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Validating Faculty Advising Through Assessment
Abstract
Faculty members take on the role of primary advisors on many small campuses. Many report feeling underprepared for the advising role. Assessment of academic advising can raise the awareness and perceived importance of advising and provide helpful feedback for practitioners. We developed a 14-item online advising assessment used to evaluate four important domains of advising: academic advice, advisor availability, advisor as personable and interested, and advising about vocation. We used this assessment to evaluate advisors who participated in an advising workshop designed to enhance their relational and conceptual advising skills. Student evaluations of advisors before and after the workshop showed significant positive differences. We recommend this assessment for advising improvement and as a means of evaluating workshop efficacy.
سعت الدراسة للتعرف على الدور الذي تقوم به إدارات المسؤولية الاجتماعية بالأندية الرياضية في تحقيق التنمية المستدامة، من خلال الآليات التي تقوم بها ودرجة أساهمها في تحقيق التنمية المستدامة. وقد تم استخدام منهج المسح الاجتماعي الشامل لمجتمع البحث كأسلوب أساسي لتنفيذ الدراسة الميدانية. كما تم الاعتماد على الاستبانة كأداة لجمع البيانات، التي طبقت على العاملين بإدارات المسؤولية الاجتماعية في الأندية الرياضية بمحافظة المجمعة وهي أندية: الفيحاء، ونادي الفيصلي، ونادي المجزل، ونادي نجد، ونادي سدير، ونادي الاعتماد. وبلغ عدد أفراد العينة (41) موظفا. وقد كشفت نتائج الدراسة إلى أن الآليات التي تقوم بها المسؤولية الاجتماعية في الأندية الرياضية لتحقيق التنمية المستدامة جاءت بدرجة متوسطة من الكفاءة. كما بينت النتائج أن الصعوبات التي تواجه عمل المسؤولية الاجتماعية بالأندية الرياضية تمثل معضلة حقيقية في إعدادها لبرامج المسؤولية الاجتماعية، ومن أبرز تلك الصعوبات عدم ربط رؤية المسؤولية الاجتماعية بالأندية بمؤشرات التنمية المستدامة، كذلك عدم وجود رؤية واضحة لأدوار إدارات المسؤولية الاجتماعية في الأندية لدعم مؤشرات التنمية المستدامة، وضعف وعي العاملين بالنشاط الرياضي بمتطلبات تفعيل دور الأندية في العمل التنموي. وأوصت الدراسة إلى ضرورة إحداث تغييرات واسعة في السياسات والبرامج والأنشطة المتعلقة بالمسؤولية الاجتماعية بالأندية الرياضية بالصورة التي تمكنها من القدرة على استهداف مؤشرات التنمية المستدامة، ورفع مستوى مساهمتها المجتمعية.
Academic advising is one of the most essential services provided to student with disabilities to success at university. The educational organizations should provide the appropriate environment and services to those students. Academic advising is provided by universities to help students to learn about resources available, academic requirements, course requirements, time management and to acquaint students with university culture. In this study, qualitative research is conducted to discover the academic advisors' perspectives on the strengths, weaknesses and the obstacles that advisories encounter when advising students with disabilities at universities. This research is conducted with volunteered 8 faculty members who worked in Saudi universities. The study comes up with three themes: (a) knowledge, (b) professional development, and (c) accommodations and services. These themes were analyzed and discussed in depth.
هدفت الدراسة إلى بناء وحدة دراسية في مقرر الدراسات الاجتماعية، باستخدام نموذج جيرلاك وإيلي، وقياس أثر فاعليتها في تنمية عادات العقل ومهارات التفكير المستقبلي لدى طلاب الصف الثاني المتوسط، ولتحقيق أهداف الدراسة استخدم الباحث المنهج شبه التجريبي، وتكونت العينة من (50) طالبًا من طلاب الصف الثاني المتوسط موزعين على مجموعتين: مجموعة تجريبية، بلغ عددها (25) طالبًا، درسوا وحدة تعليمية باستخدام نموذج جيرلاك وإيلي، وأخرى ضابطة، بلغ عددها (25) طالبًا، درسوا وفق الطريقة المعتادة ، وقد تم تطبيق اختبار لقياس مهارات التفكير المستقبلي تطبيقًا قبليًّا وبعديًّا، ومقياس لعادات العقل على المجموعتين التجريبية والضابطة، وتوصلت الدراسة إلى وجود فروق ذات دلالة إحصائية بين المجموعتين الضابطة والتجريبية في مقياس عادات العقل لصالح المجموعة التجريبية، وكذلك وجود فروق ذات دلالة إحصائية بين المجموعتين الضابطة والتجريبية في اختبار مهارات التفكير المستقبلي في مقرر الدراسات الاجتماعية لصالح المجموعة التجريبية ، وانتهت الدراسة بعدد من التوصيات منها ضرورة تضمين مهارات التفكير المستقبلي، وعادات العقل في مقررات الدراسات الاجتماعية، وتنميتها لدى المتعلمين؛ لجعل المتعلم لديه نظرة مستقبلية فيما يواجهه من مشكلات.
لقد جاء اختيار ديوان (ديرتي وونة قلب) للأستاذ الدكتور سعد بن حمدان بن محمد الغامدي ميدانًا للصورة البيانية معتمدًا على استقراء طبيعة قصائده التي ترتكز على الصورة بعناصرها الثلاثة (التشبيه- الاستعارة- الكناية) بوصفها جوهر الدلالة والمعنى. وقد بنيت هذه الدراسة على تمهيد وثلاثة مباحث، اشتمل التمهيد على تأصيل لمصطلح الصورة البيانية ليكون قاعدة الانطلاق في دراسة قصائد الديوان بلاغيًا وكان عنوان المبحث الأول: الصورة التشبيهية، والمبحث الثاني حمل عنوان: الصورة الاستعارية، والمبحث الثالث بعنوان: الصورة الكنائية. وقد تناولت الصور البيانية السابقة واستنادها على فنون التشبيه والاستعارة والكناية، وانعكاساتها الدلالية على شعر الديوان. وأما منهج هذه الدراسة فهو المنهج التحليلي القائم على تتبع النماذج الشعرية الدالة في ديوان (ديرتي وونة قلب) على وفق معطيات الصورة البيانية وبلاغتها. وقد خرجت الدراسة بمجموعة من النتائج؛ من أهمها: - أجاد الشاعر في صياغة الصورة التشبيهية، ووضعها في السياق الشعري المناسب، بحيث كانت دالة على التفاعل الحي مع عناصر الحياة. - تعامل الشاعر في الصورة الاستعارية مع ألفاظ اللغة من خلال ابتكار علاقات جديدة قادرة على تجاوز المألوف والعادي، والدخول في الغريب والبعيد. - وجاء التجسيم والتشخيص بوصفه نمطًا استخدمه الشاعر في صوره الاستعارية، يخلع على المجردات والمعنويات صورة حسية مما جعلها تبدو مجسمة تدب فيها الحركة والحياة. - كانت صور الديوان الكنائية صوراً قائمة بذاتها، وقد اكتسبت قوة وتأثيرًا من كونها مستمدة من معطيات الثقافة والعرف الاجتماعيين. - يمكن تقسيم الصورة البيانية عند الشاعر إلى قسمين؛ قسم من ابتكار الشاعر، وقسم منبثق من البيئة العربية القديمة، أو التقاليد الشعرية القديمة.
استهدفت الدراسة التعرف على المتغيرات الاجتماعية المؤثرة في الوعي السياسي لدى الشباب السعودي، والتعرف على إسهام مواقع التواصل الاجتماعي في بناء التوجهات السياسية وتغيير القناعات والأفكار السياسية لدى الشباب السعودي، بالإضافة إلى التعرف على الأدوار التي تقوم بها مواقع التواصل الاجتماعي في تنمية الوعي السياسي لدى الشباب السعودي. وتعد من الدراسات الوصفية التحليلية، وقد اعتمدت على منهج المسح الاجتماعي، وتمثلت عينة الدراسة في عينة عشوائية من طلبة كلية العلوم الاجتماعية بجامعة الامام محمد بن سعود الإسلامية بالرياض قوامها (280) طالب، موزعين على أقسام الكلية الأربعة، ولديهم حساب في موقع تويتر وموقع يوتيوب. وقد أكدت نتائج الدراسة أن أهم المتغيرات الاجتماعية المؤثرة في الوعي السياسي لدى الشباب السعودي، قد تمثلت في: مستوى تعليم الشباب السعودي، درجة الالتزام بأخلاقيات النشر الالكتروني، درجة وعي الشباب بقضاياهم، المستوى الاقتصادي للأسرة، مستوى ثقافة القائمين على العملية التعليمية، كما أكدت أن إسهام مواقع التواصل الاجتماعي في بناء التوجهات السياسية لدى الشباب السعودي، قد تمثل في: أنها تساهم في تنمية الوعي بطبيعة المشكلات السياسية في المجتمع، وتحقق تضافر المجتمع تجاه قضاياه السياسية، وتساهم في الاهتمام بمناقشة الرأي والرأي الأخر، وتسهم في رصد الشائعات التي تستهدف استقرار المجتمع، وبناء القدرة على إدارة النقاش السياسي مع الأخرين.
هدفت الدراسة إلى معرفة معوقات الحصول على الرخصة المهنية لمعلمي التربية الإسلامية بالمملكة العربية السعودية. وقد اُستخدم المنهج الوصفي المسحي، وتمثلت الأداة بالاستبانة، التي وزعت على خمسمائة وأربعة عشر (514) معلم تربية إسلامية بمنطقة القصيم التعليمية. وقد ظهرت نتائج البحث حسب المحاور الثلاثة: بأن كان المحور الأول المتمثل بمعوقات أداء القسم التربوي العام في اختبار الرخصة بمتوسط حسابي (3.66) وانحراف معياري بلغ (0.57) وكانت الدرجة بمستوى عالٍ؛ ومن أبرز المعوقات في هذا المجال ضعف برامج الإعداد والتطوير المهني للمعلمين، أما المحور الثاني عن معوقات أداء القسم التخصصي باختبار الرخصة بمتوسط حسابي (3.62) وانحراف معياري بلغ (0.72) وكانت الدرجة بمستوى عالً؛ وكان من بين المعوقات الانشغال بالأعمال الإدارية عن التدريس، والانصراف عن القراءة والبحث في التخصص، وفي المحور الثالث المختص بمعوقات تعود لطبيعة الاختبار فقد بلغ المتوسط الحسابي (3.40) وبلغ انحراف معياري (0.58) وكانت الدرجة بمستوى متوسط؛ حيث كان من المعوقات عدم إتاحة الاختبار في أكثر من وقت بالسنة، وضعف التوعية بآلية تنفيذه؛ كما توصل البحث من خلال اختبار الفروض إلى أنه لا توجد فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05) بين وجهة نظر أفراد العينة حول معوقات الحصول على الرخصة المهنية لمعلمي التربية الإسلامية تعزى لصالح سنوات الخبرة. في حين توصل إلى أنه توجد فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05) بين وجهة نظر أفراد العينة حول معوقات الحصول على الرخصة المهنية لمعلمي التربية الإسلامية تعزى لصالح الحاصلين على برامج تدريبية.
يهدف هذا البَحْثُ إلى دراسة وَتَحْقِيق مَخْطُوطٍ بِعُنْوَانِ: "رِسَالَةُ نُزْهَةِ الْأَلْحَاظِ فِي عَدَمِ وَضْعِ الْأَلْفَاظِ لِلْأَلْفَاظِ" لِلعَلَّامَةِ عصام الدين أحمد بن مصطفى المشهور بطَاشكُبْرِي زَادَهْ (ت:968هـ)، وَهِيَ رِسَالَةٌ لُغَوِيَّةٌ تُعَالِجُ طبيعة الوضع اللغوي للمفردات، وعلاقتها الدلالية بمدلولها وبأنفسها، ومدى تأثر ذلك في استعمالها اللغوي حقيقةً ومجازًا؛ وَلِتَحْقِيقِ هَدَفِ البَحْثِ اِسْتَخْدَمَ الباحث المَنْهَجين الِاسْتِقْرَائِيَّ التَّارِيخِيَّ والوَصْفِيَّ. وقد جاء البحث في قِسْمَيْنِ: تناول الأول دِرَاسَةَ المُؤَلِّفِ، والرِّسَالَةِ. وتناول الثَّانِي تَحْقِيقَ نَصِّ الرِّسَالَةِ تَحْقِيقًا عِلْمِيًّا.
Erin M. Buchanan is an assistant professor of Psychology at Missouri State University. She has an undergraduate degree in psychology from Texas A&M University, and her master's degree and PhD from Texas Tech University. Her research specialties include applied statistics with a focus on scale development and validation, as well as research on new statistical procedures and their implementation in the social sciences. She mainly teaches undergraduate and graduate statistics courses that cover the whole range of types of statistics, including structural equation modeling. Finally, she also is interested in understanding the underlying structure of our language systems and how those systems interact with our ability to make judgments about the relationships between words.
Because the factor structure in previous analyses showed good fit with adequate indices and excellent final factor loadings, we tested the advisor scale with confirmatory factor analysis (CFA). Through CFA, the model is deemed replicable when items are programmed to load directly onto only their expected factor. Fit indices are similar to EFA with the addition of χ², the ratio of chi-square to degrees of freedom (χ²/df) (Bryant & Yarnold, 1995; Hoelter, 1983), and the Tucker-Lewis index (TLI) (Tucker & Lewis, 1973) instead of the NNFI. The CFA model was programmed into SPSS AMOS 18.0 (Arbuckle, 2006) using maximum likelihood estimation. Low RMSEA and SRMR values indicate good fit (<.06), while CFI and TLI values should exceed .90 to indicate good fit. χ²/df values are used to minimize the effect of sample size on chi-square, and χ²/df values below 3 indicate well-fitting models (Bollen, 1989; Bryant & Yarnold, 1995).
Effect sizes are the most important outcome of empirical studies. Most articles on effect sizes highlight their importance to communicate the practical significance of results. For scientists themselves, effect sizes are most useful because they facilitate cumulative science. Effect sizes can be used to determine the sample size for follow-up studies, or examining effects across studies. This article aims to provide a practical primer on how to calculate and report effect sizes for t-tests and ANOVA's such that effect sizes can be used in a-priori power analyses and meta-analyses. Whereas many articles about effect sizes focus on between-subjects designs and address within-subjects designs only briefly, I provide a detailed overview of the similarities and differences between within- and between-subjects designs. I suggest that some research questions in experimental psychology examine inherently intra-individual effects, which makes effect sizes that incorporate the correlation between measures the best summary of the results. Finally, a supplementary spreadsheet is provided to make it as easy as possible for researchers to incorporate effect size calculations into their workflow.
Everyone can recite methodological "urban legends" that were taught in graduate school, learned over the years through experience publishing, or perhaps just heard through the grapevine. In this article, the authors trace four widely cited and reported cutoff criteria to their (alleged) original sources to determine whether they really said what they are cited as having said about the cutoff criteria, and if not, what the original sources really said. The authors uncover partial truths in tracing the history of each cutoff criterion and in the end endorse a set of 12 specific guidelines for effective academic referencing provided by Harzing that, if adopted, should help prevent the further perpetuation of methodological urban legends.
Research in academic advising has traditionally been conducted and disseminated by faculty researchers, graduate students, and higher education administrators (including advising directors). While significant in developing a body of literature to guide academic advising, the sources of the contribution also suggest that the frontline advisor does not actively participate in the inquiry process. The advising practitioner is an underutilized source of understanding that would offer breadth and depth to advising research. We offer a rationale for expanding the scholarship of advising and provide three research strategies (action inquiry, grounded theory, and program evaluation) that are each suited for addressing the various numbers and types of inquiry in higher education.
While research models show that faculty advisors play an important role in academic advising, the data are limited regarding faculty conceptualization of their roles and responsibilities as advisors. In this study, we gather faculty perspectives about the components that have made the model effective in a large, urban, community college. Faculty members describe their strategies for developing student accountability, goal-setting abilities, and decision-making skills. They also discuss strategies for building student academic success and encouraging student self-regulation and self-determination. The described program has helped increase buy-in from faculty members undertaking advising via systematized delivery. The faculty feedback will help others design and implement advising programs proven to increase persistence and reduce attrition.
Best practices of academic advising assessment involve identification of student learning outcomes, the development and use of multiple measures of student learning, and sound professional judgment to understand the information gathered and to improve student learning. However, the assessment results often come from minimal, narrow, and inconsistent evaluation practices, often based on student satisfaction surveys. Therefore, to generate a picture of the current state of assessment, we surveyed those conducting or deemed responsible for academic advising assessment. Although 80% of survey participants identified academic-advising student learning outcomes, one half assessed the achievement of those outcomes, with most using student surveys. Furthermore, 7% reported employing three or more measures while 60% reported improvements of practice and student learning based on the assessment.
The development of academic advising parallels the history of higher education and reflects decades of student personnel work. Changes in funding, curricula, students, and faculty roles have all affected the means by which students have been advised. The evolution of advising eventually led to the formation of NACADA in 1979. Since 2001, when I last documented the history of academic advising in the Mentor, I have expanded the benchmark information and references. I also added key advising events in the new millennium.
Student evaluations of advising (SEA) are often limited to student ratings of the faculty member's advising skills. As with teaching evaluations, ratings of SEA may not be the best reflection of the advisor's performance. In this study, the author analyzed SEA to determine the relationship between student characteristics and evaluation items. Results suggest both positive and negative relationships between student characteristics and evaluation items that are traditionally thought to reflect good advising. The author describes an alternate approach to analyzing SEA and offers suggestions for improving SEA.
This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business literature related to Kaplan and Norton's balanced scorecard and an expanded model of Bolman and Deal's organisational frames, this article suggests an extended framework for understanding and engaging in comprehensive assessment of advising programmes.
A learning paradigm can transform the field of academic advising. Ten organizing principles answer the two core questions raised by a focus on learning. What should the student learn through advising? How might the learning take place? The first three organizing principles define a curricu- lum for academic advising and are based on the premise that the goals and values of advising should be derived from the institutional mission statement and assist advisees in developing higher-order thinking skills. The other principles focus on ped- agogy: creating and organizing situations that assist students in meeting learning goals. We draw upon progressive, constructivist, and social con- structivist theories of education to study both the learner and the learning context. This article builds on our earlier work in which we began exploring the implications of a learning paradigm for academic advising. In an earlier arti- cle (Hemwall & Trachte, 2003), we argued that using learning as an organizing paradigm in aca- demic advising would connect the field with a growing interest in learning as a focus for higher education. We noted that the American Association of Colleges and Universities and the American Association of Higher Education both sponsored conferences that examined the power of a learning- centered approach to higher education. We also referenced important works, such as that by Bloland, Stamatakos, and Rogers (1994), Barr and Tagg (1995), and Kuh (1997), that have advanced the idea of a learning paradigm or have called for a more intentional focus on the central academic mission of higher education.
The results of various reports indicate that there is very little evaluation of academic advising. More consistent evaluation, however, could help delineate advising factors critical in producing some of the positive results attributed to good advising. To facilitate the use and development of instruments and to promote evaluation, this article reviews student, advisor, and administrator surveys in terms of their length, content, format, and use. The importance of choosing evaluation instruments appropriate for specific assessment purposes is discussed.
Based on enrollment projections for the 14 southern states, this profile provides one possible picture of the future of higher education in the South. The report suggests that: (1) the growth of total enrollment will slow and then decline through 1985; (2) nondegree enrollment will increase and bachelor's degree-oriented enrollment will decrease as a proportion of total enrollment; (3) women and blacks will increase in total enrollment; (4) relatively more students will be older than 24, will enroll part-time, and will seek career-related study; (5) public two-year colleges will continue to increase their proportional share of total enrollment; (6) private higher education will experience increased financial difficulties; (7) the demand for new faculty will decrease in absolute terms; (8) institutional programs will become more career-conscious; (9) planning and managing of higher education will become more centralized at the institutional and state level and accountability will be stressed; (10) statewide coordination and institutional management will emphasize cost and outcomes criteria in allocating resources; and (11) the benefits of regional cooperation will become increasingly evident. (Author/LBH)
Before we can tackle the problems of advising and directing our students satisfactorily, we must develop a philosophy on which to base our actions.
A convenient response to the perennial problem of student dissatisfaction with academic advising is to simply say that faculty need to do more and better advising. In this study, faculty were surveyed about their attitudes toward, and experiences with, academic advising. Results showed that faculty, although generally satisfied with the advising they provide, do not necessarily feel responsible for all of the kinds of academic advising they believe are important for students to receive. These findings point to a gap in advising services that we suggest might best be bridged through faculty and student affairs partnerships. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Because retention improves the academic foundation of the institution, most colleges and universities have approved the expansion of advising centers in the last twenty years.
Though access to higher education in the United States has increased over the past several decades, similar increases in college
completion have not followed suit. Despite years of effort, we have, in large measure, been unable to translate the promise
increased access affords to students, in particular those of low-income and underserved backgrounds, into the reality of college
completion especially as measured by 4-year degrees. That this is the case is reflective in part of our inability to translate
what we have learned from research on student retention into a reasonable set of guidelines for the types of actions and policies
institution must put into place to increase rates of college completion.
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