Abstract:
Academic advising is an integral part of the college experience. Outcomes of academic advising may be more critical than realized by either advisors or advisees. Using a census of undergraduate students enrolled in a college of agriculture at a large land-grant institution, the engagement of undergraduate students through academic advising was measured. Findings were that students were generally not engaged in educational experiences with their advisors beyond their assigned coursework. Advisors generally did not discuss ideas from readings or classes with undergraduate students outside of class, nor did they tend to work with undergraduate students on research projects. In addition, students reported they had little support in their personal development. The relationships found between frequency of advisor contact per term and undergraduate students’ perceptions of advising, indicated that the more students contacted their advisors, the more they were generally satisfied with the academic advising they received. Recommendations for the college included providing professional development for advisors to address opportunities to engage advisees through academic advising to promote their development as a whole student.
 6 Filson Dec2013.pdf | [ ] | 341 kB |
