This is the first Canadian study to determine current procedures and practice in for undergraduate students in the Faculty of Arts English-speaking Canadian public universities. and to determine Arts advisors' perceptions of the impact of academic advising on student development and retention. A questionnaire was mailed to 82 academic advisors at 41 English public universities across Canada. Responses received represented 73% of eligible universities. Personal interviews followed with nine volunteers. Results showed that academic advising practice is not guided by formal policy that links the service to university and faculty goals. Instead, advising is evolving in response to the call for university accountability. Advising practices appear to be changing to meet the expectations and demands from students that their undergraduate experience facilitates the achievement of academic goals in association with career goals and other personal goals. Despite the lack of guiding policy on Arts academic advising, there is considerable amount of consistency in current practice across Canada. Advising is primarily a Faculty responsibility and the responsibility for delivering general academic advice has largely shifted from professors to professional advisors. Advisors have a broad range of responsibilities and extensive decision-making authority, especially in the areas of program planning with students, and in interpreting and applying policies and procedures. The hours that students can gain access to advising differs among Arts advising units. However, the methods of delivering advice are similar. In all advising units the student to advisor ratio is extremely high. Most units are responsible for providing the service to thousand of students. Arts advisors are also extensively involved a variety of outreach and liaison activities directed at potential and current students and the broader university community and the public. Arts academic advisors believe that advising improves student persistence to degree completion and hence also improves university retention rates. At the same time, some advisors perceive that central administration does not recognize the importance of the service and that this lack of recognition combined with heavy advising loads, complex policy and program regulations, and shrinking resources affects the quality of academic advising. Despite the difficulties mentioned by advisors, many advising units have initiatives in place to expand their academic advising service through joint strategies with other student services that will link students' short-term and long-term academic, career and life plans. The study concludes with recommendations on developing academic policy and programs, as well providing suggestions for further research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities. Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.

A study was conducted at Valencia Community College to determine whether an improved student performance and retention. An orientation, based on the expressed needs of students, was provided to first-time, full-time students. The orientation consisted of an introduction to the institution and its resources, academic skill training, and personal resources management training. There were 22 students who participated for one day, 25 students who participated for two days of orientation, and a control group of 72 students. Although the behavioral outcomes were not generally statistically significant, the trends of all of the dependent measures, i.e., enrollment and withdrawal, were in a positive direction, favoring greater amounts of orientation. The orientation treatment was substantially more effective for students who had a 2.0 GPA or less, than those who had a GPA above 2.0. All of the dependent measures improved for the lower GPA students as the amount of orientation increased, but remained relatively constant for the higher GPA students. Apparently, the orientation is most effective for those students most in need of the improvement.

Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes. From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed. Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average. A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes. / Ph. D.

No description available.

This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semester of study at a greater rate (93.9%) than those who attended no programs (77.5%), and had a higher mean grade point average in the fall semester (2.85/4.00) than those who attended no programs (2.58/4.00). / Department of Educational Leadership

Intercultural development is not an intentional goal or expected outcome for College Success courses. However, since such courses are designed to help students adapt to academic and campus cultures, an overlap and alignment between the development of intercultural skills and competence and the development of college competence might exist. This thesis investigated the degree to which intercultural learning was integrated into College Success courses at the curricular level, in instruction practices, and in the individual learning experiences of students, and it also identified current instructional activities most amenable to further targeting of intercultural learning. The research was guided by the following three questions. 1) What are the ways, if any, in which intercultural skills align with those skills seen as necessary for students' successful adaptation in academic and professional settings? 2) Do College Success instructors intentionally or unintentionally incorporate intercultural competence development into the curriculum and instruction? 3) What, if any, are the ways in which instructional practices in College Success courses contribute to intercultural skill development and help students leverage their current experiences with cultural differences? The research was focused on the study of one College Success class at a community college. Data was collected through multiple methods. Class sessions were observed. Interviews were conducted with students in the course, the instructor and the administrator responsible for the course. Documents, including the course syllabus, student learning outcomes, a selection of assignments and the course textbook were reviewed and analyzed. Research findings suggest that there is significant alignment between the development of college competence, as fostered in the College Success course studied, and the development intercultural competence, though such was unintentional and unrecognized by the instructor. The data also illuminated areas where course learning outcomes, curriculum, and instruction could be modified to further support the development of intercultural competency.

Freshman business administration students were placed into an extended orientation course during their first semester of enrollment at Embry-Riddle Aeronautical University. The 60 course participants met twice a week for fifteen weeks in a 55-minute class spending approximately 20% of class time in each of the following: (a) lecture; (b) skill exercises; (c) group discussion; (d) guest speaker presentations; and (e) a combination of reviews, quizzes, previews, and assignments. The purpose of the course was to provide students with information and the opportunity to acquire skills to help them to be more successful in college. Following the end of their first semester the records of the freshmen participating in the course were compared to two control groups; a random sample of 89 entering freshmen, and the 1985 entering class of 51 business administration students. Analysis of the study data led to the following conclusions: (a) The academic achievement of freshmen, as measured by academic standing, ratio of completed classes to hours for which enrolled, and grade point average was not found to be significantly impacted by attending the orientation course; (b) the retention of freshmen into a second semester was not fostered by course attendance; (c) the faculty members teaching the course were not unanimous in their praise of or continuing the course; and (d) the majority of students enrolled in the course did report the course to be beneficial to their academic and social adjustment and recommended that it continue to be offered to incoming freshmen. Recommendations resulting from the studies findings and conclusions included: (a) to use caution in relying on such courses to improve academic performance and retention; (b) to further explore benefits of such a course to assist in providing a smoother transition to college for freshmen; (c) in offering such courses greater care should be taken with the selection and training of instructors; (d) that benefits or lack of benefits of course participation be tracked over several semesters; and (e) that replication of this or other similar studies be undertaken and that the studies be constructed to limit self-selection into the study groups.

Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In 1994 the Durban College of Education, that used to be an all white Afrikaans-medium institution, changed to a multicultural institution with Afrikaans and English as medium of instruction. The author, other lecturers and teachers of all races have not been educated to teach from a multicultural perspective and due to stereotyping and prejudices which were still dormant, a great need arose to address the cultural diversity of the college. This diversity lead to differences in culture, which lead to conflicts and may even have been responsible for poor academic achievements. As a lecturer at the Durban College of Education, the author became interested in whether selected initiative and cultural activities could foster a positive self-concept and a positive attitude towards other students of the same ethnic group, as well as towards students of other ethnic groups. The author agreed with De Klerk and Labuschagne (1995) that cultural differences have a great impact on the life, personal development and academic achievements of the students at a multicultural institution of higher education. The author also believes that students should be guided (Wasserman, 1997) in how to perceive themselves and other students of all ethnic groups. This will assist them. to achieve a successful academic career (Greyling, 1997) without wrong perceptions, stereotyping and prejudices (Van der Walt, 1991). The subjects for this study (N=127) were all first year students at the Durban College of Education. The group was comprised of black students (n=24); white English speaking students (n=58); white Afrikaans-speaking students (n=34) and Indian students (n=11) (see table 3 page 43). A pre-test was administered to determine the initial status of the subjects. An intervention programme followed and a post-test was administered directly after the intervention programme (see chapter 4). A follow-up test was administered three months later to determine the influence of the daily college routine on the self-concept and attitude towards ethnicity of the subjects. A control group (N=30) also completed the three questionnaires. The control group did not follow the intervention programme. Adolescent Sport Self-concept Scale of Smith (in Paterson 1991) and an ethnic attitude scale, was administered. The ethnic attitude scale was based on the ethnic attitude scales used by Paterson (1991) and Pretorius (1978). This ethnic attitude scale was adapted to adhere to the needs of this study. The data were computerised; at-test statistic and a Duncan's multiple range test were applied to determine if there were significant differences. By comparing the results of the experimental group with that of the control group, it was evident that after the intervention programme, there was a significant positive change (p<O.01) not only in the self-concept of the first year students, but also in the attitude of these students towards students of the same ethnic group, as well as towards students of other ethnic groups. The same results were evident after the three-month period in which no special treatment had been administered. To ensure similar positive effects in the future, a follow-up programme, similar to the intervention programme, would be necessary. The intervention programme accordingly served its purpose as part of the orientation programme well. There are, however, many changes to be made to suit the needs and requirements of other institutions that would wish to use similar programmes. The dynamic interaction of energetic facilitators is essential. If possible, the facilitators should come from the student body to create more interaction within the student community. / AFRIKAANSE OPSOMMING: Die Durbanse Onderwyskollege wat voorheen 'n inrigting vir Afrikaanssprekende blankes was, het in 1994 na 'n multikulturele inrigting verander met beide Afrikaans en Engels as voertale. Die skrywer, baie ander dosente en onderwysers van alle rasse is tans nog nie geskool om vanuit multikulturele perspektiewe te onderrig nie. 'n Groot behoefte het ontstaan om die kulturele diversiteit van die kollege aan te spreek aangesien stereotipering en vooroordele nog steeds onder die studente voorgekom het. As 'n dosent aan die Durbanse Onderwyskollege, het die skrywer gewonder of uitgesoekte inisiatiewe en kulturele aktiwiteite 'n positiewe verandering in die houding van die eerstejaarstudente teenoor die self, teenoor studente van dieselfde etniese groep, sowel as studente van ander etniese groepe sal hê. Die skrywer stem saam met De Klerk en Labuschagne (1995) dat kulturele verskille 'n groot uitwerking op die lewe, persoonlike ontwikkeling en akademiese prestasie van studente het. Hy glo ook dat studente gelei moet word (Wasserman, 1997) in hul beskouing van hulself en studente van alle rasse, sodat hul akademiese loopbaan nie skade moet lei onder verkeerde persepsies, stereotipering en vooroordele nie. Hierdie verskille kan ly tot swak akamiese prestasies (Greyling, 1997) en kulturele konflik (Van der Walt, 1991). 'n Voortoets is afgeneem om die aanvanklike houding van die proefpersone te bepaal. Die proefpersone van die eksperimentele groep het onmiddellik na die voortoets 'n intervensieprogram gevolg. Direk na die intervensieprogram is In natoets afgeneem om die invloed van die intervensieprogram te bepaal. 'n Verdere opvolgtoets is drie maande na die intervensieprogram afgeneem om te bepaal hoe blywend die veranderde houding van die proefpersone was. Die - proefpersone (N=127) was almal eerstejaarstudente aan die Durbanse Onderwyskollege en het bestaan uit; swart studente (n=24), blanke (Engelssprekende) studente (n=58), blanke (Afrikaanssprekende) studente (n=34) en Indiër studente (n=11). 'n Kontrole groep (N=30) het ook die drie toetse afgelê. Hulle het nie die intervensieprogram gevolg nie. Die toetse was in die vorm van 'n vraelys wat gebaseer is op die Selfkonsepskaal van Coopersmith (1967) asook die Adolesente Sport-selfkonsepskaal van Smit (in Paterson, 1991). Die vraelys het ook 'n aangepaste etniese houdingskaal ingesluit wat op die vraelyste van Paterson (1991) en Pretorius (1978) gebaseer is. Hierdie houdingskaal is spesiaal aangepas om aan die spesifieke behoeftes van hierdie studie te voldoen. Die data is deur 'n rekenaar verwerk. 'n T-toets en Duncan se veelvuldige omvangtoets is aangewend om enige beduidende verskille te bepaal. Deur die resultate van die eksperimentele met die resultate van die kontrole groep te vergelyk, het aan die lig gekom dat daar 'n beduidende (p<O.01) positiewe verandering in die selfkonsep, en in die houding teenoor etnisiteit van die proefpersone in die eksperimentele groep was. Die positiewe verandering was na die drie-maandetydperk na die intervensieprogram nog steeds sigbaar. Na aanleiding van die resultate van hierdie studie, het die program sy doel as deel van die oriëntasieprogram van die eerstejaarstudente aan die Durbanse Onderwyserskollege gedien. Daar behoort egter baie veranderinge aangebring te word ten einde die program te verbeter, sou enige ander inrigtings soortgelyke programme wil gebruik. Eie inisiatiewe en kulturele aktiwiteite moet gebruik word om aan hulle spesifieke behoeftes te voldoen. Die sukses van so 'n program sal van die dinamiese en energieke aanbieding van die fasiliteerders afhang. Die fasiliteerders moet verkieslik vanuit die studente leierskorps kom om sodoende die verhouding in die studentegemeenskap te versterk.

The student ambassador program is designed as a solution for meeting the needs and demands of a changing population of incoming and current students.