The primary objective was to investigate the effectiveness of short-term group guidance and short-term individual counseling with freshman college students. The design utilizes the method and procedure of comparing similar groups of students who received group guidance, students who received individual counseling, and students who received no counseling or guidance. A comparison of the ratio between self-ratings and objectively evaluated test scores before and after the study served as the basis for determining the effectiveness of the experimental variables.

There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among academic advisors decreases significantly their efforts towards professionalization. Also, professional standards construct results suggest that the utilization of CAS standards for academic advising as an evaluation tool may enhance an academic advisor’s knowledge of professional standards within the field.

This study examined the education and preparation of 220 full-time learning assistance professionals in California's public Community College, State University, and University of California systems. The purpose of the study was to describe selected characteristics of the professionals and to assess their implications for future training programs. The results were reported in percents of responses, and analysis revealed considerable uniformity among the respondents despite the differences among the three public systems of higher education. The results of the study also suggested the importance of a uniform curriculum being established to prepare future learning assistance professionals for the field. Based upon the information generated by the results of the study, and a review of the literature, guidelines were developed that consisted of competencies and activities that should be included in a program designed to educate and train full-time learning assistance profesionals at the Master's degree level. Recommendations were included in the study. / Graduation date: 1993

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 207-231) and index.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 173-184). Also available on the Internet.

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 88 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 86-88).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / At head of title: Internship and research project report. Bibliography: leaves 51-54.

Thesis supervisor: Tarrell Awe Agahe Portman. Thesis supervisor: Susannah M. Wood. Includes bibliographic references (p. 154-158).

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): Alice Crawford, Roger Little. Includes bibliographical references (p. 105-106). Also available online.

Thesis (Ed. D.)--Florida State University, 2004. / Advisor: Dr. Barbara Mann, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.