Educational Improvement through Academic Advising: Advisor Attitudes and Practices That Make a Difference.

Autor/in	Frost, Susan H.
Titel	Educational Improvement through Academic Advising: Advisor Attitudes and Practices That Make a Difference.
Quelle	(1990), (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Advising; Educational Counseling; Educational Improvement; Faculty Advisers; Higher Education; Liberal Arts; Nondirective Counseling; Single Sex Colleges; Student Attitudes; Teacher Attitudes; Teacher Student Relationship; Womens Education + Suchen Sie Ihr Suchwort? Akademischer Rat; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Teaching improvement; Unterrichtsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nichtdirektive Gesprächsführung; Schülerverhalten; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; 'Women''s education'; Frauenbildung
Abstract	The study examined the advising attitudes and practices of faculty members identified as developmental advisors at two women's liberal arts colleges. Developmental advising, as distinguished from prescriptive advising, was defined as a relationship based on shared responsibility in which students participate in the academic planning process. Advisors were trained and served in extended freshman orientation and advising programs. Students then completed the Academic Advising Inventory, which identified those advisors using a developmental approach, and 38 of those advisors completed the specially developed Academic Advisor Survey. Activities identified in the frequency distribution of responses suggest that developmental advisors use the academic advising relationship to: (1) involve students in their individual college experiences, including advising; (2) explore with students those factors contributing to student success; and (3) display interest in students' academic and extracurricular progress. Developmental advisors cluster their activities around individual concerns such as out-of-class activities, classroom experiences, and personal values. Tables detail the frequency distribution and factor loadings of survey responses. (27 references) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01