academic advising. This study utilized the Systems theory to determine how academic advising is performed by the program and if that experience for the student is how the systems (institution, college, department, and program) are promoting the form of advising. This study utilized a qualitative case study approach, guided by three research questions. Data collected consisted of survey for background information, interviews and artifacts (documents). Data analysis explored themes among student responses to determine if their experiences and expectations were connected to developmental academic advising or prescriptive academic advising and if this led to satisfaction of advising. The finding of this study can be used to inform future decision making about the delivery of academic advising (faculty vs professional) the administrative value placed on academic advising and the time that advisors are dedicating to academic advising

First-Generation College Student Day

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Academic Advising Models in Faith-Based Colleges and Universities

This study examined how academic advising is conducted among private, faith-based colleges and universities. In addition to developing a profile of academic advising at these campuses, academic advising organizational models used by these institutions were examined. Academic advising responsibilities at these institutions incorporated prescriptive and developmental advising methods. Seventy percent of the institutions utilized the “Faculty-Only” advising model. Benefits of using faculty members as advisors include the emphasis that private colleges place on faculty-student contact, enabling students to have a deeper relationship with their professors. Negative implications when utilizing faculty advisors include that they have other job responsibilities and priorities that often come before academic advising

Using A 360-Degree Appraisal Approach To Re-Design Advising Programs

Over the past 30 years, researchers have repeatedly demonstrated the need to improve academic advising.  Nonetheless, at many Universities academic advising remains a neglected endeavor—poorly measured, managed and rewarded.  This paper considers the implementation of an academic advising program which parallels the 360-Degree feedback approach drawn from the Human Resources Management discipline.  The details of the program are outlined and preliminary results of the program, which literally transformed academic advising at our institution, are discussed

Assessment Of The Excellence Of Academic Advising: Lessons Learned

Numerous studies have described the importance of the quality of academic advising in student retention.  Some studies have explored the impact of effective academic advising on student retention rates while others have explored the correlation between student retention/satisfaction and advisor-student interaction.  Recent studies have also demonstrated the range of students’ expectations about academic advising.  However, there are not very many studies to indicate what factors affect an advisor’s effectiveness and success in their performance.  Our study attempts to fill this gap in the literature by incorporating these issues in an academic advising effectiveness process.  For the purpose of this study, a sample of 225 students in an urban, private university was used to assess the excellence in academic advising.  We found that excellence in academic advising is greatly linked to such factors as students’ personal, cultural, and academic background, including the quality of their relationship with their advisor

Student Perceptions of Academic Advising at Two-Year Colleges

This research project examined students’ perceptions of academic advising through an online survey method at select two-year colleges within the Minnesota State College and University System. The purpose of this research was to build upon scant existing research relating to student satisfaction with academic advising models utilized by individual colleges. The purpose was to also identify the academic advising model preferred by students. The sample for this research consisted of 177 students enrolled at two-year state community and technical colleges. Outcomes indicated a preference for the developmental model of academic advising. Outcomes also indicated that the developmental model of academic advising was reported to be commonly utilized by the colleges participating in the research

A Perception of International Graduate Students on the Academic Advising Support in HBCUs

International graduate students in Historically Black Colleges and Universities (HBCUs) are a particular population that needs special academic advising support. This study sought to identify international graduate students’ expectations of and satisfaction with the academic advising support at HBCUs in the Southern states of the United States. A quantitative research design was selected, and Smith and Allen’s Inventory of Academic Advising Function (Student Version) was employed as the instrument to measure students’ perceptions of the 12 academic advising functions during the Fall 2022 semester. Results indicated that students were overall satisfied with their academic advising support in HBCUs. However, they had higher expectations than their satisfaction, which implied further improvement in academic advising support. Although lots of advising literature advocated developmental advising, international graduate students attached the same importance to developmental advising and prescriptive advising. Their satisfaction ratings for developmental advising were slightly higher than prescriptive advising. Results also showed that international graduate students had strong desires and determination to graduate

Academic Advising Assessment: Phase One

Retaining college students has emerged as a top priority for colleges and university administrator; however, colleges and universities fail to view academic advising as a key to student success. As an outcome of the 2014 HLC re-authorization of accreditation site visit, Olivet Nazarene University designed and and implemented a comprehensive academic advising assessment. Key findings suggested that advisors and students viewed academic advising as a series of loosely coordinated activities that may or not contribute to student success. There were statistically significant differences between student and and academic advisor perceptions of the nature and scope of academic advising sessions which may indicate the need for a systematized approach to the activities and evaluation of ONU academic advising activities. See the full report http://digitalcommons.olivet.edu/acaff_facp/3

Five Factors Relating to Students\u27 Academic Advising Experience at a Small, Private, Liberal Arts University

Academic advising is an important part of the college experience but has innate challenges. Much research has been done to try to improve the quality of students’ academic advising experiences, but limited research has focused on student factors that contribute to their experiences. This project sought to discover if certain factors impacted students’ academic advising experiences for better or worse at one institution. The research question guiding the study was “Is there a relationship between students’ academic preparedness, school, gender, class, and ethnicity with their academic advising experiences at a small, private, liberal arts university?” The 2012 NSSE 2.0 Pilot Study, Academic Advising Module served as the dependent variable and Independent Samples T-tests and Analyses of Variances were calculated for the five aforementioned factors. Statistical results indicated that four factors did not strongly correlate to students’ academic advising experiences, positively or negatively. However, students’ ethnicity (White vs. Non-White) did produce a strong statistical correlation between the means (p = .002). A main reason for this may be the number of international students who were part of the sample and the multiple ways in which they were supported at the institution in the study. While contributing to academic advising literature, the study also draws attention to the high value of multiple touch-points on students’ academic advising experiences. The more faculty and staff take time to invest in students’ academic success, the greater those students’ estimation and satisfaction with their advising