Browsing by Subject "academic advising"
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Item Factors affecting student retention within a faculty-centered student advisement program at a rural community college(2009-05-15) Kantor, Anna SchusterThe purpose of this descriptive and correlational study was to examine factors to determine if a faculty-centered student advisement program, which was implemented at a rural community college, affects student retention in a positive manner. The Community College Survey of Student Engagement (CCSSE) was incorporated, and data collected by this group provided the basis for the study. The study was a comparative study of quantitative parameters looking at five benchmarks. The five benchmarks included active/collaborative learning, student effort, academic challenge, student faculty interaction, and support for learners based on teaching, learning and retention in community colleges with regards to personal characteristics of age, gender, ethnicity, and enrollment status. Analysis of variance provided information between the benchmarks and personal characteristics and the quality of advising, and correlations were run using the various benchmarks and personal characteristics in order to determine any connections between the benchmarks themselves and quality of advising. In addition, the Quality Enhancement Plan (QEP), created by this rural community college, was analyzed from 2004 to 2006 to determine any inferred connection with the benchmarks and the quality of advising because of the implementation of the QEP. Findings show that, even though the survey CCSSE instrument used to determine student engagement and its function in student retention may not provide the most accurate results in general for Navarro College, the implementation of the faculty-centered student advisement program has coincided with an increase in graduation rates, an increase in fall to first fall persistence, and an increase in GPAs as evident at Navarro College.Item Student Preferences for Academic Advisors as Transformational Leaders(2011-02-22) Drozd, Deborah SuzanneA quantitative study was conducted to determine the preferences of undergraduate students for academic advisors as transformational leaders. A questionnaire was developed and distributed to undergraduate students enrolled in leadership classes at a major land grant university to determine importance ratings based on the variables including non-traditional and traditional students? ages, classification, gender, number of times advised, number of visits to an academic advisor, membership in a collegiate military organization and athletics, and current leadership activities. Results indicated that undergraduate students preferred their academic advisors to use transformational leadership activities. There was no significant difference in the degree of preference of transformational leadership in their academic advisor based on gender, participation in athletics, traditional and non-traditional ages, classification, membership in a military organization and participation in a leadership position or number of times advised. However, inadequate representation of all groups within the number of times advised category prevented a comparative analysis. As a result of this study, a leadership education workshop was developed as a component for academic advisor training, academic advising activities were identified that corresponded to transformational leadership constructs and similarities were found between the developmental advising model and transformational leadership.