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Students have reacted positively to personal contact with school counselors in regard to learning about themselves in relationship to potential career goals. There appears to be a need, however, to ascertain the effect of career counseling at the upper elementary grades upon career awareness and development at a later secondary grade. In addition, there is a need to study the effects of individual versus group career guidance at the upper elementary grades with reference to the career choices selected at a later secondary grade.

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Professional advisors are bearing the burdens of a) helping students make a connection to their institution; b) being largely responsible for the efforts to retain these students; and c) providing a multitude of services to meet the needs of an increasingly diverse student body. While a great deal of information is available about students, retention, and services, the literature is void of detailed information on the professional advisor and the advisor's work life. The purpose of this study was to learn more about how advisors experience the elements of work life (job satisfaction, relationships with colleagues, commitment to the organization, performance, variety, and autonomy) and, in doing so, illuminate ways in which institutions can create environments in which advisors are encouraged to maximize their potential. Advisors' perceptions and the way they experience their work lives were collected through eighteen one-on-one personal interviews. The interviews were audio-taped and then professionally transcribed for a verbatim transcript. The transcripts were coded into the categories of work life and then sub-coded by emergent themes. In general, the professional advisors interviewed reported they were satisfied with their jobs as advisors, and most particularly with the support and guidance they receive from their colleagues and supervisors, the amount and level of variety in their work responsibilities, and their level of autonomy. These advisors described a strong degree of commitment to quality advising and notably to their students. Most of the frustrations they reported were related to concerns of 'letting the students down.' As a result of this study, recommendations for further research in the area of academic advising include 1) examining the roles, attitudes, and responsibilities of professional versus faculty advisors, 2) investigating the reasons institutions do or do not employ professional advisors, 3) collecting more detailed, preferably qualitative, information on the advisor/student relationship from the student perspective, and 4) addressing the issue of whether advisors would advocate for academic advising to become a profession.

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The purpose of this quantitative study was to determine if undergraduate students perceived that their college readiness was impacted by participation in Advanced Placement courses, dual-enrollment courses, or both. Perceptual data were gathered from freshmen and sophomores enrolled at East Tennessee State University using an online survey. The number of participants in this study was 265. Perceptions of the individual program components of both Advanced Placement and dual-enrollment courses were also assessed in relation to college readiness. The results of the study indicated that undergraduate students perceive instructor quality and course rigor of both AP and dual-enrollment as beneficial to their success in college. Participants also indicated that the college readiness skills acquired through program participation were beneficial to their college success to a significant extent in the areas of writing, time management, note-taking, study skills, independent learning, and reading complex text. When comparing results related to AP and dual-enrollment, participants assigned similar ratings to the college readiness skills assessed in all areas except independent learning. Participant responses indicated that they perceived dual-enrollment as more beneficial than AP in the area of independent learning. In response to an open-ended survey item, participants also reported that dual-enrollment courses were more beneficial than AP courses especially in regard to the transfer of course credit and instructor quality.

College student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of reaching higher levels of leadership effectiveness and organizational performance, and it has been advanced for use in SGOs. This study examined the extent to which community college student government advisors who exhibited transformational leadership qualities had an influence on the organizational outcomes of community college student governments. Several research questions were formulated to guide this examination. Surveys which included an instrument to measure the effectiveness of reaching organizational outcomes and the Multifactor Leadership Questionnaire for Research (MLQ 5X) (Bass & Avolio, 1995, 2000) were given to Florida community college student government executive board members and their respective student government advisors. Anticipated findings included increased levels of organizational outcomes in those community college SGOs in which advisors exhibit greater levels of transformational leadership qualities. Analysis of the data yielded advisor and student government member demographics, and a strong level of fulfillment of organizational outcomes. Statistically significant positive correlations were found between student reported transformational leadership qualities of advisors and student ratings of achievement and importance of organizational outcomes. A statistically significant correlation was also found between student ratings of importance of organizational outcomes and student ratings of the achievement of organizational outcomes. This indicates the existence of a relationship between the transformational leadership qualities of Florida community college student government advisors and the perceived importance and achievement of student government organizational outcomes. Secondary results were also given. Results of this study suggest that Florida community college student government advisors who exhibited higher levels of transformational leadership qualities engendered higher levels of organizational outcomes in Florida community college student governments. Implications were discussed for the study findings, and recommendations for future research were made.

The purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI) administered to undergraduate psychology majors (N = 102). Overall, students were satisfied with advising services regardless of the advising group to which they were randomly assigned. Although there was not a statistically significant difference between students who were advised in-seat face-to-face and those advised via web camera advising, the data reflected a slight preference for advisement via web camera.

The purposes of this exploratory study were to determine whether behavior modification procedures interrelated with group meeting experiences could be used effectively with boys on probation in their natural social environment to influence the frequency of: (1) school attendance, (2) promptness to classes, ( 3) disciplinary referrals , ( 4) violations of probation, and (5) attendance at group meetings. A final purpose. of the study was the development of a group meeting system using school counselors as cooperative treatment personnel with probation officers to increase rehabilitation contacts with delinquent youth. The study was based upon the assumptions of behavioral psychology. Thus, focus was on the observable interactions of human beings and environmental events, the experimental field study as an objective measure of this functional relationship, and the management of reinforcement contingencies to increase desired behaviors. An intrasubject replication design was used with the experimental group. In the first phase of the study, lasting eight weeks, baseline data on the four behaviors, school attendance, promptness to classes, disciplinary referrals and violations of probation were collected. During the second phase, a six-week reinforcement procedures, the experimental subjects were offered the opportunity to attend group meetings conducted by the probation officer and school counselor. The subjects could earn points for attending group meetings and for their performance relative to the four behaviors. These points could be exchanged later for days off probation at a prescribed ratio. At the end of the six-week phase, all reinforcement procedures were terminated temporarily; the weekly meetings continued, however, using conventional group counseling methods. This four-week non-reinforcement condition served as a second baseline phase alter which the positive reinforcement system was re-instituted for another six weeks. In addition to the experimental group, a control group of subjects was offered the opportunity to meet with a probation officer and school counselor using conventional group counseling methods. Data on the four behaviors and attendance at group meetings were recorded for both groups over the twenty-four weeks of the study. Two types of analysis were reported for the data. First a detailed presentation of the findings was made with both groups analyzed for intrasubject and intersubject effects. A two-factor "mixed" design was used in the analysis. Second, the various components of the cooperative group meeting system were descriptively analyzed. Also, individual subject profiles and profile assessments were included as a function of the intrasubject replication methodology. Several conclusions were reached as a result of this study. First, school attendance, classroom promptness and discipline referrals were not significantly altered through the use of behavior mortification techniques. Second, probation violations were significantly reduced through the use of behavior modification techniques. Finally, group meeting attendance was significantly higher during the reinforcement phase than during the non-reinforcement phase and also higher than for the group using conventional group counseling. The group meeting system offers an approach in which public schools and correctional agencies could cooperate in the rehabilitation of delinquent youth.