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DISADVANTAGED STUDENTS' PERCEPTIONS OF THE USEFULNESS OF STUDENT SERVICESAT THE COMMUNITY JUNIOR COLLEGE
Title
DISADVANTAGED STUDENTS' PERCEPTIONS OF THE USEFULNESS OF STUDENT SERVICESAT THE COMMUNITY JUNIOR COLLEGE.
Creator
BLAKE, ROSALYN MOORE, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description
The purpose of this study was to determine certain perceptions held by disadvantaged students about the usefulness of selected student services at eight MOTEC-JC related Community junior colleges in America. In order to accomplish this purpose, a survey questionnaire was sent to eight community junior colleges participating in the MOTEC-JC Program (Moving On To Enrollment and Completion of Junior College), a Federally funded institute operated at Florida Atlantic University, Boca Raton,...
Show moreThe purpose of this study was to determine certain perceptions held by disadvantaged students about the usefulness of selected student services at eight MOTEC-JC related Community junior colleges in America. In order to accomplish this purpose, a survey questionnaire was sent to eight community junior colleges participating in the MOTEC-JC Program (Moving On To Enrollment and Completion of Junior College), a Federally funded institute operated at Florida Atlantic University, Boca Raton, Florida. Some of the MOTEC-JC participants were teachers and administrators employed at the following community junior colleges which partieipated in this study: Central Florida Community College, Ocala, Florida; Sanford D. Bishop State Junior College, Mobile, Alabama; Daytona Beach Community College, Daytona Beach, Florida; Cumberland County College, Vineland, New Jersey; Hillsborough Community College, Tampa, Florida; Broward Community College, Fort Lauderdale, Florida; and Jefferson State Junior College, Birmingham, Alabama. A participant from each of these eight community junior colleges identified disadvantaged students enrolled in their respective institutions and administered the survey instrument to these students. One hundred and forty-two questionnaires responded to by disadvantaged students were returned and utilized in percentage, ratio, and statistical analyses. Percentages were obtained to determine disadvantaged students' utilization of selected student services at their respective community junior colleges. Ratios were computed to isolate important relationships among the answers given by disadvantaged students to the questions comprising each of the ten sections of the questionnaire. Moreover, findings were analyzed and tested by x^2 to identify significant differences in the responses made by disadvantaged students when classified as Freshmen and Sophomores. A comparison of the responses of these two groups was made to determine if being freshmen or sophomores at the community junior colleges made a significant difference in whether these students utilized the selected student services. Disadvantaged students were utilizing selected student services at their community junior colleges. Furthermore, being freshmen or sophomores made no significant difference as to whether these students utilized the selected services. Nevertheless, there were those disadvantaged students who never used the selected student services at their community junior colleges. Consequently, future research is needed to obtain information from disadvantaged students not utilizing selected student services at their community junior colleges.
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Date Issued
1975
PURL
http://purl.flvc.org/fcla/dt/11651
Subject Headings
Community colleges, Counseling in higher education
Format
Document (PDF)
STUDENT, FACULTY AND ADMINISTRATOR PERCEPTIONS OF THE ACADEMIC ADVISING NEEDS OF STUDENTS AT FLORIDA ATLANTIC UNIVERSITY (COUNSELING)
Title
STUDENT, FACULTY AND ADMINISTRATOR PERCEPTIONS OF THE ACADEMIC ADVISING NEEDS OF STUDENTS AT FLORIDA ATLANTIC UNIVERSITY (COUNSELING).
Creator
SIPPIN, ANA M. SANCHEZ, Florida Atlantic University
Abstract/Description
The primary purpose of this study was to determine the academic advising needs of students and compare the perceptions of these needs among selected upper division students, faculty, and academic administrators at Florida Atlantic University. A secondary purpose was to determine if any differences in perceptions were due to any of several demographic variables. A sample of upper division students, faculty, and administrators in the six colleges were surveyed using the Academic Advising Needs...
Show moreThe primary purpose of this study was to determine the academic advising needs of students and compare the perceptions of these needs among selected upper division students, faculty, and academic administrators at Florida Atlantic University. A secondary purpose was to determine if any differences in perceptions were due to any of several demographic variables. A sample of upper division students, faculty, and administrators in the six colleges were surveyed using the Academic Advising Needs Questionnaire developed by Burke (1981). The questionnaire was divided into three sections. The first section requested demographic data, the second section measured the extent to which respondents perceived how fifteen advising functions should be fulfilled and were being fulfilled by the academic advising program. The third section consisted of an open-ended item which allowed respondents to make additional comments concerning the academic advising program in general. Data were collected from 482 students, 162 faculty, and 46 administrators. Students indicated a need for all fifteen advising functions, while faculty indicated student need for twelve of the functions and administrators indicated student need for ten of the functions. A comparison of student and faculty perceptions of students' academic advising needs overall revealed a significant (.05 level) correlation (.59) between the two groups, however when the rank order of need scores for the two groups were compared within college, significant (.05 level) differences were found in three of the six colleges. Significant (.05 level) differences were evident when the rank order of need scores for students and administrators were compared overall and within colleges. Although the overall results revealed a significant (.05 level) correlation (.79) between faculty and administrator perceptions of students' academic advising needs, significant (.05 level) differences were evident when comparing the rank order of need scores between faculty and administrators within five of the six colleges.
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Date Issued
1985
PURL
http://purl.flvc.org/fcla/dt/11866
Subject Headings
Student-administrator relationships--Evaluation, Counseling in higher education
Format
Document (PDF)
adaptability of academic advising teams in higher education
Title
The adaptability of academic advising teams in higher education.
Creator
McFarland, Leigh A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation...
Show moreThe purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3333060
Subject Headings
Organizational behavior, Counseling in higher educations, Student-administrator relationships, Faculty advisors, Universities and colleges, Administration, Educational leadership
Format
Document (PDF)
Students' preference for online versus face-to-face academic advising based on individual learning styles
Title
Students' preference for online versus face-to-face academic advising based on individual learning styles.
Creator
Tuck, Jess Everet., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred...
Show moreThe purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising., Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/216409
Subject Headings
Educational change, Education, Higher, Effect of technological innovations on, Counseling in higher education, Computer network resources, Faculty advisors, Computer network resources, Student-administrator relationships, Evaluation
Format
Document (PDF)
Web-based academic advising system
Title
Web-based academic advising system.
Creator
Ding, Xundong., Florida Atlantic University, Hsu, Sam, Marques, Oge
Abstract/Description
Academic advising is an important and time-consuming task and different tools and techniques can be used to make it an effective and efficient process. This thesis describes the design and development of a Web-based advising system that supplements the conventional advising process. The goals of the system include: to minimize repetitive tasks performed by advisors, to encourage students to adopt a proactive attitude towards advising, to make advising-related information available to remote...
Show moreAcademic advising is an important and time-consuming task and different tools and techniques can be used to make it an effective and efficient process. This thesis describes the design and development of a Web-based advising system that supplements the conventional advising process. The goals of the system include: to minimize repetitive tasks performed by advisors, to encourage students to adopt a proactive attitude towards advising, to make advising-related information available to remote students in a single place, in electronic format, and to minimize inconsistencies in the advising process. The system supports three different types of users (students, advisors, and secretaries). This thesis proposes a new Web-based advising system model. It also presents its architecture and an implementation of a prototype. Web-based advising system introduces a new approach towards advising over the Internet. Lessons learned from various experiments of the prototype are discussed in this thesis.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/12880
Subject Headings
Counseling in higher education--Computer network resources, World Wide Web, Faculty advisors--Computer network resources
Format
Document (PDF)
Effects of academic advisor attire on community college student satisfaction with academic advising
Title
Effects of academic advisor attire on community college student satisfaction with academic advising.
Creator
Beck, Rebecca Celeste, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
The major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were...
Show moreThe major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were analyzed using analysis of variance (ANOVA). Based upon the statistical analyses, the researcher failed to reject all the null hypotheses. The attire of the academic advisors did not significantly affect the students' rating of satisfaction as measured by the sum of scores on the Student Evaluation of Counselor/Academic Advisor Form. There were no significant interactions between attire and age, attire and gender, and attire and race/ethnic origin. The major conclusion that can be drawn from this study is that student satisfaction with academic advisors is not significantly affected by the academic advisor's attire. Neither age, gender nor race/ethnic origin of the community college student had any impact or interaction with attire on satisfaction with the academic advisor. The literature review made a compelling statement that academic advisors do make a difference in retention of students. Future research could determine how the attire (casual, professional or uniform) of the academic advisor impacts the productivity of the institution, student satisfaction and how the dress of the academic advisor impacts the academic advisors' view of their competence, comfort and rapport with the student. Use of a semantic differential survey instrument could be employed. Perception of academic advisor's attire may be more complex than previously thought. The information obtained from this study may be more useful as stimuli to encourage further investigation.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12499
Subject Headings
Palm Beach Community College
Format
Document (PDF)