INTEGRATION OF COLLEGE STUDENTS’ PERCEVED
ADVISING NEEDS INTO A MODEL FOR ACADEMIC
ADVISING (WITH EMPHASIS 0N
INDUSTRIAL - ARTS MAJORS)

Dissertation for the Degree of Ed. D.
MICHIGAN STATE UNIVERSITY
HARRY THOMAS SMITH
1974

 

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This is to certify that the

thesis entitled
INTEGRATION OF COLLEGE STUDENTS' PERCEIVED
ADVISING NEEDS IN TO A MODEL FOR ACADEMIC
ADVISING (WITH EMPHASIS ON
INDUSTRIAL-ARTS MAJORS)
presented by

 

Harry Thomas Smith

has been accepted towards fulfillment
of the requirements for

_E<L_D.._. degree in Man.

We; 2.?/

Major professes

Date November 15, 1974

0-7639

ABSTRACT
INTEGRATION OF COLLEGE STUDENTS' PERCEIVED ADVISING NEEDS
INTO A MODEL FOR ACADEMIC ADVISING (WITH
EMPHASIS ON INDUSTRIAL-ARTS MAJORS)
By

Harry Thomas Smith

Statement of the Problem

 

The problem in this study was to determine the
perceived advising needs of junior- and senior-level
college students within six seleCted departments at Eastern
Michigan University. The advising needs of the industrial-
arts majors would then be inserted into a theoretical
model for academic advising. The resulting model would
provide the means for satisfying students' advising
needs. The theoretical model developed within this
study could also be used to develop advising programs
responsive to the advising needs of students within

other majors.

Procedures Followed

 

The procedures employed to resolve the problem
were:
1. A review Of the literature was conducted to

determine the parameters of academic advising.

Harry Thomas Smith

An interview schedule was constructed and
used to determine students' perceptions of
academic advising.

A survey instrument was then drafted and
administered to samples of students from

six selected majors.

The results of the survey were tabulated

and analyzed.

The needs of the industrial—arts majors were

inserted into the theoretical advising model.

Conclusions of this Study

 

The major conclusions of this study are as follows:

1.

The six majors in this study have definite
needs related to academic advising, although
it was possible to determine levels of signifi-
cant differences for only two of the six
majors.

History-and-social-studies majors have per-
ceived advising needs that are significantly
different than the needs of the total sample.
Music majors have perceived advising needs
that are significantly different when compared
to the needs of the total sample.

It is possible to construct an advising model
based upon the perceived needs of the students

within the industrial-arts major.

Harry Thomas Smith

5. Individual perceived needs of students within
any major may be as varied as the perceived
needs between the majors.

Recommendations

 

Based upon the results of this study, it is suggested

further attention be given to the following areas:

1.

Surveying the perceived advising needs of students
within majors, other than those used in this
study, to determine if the same (or differing)
needs are perceived.

Determination of whether or not the needs
perceived by students are being met through
existing programs of academic advising.

Surveying the perceived advising needs of stu-
dents at freshman and sophomore levels.
Evaluation of the type of in-service preparation
required of advisors.

Implementation of the advising model developed

in this study and evaluation of the model through

follow-up studies.

INTEGRATION OF COLLEGE STUDENTS' PERCEIVED ADVISING NEEDS
INTO A MODEL FOR ACADEMIC ADVISING (WITH

EMPHASIS ON INDUSTRIAL—ARTS MAJORS)

By

Harry Thomas Smith

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

Department of Secondary Education and Curriculum

College of Education

1974

ACKNOWLEDGMENTS

Appreciation is extended to many of my colleagues
in the Department of Industrial Education at Eastern
Michigan University for their continued faith and encourage-
ment during the pursuit of this research study.

Additional thanks are due to Dr. Jerald A. Griess for
his work and tireless patience in the adaption of the
computer program used in the analysis of the data.

I would like to express my gratitude to Dr. Charles
Blackman, Dr. Lawrence Borosage, and Dr. William Henry
Kennedy for the instruction provided in their classes
and for serving on my committee. Also, I would like
to express my gratitude to Dr. Blair McLean, who chaired
my committee and guided me through this study.

To my wife, Bonnie, who was willing to move to
the "cold north" to pursue this degree; and to my son,

Mike, who asked so many times, "Do you have to work upstairs

again?" I love you both!

ii

TABLE OF CONTENTS

INTRODUCTION .

Chapter

I.

II.

III.

IV.

A DESCRIPTION OF THE STUDY

The problem . .
Need for the Study
Purpose . .
Hypotheses .
Definition of Terms

Theories of Advising, Guidance and Counseling

Overview .

REVIEW OF LITERATURE

Ambiguity in Terminology

Students and Academic Advising

Faculty and Academic Advising

Selected Perceptions of Academic Advising

DESIGN OF THE STUDY

Selection of Samples
Assumptions

Limitation

Procedures

Research Design .

Testable Hypotheses

Procedures for Analysis of Data
Summary

ANALYSIS OF RESULTS

Hypothesis I

Hypothesis II

Statements of Significance
Data

Discussion

MODEL DEVELOPMENT . . .

Rationale for Model Development in
Academic Advising

Theoretical Model

Surveyed Advising Needs . .

Industrial Arts Advising Model

Enablers for Advising Models

iii

mcoooooqeco 00

111

111
112
115
117
118

VI. SUMMARY AND CONCLUSIONS

Summary

Discussion

Conclusions . . . . . . . . .
Implications for Future Research
Closing Statement

BIBLIOGRAPHY .

APPENDIXES

iv

125

126
131
133
134
136

138

143

Table

1.

10.

11.

12.

13.

14.

LIST OF TABLES

Perceived Advisor's Role in Clarifying
Relationships Between Students' Basic
Studies and Their Major

Perceived Advisor's Role in Assisting Advisees
with Long-Range Course Planning

Perceived Advisor's Role in Helping Students with
In—Depth Exploration of Their Major Field .

Perceived Advisor's Role in Assisting Students in
Resolving Concerns About Their Studies

Perceived Advisor's Role as a Personal Friend .

Perceived Advisor's Role in Providing Philosophical
Bases for General Education

Perceived Advisor's Role in Explaining Admissions
and Retention Requirements to an Advisee

Perceived Advisor's Role in Describing the Content
of Various Courses

Perceived Advisor's Role in the Utilization of
High School and College Test Scores

Perceived Advisor's Role in Providing
Scheduling and Registration Procedures

Perceived Advisor's Role in Providing the
Procedures for Dropping and Adding Courses

Perceived Advisor's Role in Referring Students
to Special Services

Perceived Advisor's Role in Explaining the
Value of Extra-Class Activities

Perceived Advisor's Role in Assisting the
High-Ability Student

Page

47

49

50

52

54

56

57

59

61

63

64

66

67

69

Table Page

15. Perceived Advisor's Role in Motivating the
Border-Line Student . . . . . . . . . . . . . . . 71

16. Perceived Advisor's Role in Assisting the
Probationary Student . . . . . . . . . . . . . . 72

17. Perceived Advisor's Responsibilities for
Knowledge of Local Agencies . . . . . . . . . . . 74

18. Perceived Advisor's Role in Assisting Students
with Their Personal Matters . . . . . . . . . . . 75

19. Perceived Advisor's Responsibility to Have
Knowledge of Campus Services . . . . . . . . . . 77

20. Perceived Advisor's Role in Interpreting the
Role of the University to Advisees . . . . . . . 79

21. Perceived Advisor's Role in Explaining Decisions
Made by Administrators and Faculty . . . . . . . 80

22. Perceived Advisor's Reponsibility for Having
Appreciations for Varying Student Value
systems 0 O O O O I O O O O O O 0 O 0 O O O O O O 82

23. Perceived Advisor's Attitudes Toward Advisees'
Goals of Bringing About Institutional Change . . 84

24. Perceived Advisor's Attitudes Toward His Role
in the University . . . . . . . . . . . . . . . . 85

25. Students' Perceptions of Which Faculty Should
Advise . . . . . . . . . . . . . . . . . . . . . 87

26. Students' Perceptions of Hours per Term Needed
with an Advisor . . . . . . . . . . . . . . . . . 89

27. Methods Preferred by Students in Selecting
Advisors . . . . . . . . . . . . . . . . . . . . 90

28. Methods Preferred by Advisees in Scheduling
Advising Appointments . . . . . . . . . . . . . 92

29. Responses of the Majority within the
Individual Samples . . . . . . . . . . . . . 107-108

vi

INTRODUCTION

"Conditions of employment" of faculty members
at many universities include the function of academic
advising. This function may or may not be known to the
faculty members when they sign their contracts. Many
times it is not stated in their teaching contracts,
and it is not uncommon for a faculty member to find
that he or she has an advisement responsibility to several
students. This responsibility is most frequently viewed
as being above and beyond assigned teaching duties and
the faculty member may feel he has been volunteered
or has been ”drafted." Additional compensation may
or may not be provided for the advising responsibility.

This condition may result in an advisement program
that is both sensitive and responsive to the needs of
the students and one that is administered by a competent
and concerned faculty; or students may be confronted
with an advising program that is administered by faculty
having little desire, or competence, for advising.
The end result may be an advising program that does
not assist many college students with their advising
needs. Advising programs of this type are constructed
around the best interests of faculty and administrators,

with questionable regard for what is best for the students.

2

This study was part of an effort to determine
if the kinds and quantity of perceived advising needs
of students are related to their respective majors.
Furthermore, it was intended that the study utilize
perceived needs in the construction of an advising model
that may be more responsive to the needs of students.

"Being more responsive to the advising needs
of the students" should not be construed to mean the
advisor is to become a crutch upon which the students
may lean whenever they are confronted with difficult
decisions involving their educational pursuits. Quite
the contrary, a responsive advising program should be
able to provide the students with many additional inputs
to aid in making decisions. Discussions with advisors
should provide additional perspective to student concerns
and should encourage students to weigh advantages against
disadvantages, with resulting improvement in their ability
to make decisions. The model developed within this
study was intended to provide a framework through which
students might have their perceived needs known and
through which faculty advisors might be able to assist
in satisfying those needs.

The study was conducted at Eastern Michigan Universi-
ty. The six major departments included in the study
are primarily involved in the preparation of elementary

and secondary public school teachers.

CHAPTER I
A DESCRIPTION OF THE STUDY

Presented in this chapter is a statement of the
problem, the need and purpose of this study; the general
hypothesis; a definition of terms; sample theories of
guidance, counseling, and advising; and an overview

of the study.

The Problem

 

The problem in this study was to determine the
perceived advising needs of junior— and senior-level
college students within six selected departments at Eastern
Michigan University. It was anticipated that the resulting
survey of perceived needs could provide insight for the
development of an advising model that would reflect
the perceived advising needs of students and also provide
the means for satisfying those needs. The model development
centered around the advising needs of the industrial—
arts majors.

In the initial stages of this study, a secondary
problem was encountered. This problem was defining
the parameters of academic advising. In general terms,
and for purposes of this study, academic advising is

regarded as an activity in which a designated faculty

3

4
member interacts with a student in an attempt to help
that student resolve problems of an educational, personal,
or vocational nature.
More specific definitions and differentiations
between advising, counseling, and guidance are presented

in chapter 2.

Need for the Study

 

Evidence of the need for meaningful academic
advising at Eastern Michigan University has been presented,
in part, several times in the campus newspaper, the
EEO

On March 10, 1972, a letter to the editor was
titled "Advising Students or Herding Cattle?" (1, p.

2). The title accurately reflected the context of the
article.

Again in the Echo (2, p. 2), on March 9, 1973,
the editorial was directed toward speeding up parts
of the advising process.

The following month, the Echo (3, p. 2) again
contained an editorial plea for both the advisors and
advisees to work jointly in expediting the advising
process.

The editorials just cited are evidence of negative
attitudes on the part of advisees toward the way academic
advising was being handled. Specific evidence of student

dissatisfaction with past advising experiences could

5
be cited were it not for the possibility of breaching
the confidence of both faculty members and students.
Some of these other sources were discussions in departmental
staff meetings dealing with advising, and formal as
well as informal discussions with advisees.

Because a student newspaper is a relatively strong
communication vehicle for college students, the editorials,
and other articles not cited, were considered to be
frank perceptions of the advising systems employed at
that time. The evidence gathered did indicate sufficient
need to pursue the topic of perceived advising needs
of college students.

The difficulty of determining and meeting the
advising needs of college students is not unique to
Eastern Michigan University. In studies conducted by
Witters and Miller (4), Morrison (5), DeLisle (6), Frieden-
berg (7), and Kiell (8), it was concluded that: students
desire some type of advising system; students have percep-
tions as to how advising should be handled; and students
desire improvement in the present advising procedures.

The results of these studies have been presented in
greater detail in chapter 2.

Many persons prominent in the fields of guidance,
counseling, and advising have advocated a need for improve—
ment in the advising processes. Kate Mueller (9) has
great concern over which faculty should advise students.

Grigg and Goodstein (10) felt college students should

6
play a greater role in evaluation of advisors. Morison
(11) supports the contentions of Grigg and Goodstein.
McKinney (12) feels that faculty, at least many of them,
do have abilities conducive to academic advisement;
Hardee (13), while in support of the contentions of
McKinney, takes faculty advisors to task for many of
their advising techniques. The opinions of these and
several other authors are also presented in greater
detail in the review of the literature, chapter 2.

It was felt the following procedures would provide
data needed for the development of an advising model
capable of accommodating the needs of the majority of
the industrial arts students and an advising model that
also would be able to accommodate the requirements of
the needs expressed by any of the five other majors:

1. Review the literature to assist in the construction
of an interview schedule that addresses itself

to the functions of advising, attributes of advisors,

and the mechanics of advising.

2. Interview samples of students to determine their
perceptions of the advising process.

3. Utilize the feedback from the interviews to construct
and administer a questionnaire to six samples

of students in order to determine their perceived

advising needs.

4. Analyze the data to determine the specific perceived

advising needs of the samples, and determine

7
if and at what significance levels the majors
of the students may be correlated with their
perceived advising needs.

5. Utilize both the likenesses and differences in
the perceived needs of the students within the
majors to construct a model for academic advising.
It was hoped an advising model constructed through

the above procedure could not only contribute to the
development of advising programs that would better serve
the students and faculty at Eastern Michigan University,
but also provide some insight for the development of
more meaningful advising programs elsewhere. Although
academic advising frequently receives little recognition,
it remains a vital function of the university; and it

is very instrumental in recruiting as well as in the
retention of students. It is a process through which

an advisor may communicate on a one-to-one basis with

a student, and to many students an advisor represents

the department or the university.

Purpose

One purpose of this study was to determine, through
a survey of the perceived advising needs of junior—
and senior-level college students within six major fields
of teacher education, if the respective majors of the
students are related to any significant differences

in their perceived needs.

8

A second purpose was to utilize those surveyed
perceived needs as one component in the development
of an advising model. The model was to be constructed
specifically for the industrial-arts majors and reflects
their perceived advising needs. The model was also
designed to be broad enough to serve as the framework
in the development of advising programs for the five

other majors.

Hypotheses

 

The hypotheses of this study are stated below
in general terms and are presented in testable form
in chapter 3, p. 40.
1. Using, as the variable, the majors of students
in six selected fields of teacher education,
it is possible to find significant differences
in the students' perceived advising needs.
2. When utilizing differences in students' perceived
advising needs, using their respective majors
as the variable, as many different models for
academic advising are required as there are majors

in the samples.

Definition of Terms

 

The study was centered around the specific perceived
needs conceived by junior- and senior-level college

students to be within the parameters of academic advising.

9

Academic advising, as used in this study and

as defined by Hardee (14, p. 9) is:

an activity dispatched by members of the teaching
faculty and directed toward assisting students with
their educational, vocational, and personal concerns
at a defined level of competence,

Definitions of the terms "needs" and "perceived"

were taken from Webster's New World Dictionary (15,

PP-

981, 1085) and are presented below:

Needs: something useful, required, or desired
that is lacking, and/or a condition
in which there is a deficiency of something

Perceived: to have taken hold of, felt, comprehended,
grasped mentally, recognized, observed,
or become aware of primarily thru the
senses of sight and hearing

Theories of AdvisingL Guidance,

 

and Counseling

 

To further study the academic advising process,

it was necessary to determine the parameters of academic

advising.

Hardee (13, p. 11) believes academic advisors

have the following functions:

and

assist the student in initial exploration
of long-range occupational and professional plans,
referring him to sources for specialized assistance.

to:

serve as coordinator of the learning experiences
of the student, assisting in the integration of
the various kinds of assistance rendered-~health
and psychological aids, remedial work, financial
aids, religious counseling, the panoply of all services
available to the student.

10

While reinforcing many of the functions presented
by Hardee, Robertson (16, p. 234) deals with where the
emphasis of the advising program should be placed:

The emphasis in the advising relationship
rests not on problem solving by the advisor, but
in helping the student to clarify the issues, gain
perspective of his difficulty, get the facts straight,
and to work out alternative courses of action, but
not in handing him ready made answers.

academic advising, rightly understood,

is simply an extension of teaching, a conscious
concern for academic and educational questions that
most students have about the importance of their
educational development and the practical value
of their many educational objectives.

In their writings, both Robertson and Hardee
allude to a differentiation between psychological counseling
and academic advising. The distinction seemed to be
very evident when Hardee (13, p. 11) speaks of the advising
functions of "referring him to sources for specialized

assistance” and "assisting in the integration of the

various kinds of assistance rendered . . ."

Hardee further indicates that the special assistance
and functions of integration are more in the domain
of counseling than academic advising and that academic
advising is more of a referral function.

Another distinction found between psychological
counseling and academic advising was that persons working
in the field of psychological counseling are more likely
to have had special training in the selection, administra—

tion, and evaluation of various testing techniques,

11
as well as interviewing strategies. That is less often
true in the case of the academic advisor, although the
”functions" of the academic advisors and the counseling
and guidance personnel tend to overlap considerably.

Part of the rationale for centering this study
around "perceived" advising needs comes from a very
concise statement made by Combs (17, p. 56): "Behaving
and learning are products of perceiving."

If behaving and learning are indeed products
of perceiving, it would follow that perceptions of individ-
uals (advisees) need to be determined before behavior
and learning may be modified. Previous research studies
have indicated that perceptions of college students
frequently center around needs related to the academic
advising process.

Moser and Moser (18, p. 280) indicate an awareness
of the importance of the advisor attempting to meet
the needs of his advisees:

If the student's needs are met, the faculty
advising task has been successful. The student
should feel free to approach his advisor concerning
any problem. He should guide the student to the
proper source of help if he feels inadequate for
the task.

When Moser and Moser speak of the faculty advising
responsibility, there is an implication of some type
of structured advising program or system. Systems which
are structured need inputs. This study was directed

toward the inputs of the students' perceived advising

needs. Therefore, the two key questions to be answered

12
in this study were: (1) is it possible to differentiate
between the perceived advising needs of students, using
their major as the variable; and (2) utilizing the perceived
needs, is it possible to construct a differentiated

advising model for the industrial arts majors?

Overview

To present as broad and as comprehensive a background
of perceived advising needs as possible, chapter 2 deals
with the problems of ambiguity in terminology in the
fields of advising, counseling, and guidance. The
literature revealed that a large portion of the writing
on academic advising fall under the titles of guidance
and/or counseling; and considerable difficulty was encoun-
tered in distinguishing between guidance, counseling,
and academic advising. Recent authors are beginning
to delineate these differences more carefully.

The scope of the discrepancies encountered in
the literature related to the definitions of counseling
and academic advising proved to be very frustrating.
The parameters of guidance, counseling, and advising
that were used in this study are presented in chapter 2.
The perceptions held by students, faculty, and selected
authors of academic advising may also be found in this
chapter.

The design of the study is developed in chapter 3.
Included in this chapter is an explanation of the samples,

as well as a brief description of the populations from

. All I l I II I

13
which the samples were taken. In addition, information
relating to the assumptions, measuring devices, the
design of the study, testable hypotheses, and the methods
of analysis are presented.

Chapter 4 contains a restatement of the hypotheses,
statements of rejection or acceptance and significance
levels, presentation and interpretation of the data, dis—
cussion of the data, and a summarization of the hypotheses
tested.

The major emphasis in chapter 5 is on model develop-
ment, based primarily on the analysis of the results
taken from chapter 4.

Chapter 6 contains a collation of previous summaries,
a discussion of the findings, statements of conclusions,

and implications for further research.

References

 

l. Theuerkorn, Linda. "Advising Students or Herding
Cattle?" Eastern Echo, March 10, 1972

 

2. Eastern Michigan University Echo. Editorial, March
9, 1973.

 

3. Eastern Michigan University Echo. Editorial, April
2, 1973.

 

4. Witters, Lee A., and Miller, G. Harry. ”College
Advising: An Analysis of Advisor-Advisee Roles."
Journal of Student Personnel Association for
Teacher Education. Vol. 6, No. 2, Winter 1968.

 

 

5. Morrison, Jack R. "Advising the Freshman Teacher
Education Major." Journal of Student Personnel
Association for Teacher Education. Vol. 6, No. 2,
Winter 1968.

 

10.

11.

12.

13.

14.

15.

16.

17.

18.

14

DeLisle, Frances H. "A Study of Undergraduate
Academic Advising.” Office of Institutional Re-
search: Michigan State University, May, 1965.

Friedenberg, E. Z. ”The Measurement of Student
Conceptions of the Role of a College Advisory
System.” Educational and Psychological Measurement,
Vol. 10 (1950).

 

Kiell, N. "Freshman Evaluation of Faculty Counselors."
Personnel and Guidance Journal, Vol. 35 (1957).

 

Mueller, Kate. Student Personnel Work in Higher
Education. Boston: Houghton Mifflin Company,
1961.

 

 

Grigg, Austin E., and Goodstein, Leonard D. "The
Use of Clients as Judges of the Counselors Perform-
ance.” Journal of Counseling Psychology, 4:1957.

 

Morison, Robert. Students and Decision Making.
Washington, D.C.: Public Affairs Press, 1970.

 

McKinney, Fred. Counseling for Personal Adjustment
13 Schools and Colleges. Boston: Houghton Mifflin
Co., 1958.

 

 

Hardee, Melvene Drahaim. "The Counseling and Advising
Process: Its Many Facets and Applications in
the Liberal Arts Colleges." Unpublished Presentation.
Wheeling College; Wheeling, West Virginia; June,
1967.

Hardee, Melvene D. ”Faculty Advising in Colleges
and Universities." Student Personnel Series
N9; 2. American College Personnel Association,
Washington, D.C., 1970.

 

Webster's New World Dictionary. College Ed., New
York: The World Publishing Company, 1958.

Robertson, James H. "Academic Advising in Colleges
and Universities." Association Quarterly, 32:3,
January, 1958.

 

Combs, Arthur W., Ed. Perceiving, Behaving, Becoming:
A New Focus for Education. 1962 Yearbook: Associa—
tion for Supervision and Curriculum Development,
Washington, D.C.

 

 

Moser, Leslie E., and Moser, Ruth Small. Counseligg
and Guidance: An Exploration. Englewood Cliffs,
N.J.: Prentice-Hall Inc., 1963.

 

 

 

CHAPTER II

REVIEW OF LITERATURE

The review of the literature is presented in four
parts. The first part is directed toward the problem
of ambiguous terminology in the literature and contains
the parameters of advising, and guidance and counseling,
used in this study. The second contains an overview
of students' perceptions of academic advising. The
.xhird centers around the college faculty members and
their academic advising responsibilities. The fourth
contains the perceptions of academic advising as presented
by several key authors from the fields of advising, and

guidance and counseling.

Ambiguity in Terminology

 

A large portion of the writings on academic advising
was found under the terms guidance, counseling, and guidance
and counseling. There seemed to be considerable confusion
among the authors in these fields as to the main functions
of advising, guidance, and counseling. This confusion
seemed to be further perpetuated by writers using the
terms interchangeably. An example of using these terms
interchangeably was found in a Manual for Faculty Advisors

at Arizona State University (1, p. 6):

15

16

it is the faculty guidance advisor who is
the key to the success of the student guidance program,

and,
The emphasis in the counseling relationship rests
not on problem solving by the advisor, but in helping
the student.
and,
The advisor has the key for successful counseling.
Such an interchange in the use of terms tends
to cause one to wonder who really is an advisor, counselor,
or guidance person.
Almost equally frustrating and confusing were
the attempts of writers to define terms, while at the
same time failing to delineate clearly enough to avoid
more confusion. For example, counseling has been defined
as what counselors do to help students resolve questions
and problems for themselves. Does such a definition
imply inclusion of questions a student may have concerning
how he may avoid the homosexual advances of his roommate,
or questions pertaining to what classes students should
enroll in during fall term? It is difficult, when such
nebulous definitions are used, to determine if the questions
posed by students are a function of advising, or guidance,
and/or counseling.
Shelton (2, p. 7) was more concise than many
authors and defined a faculty advisor as:
a member of the teaching faculty who, in addition
to his classroom duties, is assigned the responsibility

of serving as academic advisor to a defined number
of students.

17
Shelton then defined a counselor as:
. a nonteaching faculty member who has special
training in the area of counseling and whose primary
responsibility is to assist students in their special
needs.
However, this definition does not identify those
"special needs" requiring a professional counselor.
A more definitive definition of faculty advising
was proposed by Melvene Hardee (3, p. 9):
faculty advising, an activity dispatched by
members of the teaching faculty and directed toward
assisting students with their educational, vocational,

and personal concerns at a defined level of com-
petence,

 

as contrasted to:

counseling, which enlists the efforts of persons
who are specifically trained and experienced in
the areas of educational, psychological, or clinical
counseling procedures.

 

Hardee's definitions were used to determine the
parameters of advising and counseling for purposes of
this study. Hardee's definitions also provided the
guidelines in determining the literature to be considered
for inclusion in this study. While many of the authors
cited throughout this study used the words guidance
or counseling, interchangeably with or in lieu of advising,
careful analysis indicated that the essence of their
writing was within the parameters of advising as defined

by Hardee.

18

Students and Academic Advising

 

A key concern of this study was to utilize student
inputs in the development of academic advising programs.
Part of this concern has been influenced by recent changes
in university programs (4, p. 3):

There is a clear and probably irreversible
trend in colleges for instructional faculty to devote
higher proportions of time to teaching and research,
with a consequent drastic reduction in the amount
of time available for the kind of personal individ-
ualized contacts with students which originally
characterized the master-discipline relationship.

One of the consequences of increased specializa—
tion is that teaching faculty as a group is unable
to provide the individualized personalized attention
students need, except for the area of academic advise-
ment, generally of "majors."

How do students feel about this "irreversible”
trend? Lee Witters and Harry Miller (5, pp. 36-40)
surveyed about 300 students in one department of a major
university and determined that: (1) the role students
expected their advisor to play was one of an academic
educational consultant; (2) most students did not expect
advice on academically easy courses; (3) preparation
of registration schedules and adjustment of course conflicts
were not viewed as major functions of advisors; and
(4) students felt that an advisor had a distinctly academic
function with little or no responsibility for the personal
and social problems of his advisees.

According to the students, the advisor's role was
simply to provide a signature for registration pur-
poses and to check student records to make sure

they were taking the courses required for graduation.
(5. p. 38)

19

However, when asked to identify characteristics
which they felt typified a good advisor, the students
listed many traits beyond those required to provide a
registration signature, i.e.: (1) being well organized;
(2) having a good sense of humor; (3) being easy to
get along with; (4) being competent; (5) having a friendly
attitude; (6) maintaining regular office hours; (7)
advising about future careers; (8) encouraging the completion
of their degrees; and (9) providing information about
registration procedures.

Students' perceptions of expanding an advisor's
role beyond that of providing a signature was not unique
to the study done by Witters and Miller, for Morrison
(6, pp. 50-62) found that senior teacher education majors
felt advisors should have provided earlier exposure
to the realities of the profession: "It would have
been nice to talk to someone who would have told me
truthfully if I were wrong in my thinking about teaching."

Morrison also found that many students would
have preferred additional help in planning a program:
"This catch-as-catch-can approach to planning a program
gets in the way of everything." (6, p. 58) One student
felt it was necessary to "work out a four-year program
with your advisor to see what lies ahead and to see
how one course fits into another." (6, p. 58)

The students cited in Morrison's study were express-

ing their perceived needs in terms of academic advising.

20
However, other than a few isolated studies, it was quite
difficult to find research focused on students' perceived
advising needs.

There have been a few authors who, for a number
of years, have expressed concern for working with perceived
advising needs of students:

Already and without special stimulus students
make their way to us for advice, or "just to talk
things over," in efforts to integrate all their
activities, including studies and their participation
in the life of the college community, their personal
problems, employment, the choice of vocation, the
significance of the events of the day, into some
more meaningful life. (7, p. 197)

One of the most extensive studies dealing with
students' perceptions of their advising programs was
conducted by Frances H. DeLisle (8).

DeLisle's study was designed to examine the various
advising programs in the colleges and departments of
one specific university and to secure faculty, staff,
and student reactions pertaining to undergraduate academic
advising. The most important aspect of DeLisle's research
was the data related to student expectations from advising,
and their suggestions for changes or additions in academic
advising programs.

A total of 5,259 questionnaires were completed
by undergraduate students. When the response patterns
of the student samples were grouped according to college

affiliation, it was shown through chi-square calculations

that there were significant differences at the .05—per-cent

21
or the .Ol-per-cent level for fifty-five out of sixty—one
items in the questionnaire.

DeLisle's study indicated students affiliated
with the ”more professionally oriented" colleges tended
to expect: (1) an advisee would retain the same advisor
throughout the college years; (2) the advisor would
be available for the Clarification of educational plans
and career goals; (3) the advisor would have sufficient
knowledge of the entire curricular resources of the
university to help in planning a balanced program; (4)
the advisor would be able to suggest supplementary resources
of the university when they were needed; and (5) if
needed, help would be available for students improving
their academic record.

In contrast to the students in the "more profes—
sionally oriented" colleges, DeLisle found students
affiliated with the "other" colleges entered the university
with fewer and less specific expectations from academic
advising. Moreover, these students were less satisfied
with their experiences after they arrived on campus
and were more critical about the extent to which they
felt their needs were being met through the academic
advising process. The students from the "other" colleges
tended to favor the departmental orientation for advising.
Their views-—also in favor of the provision of full-time,
professionally-trained academic advising staff--were

more pronounced than those of the students in the "more

22
professionally oriented" colleges. The students from
the "other colleges" favored an expansion of all types
of additional counseling services to help with individual
problems that may interfere with their academic achievement
and intellectual development.

DeLisle did not define those colleges which were
the ”more professionally oriented" and those colleges
which were referred to as the "other colleges."

In the free response portion of the questionnaire,
administered by DeLisle, 2,116 additional comments were
provided by the students. The responses were tabulated
by subject and represented the perceptions of the students
in terms of need for improvement in the current advising
programs. These responses of the students have been
listed below, in part, by frequency as they are samples
of perceived advising needs as defined within this present

study on pages 3 and 8.

Frequency

Subject Mentioned
Approach, attitude, and avail-
ability of academic advisors . . . . . 834
Full-time or professional
advisory staffs suggested . . . . . . 612
More knowledgeable and
informed advisors . . . . . . . . . . 517

More time allowed for
each advisee . . . . . . . . . . . . . 361
(9, pp. 81-82)

23
Research on academic advising was also conducted
by Friedenberg (10, pp. 545—568) at the University of
Chicago. He constructed a questionnaire to measure (1)
student opinions of the scope of activities desirable
in the advisory system; (2) student information about
the system as it then existed; (3) student evaluation
of the effectiveness of the advisory system in solving
certain problems; and (4) the students' opinions as
to the role that advisors should play.
Concerning the results of the study, Friedenberg
(10, p. 563) pointed out that:
Of particular interest was the extent to which students
conceived the Advisory System as playing an important
role in interpreting the purposes and values of the
University College, plain to them-—a function which,
it must be admitted was almost completely ignored
in the instrument itself.
In 1956, Kiell (11, p. 364) prepared and distributed
a checklist and sentence-completion form to a group of
452 freshman students at Brooklyn Colleges. Regarding
the results of the study, Kiell had the following comment:
It is evident that students believe the main
function of the counselor revolves around program
planning. _Yet 10 per cent feel their counselor
does not know enough about the college, its resources,
and the curriculum . .
Faculty and Academic Advising
The faculty members represent a second dimension
of academic advising. It is essential that literature

pertaining to their role in academic advising be included

in this study.

24

Moser and Moser (12, p. 281) indicated there are
many dimensions to the attitudes developed by faculty
members toward academic advising. They felt: (1) many
faculty members develop negative reactions to personnel
work; (2) faculty members may be reluctant to admit
they have little knowledge about tests, percentiles,
and graduation requirements; (3) advising responsibilities
may not be a spelled—out part of their contracts; (4)
many faculty members have no talent for counseling and
feel threatened by students; (5) faculty members may
soon become disenchanted if students do not respond
to their overtures; (6) faculty members are overworked
and may not have time for advising; and (7) most faculty
members do not receive acknowledgment for advising
responsibilities.

Kate Mueller (13, pp. 208—214) felt not all staff
should do advising, because: (1) advisees may not feel
confident with a particular faculty member; (2) some
faculty members may do a poor job which may be worse
than none at all; (3) listening first hand to advisees
may not be the best way for some faculty members; and
(4) some faculty members simply have no talent for advising.

Many faculty members and students would agree
with Mueller, but there have been many students and faculty
members who do not agree with her theory that advising
does not directly involve feelings and attitudes and

that "only in the counseling arena does the student

25

learn from the very process of the interview." (13, p. 211)
Mueller does state, however:

Faculty members are . . . the most conversant and

most sophisticated group in the college on the subject

of educational objectives, and they can become the

best interpreters to the students of academic goals

and procedures.

In all fairness to the faculty, it should be
noted that many of the "problems" they have in advising
may not be of their own making. For, in the 1971 Report
to the President of Michigan State University (14, pp. 28,
46—49) it was emphasized that increasingly heterogeneous
student populations, higher student-teacher ratios,
explosions of knowledge, and students' attitudes all
call for wider curriculum choices for students, less
rigid time requirements for courses and a wider variety
of types of instruction. It was also indicated in the
report that many of the same problems confronting the
university have adversely affected the quality and the
quantity of academic advising. But, while there was
a call for innovation and experimentation to offer a
wider variety of advising models, no recommendations
were made to first determine the perceived advising
needs of the student body.
The role of the faculty advisor was defined in

a report of the steering committee at Stanford University
in California (15, p. 19). The report indicated it was

the prime concern of an advisor to assist the advisee

in identifying his interests, abilities, and goals.

26
The advisor should then help the student in planning
a coherent education that capitalizes on the student's
interests, abilities, and strengths. The advisor should
not do all the planning for the advisee, but assist
him in his own planning.

Hardee (3, p. 41), in conversation with members
of the faculty at Michigan State University, found they
did feel the advisor could help students to perceive,

a little at a time, the main dimensions of their chosen
field of study; help students discover integrity in

their work; and even discover what it is about the student's
required courses that caused the faculty member to insist
upon them in the first instance.

Hardee also felt that too often the meetings between
advisory and advisee consisted of little more than a
confrontation over the enrollment card.

Many other authors indicated they share the same
perceptions as Hardee. These same authors are calling
for a renewal of the advising processes and more detailed
investigation into the elements that are essential for
a viable advising program.

Selected Perceptions of
Academic Advising

 

 

Part of the renewal process currently in the
forefront in education is the call for accountability.
One method being advocated for measuring the quality

of student advisement is student evaluation of their

27
faculty advisors. Faculty members may feel threatened
by such a "direct" measure of their performance, but
Grigg and Goodstein (16, p. 31) feel that college students
may function as independent observers and are capable
of evaluating some aspects of the advisor's performance:
What exists here is a pool of independent observers
of fairly well-delineated job performance, namely
a counselor as he goes about his assignment of entering
into rapport with others.

Morison (17, p. 86) reinforced Grigg's and

Goostein's feelings in his book entitled Students and

 

Decision Making. He felt it was essential to include

 

students in the university decision-making process.
Morison believed that the minority of students interested
in taking an active role in the university decision
making must be allowed to do so:

Students can contribute to the making of better
decisions by adding another perspective into the
decision process--the perspective of those who feel
the effects of many university policies.

In conjunction with student involvement in the
advising process, many authors were also concerned about
the involvement of the faculty.

McKinney (18, p. 304) pointed out that many of
the faculty members have the capacity to understand

individuals in difficulty. He also felt many faculty

members could accept students at their present level

of growth, encourage them patiently, and Support them

28
while they are resolving their troubles. Effectively,
faculty members may find themselves in the role of an
advisor without consciously planning to perform advisory
tasks.
McKinney (18, p. 305) presented a very optimistic
View as to the ability of faculty members in handling
the academic advising responsibilities:
They are not amateurs dabbling in the technical
phases of counseling, venturing beyond the limits
of their competence and training. They are, rather,
understanding older persons who are attempting to
provide for their students a relationship that even
a better-trained but less personable counselor could
not always give.
Not all faculty members have either the talents
or charisma as described by McKinney. Hardee (3, p. 10)
indicated there are those members of a faculty whose
actions tend to give testimony to many of the criticisms
voiced by students speaking of their past experiences
with advisors. Hardee, seemingly with tongue in cheek,
almost too accurately stereotyped many advisors:
The automat stereotype. This is the common
"slip a coin in and get a schedule out" process
wherein the student and advisor interact solely

in a mechanical process of working out a program
suitable for a given period of registration.

 

The thousand—mile checkup. This stereotype
is one that conceives of the advisor as active in
arranging a program of courses and subsequently
checking a month or six weeks thereafter to see
how the program has worked. This and a little more!

 

The patch-after-crash stereotype. In this
role, the faculty advisor is galvanized into action
at moments of crisis.

 

29

The malevolent benevolency. . . . the faculty
advisor as mother hen, with a wingspread like that
of an eagle, hovering over the student by day and
by night—-protecting, preventing, and paternalizing.

 

Fortunately, not all advisors may be so stereotyped;
and many authors, Hardee included, felt viable advising
programs need not be catch-as-catch—can types of activities.

Borland (19, pp. 213-215) presented five principles
of effective faculty advising systems:

1) Faculty advising should be limited to career
and educational development aspects.

2) Academic advising represents the marshalling
of a range of experiences which aid in meeting
students' educational or occupational objectives.

3) Responsibility for the outcomes of the academic
advising system must be shared by all of its
participants.

4) Student personnel staffs represent the main
institutional expertise to facilitate a truly
individualized faculty academic advising system.

5) The individual student must become an active
participant in the curricular process.

This study was directed primarily toward Borland's
fifth principle of effective faculty advising systems.
From beginning to end, an attempt has been made to directly

utilize the inputs of college students.

Summary

In reviewing the literature, one of the most
difficult problems to overcome was that of determining
the descriptors most useful in selecting appropriate
and meaningful writings and research. It was found that

the descriptors faculty advising, advising, guidance,

30
counseling, higher education, student personnel services,
college teaching, and students' needs were most valuable.

Confusion in terminology seemed to be a relatively
minor problem when it was accepted simply as a state
of confusion, and the literature was carefully examined.
When the chaff was separated from the wheat, it was
fairly evident the underlying theme was relatively uniform;
namely, assisting students with problems encountered
in adjusting to their educational environment and pursuits.

Studies dealing with the perceptions of students
and their advising pointed out that all students seemingly
shared a need to have some person from whom they could
seek assistance with a multitude of problems related
both directly and indirectly to their educational pursuits.
There seemed to be as many individualized needs as there
were students. Regardless of the means used to categorize
groups, it was very difficult to find a program of advising
that was geared to meet all the needs of any one group
of students. The only study found that was able to statisti—
cally point out unique differences in advising needs
of students was conducted by DeLisle.

When students' advising needs were grouped according
to the students' respective college affiliations, significant
differences were in evidence. DeLisle did not proceed
with what seemingly would be the next logical step,

that of developing models based upon those differences.

31

Ample evidence also was found in the literature
indicating students are desirous of relevant advising
programs, but little hard research has been geared specific-
ally toward designing and testing such programs. It
would seem there has been more time spent in "armchair
speculation."

Speculation of this type seemed to be present
in the literature written about the faculty and academic
advising. Many authors were quick to point out the
shortcomings of faculty members and their roles in advising,
and in the following chapter or paragraph they would
speculate on the qualities and functions of faculty
members in their advising role. There was evidence
of many steering committees, task forces, and other
types of forces being brought to play in an attempt
to determine what elements might be used to construct
a framework for advising that would be more responsive
to students' advising needs. Models that have been
developed, though few in number, seemed to be as varied
as the universities, colleges, and departments that devel-
oped them. Follow—up studies of these models were not
evident.

Writings on academic advising seemed to be advocating
immediate research be conducted and that action be taken
to determine both students' advising needs and the role
to be assumed by the various segments of the university

in meeting those needs.

32
Regardless of differences of opinions on the
part of students and faculty, it was evident from the
literature that advising is a crucial element in a student's
college career. Hardee (20, p. 14) states this quite
aptly:
With the contention that teachers are an important
"agent" in the coordination of academic programs
of student personnel work
With the repeated observation that the task
of advising—counseling students is one of "coordina-

tion" of the efforts of many who assist students

With the belief that not all faculty advising
is worth its salt in time and money expended

I affirm, none-the-less, that faculty advising
ought to be initiated if it is lacking and given
professional blood plasma if it is about to expire.

And, finally, I observe that the liberal arts
college has the best of all climates for expressing
the concern of educators for students, and consequently,
for implementing this task in ways that have not
yet been tried.

The present study was designed to deal with academic
advising in ”one of those ways that has not yet been
tried."

The procedures used to determine the perceived
advising needs of the students surveyed in this study
are identified in chapter 3.

There is a critical need for some hard-nosed
research aimed at answering the question of what
academic advisement method enables students to receive

the best possible information on which they can base
decisions concerning course selection. (21, p. 12)

33

References

 

1.

10.

11.

"Faculty Advisor Counseling Manual." Harcum Junior
College; Bryn Mawr, Pa., 1967.

Shelton, Joe B. "A Comparison of Faculty Advising
and Academic Advising by Professional Counselors."
Final Report: Johnson Community College; Shawnee
Mission, Kansas. Washington, D.C.: Bureau of
Research, DHEW, February, 1972.

Hardee, Melvene. D. "Faculty Advising in Colleges
and Universities." Student Personnel Series
521.2: American College Personnel Association,
Division of the American Personnel and Guidance
Association, Washington, D.C., 1970.

 

Demos, George D., and Swan, Robert J. "The Psycho—
logical Counseling Center--A Point of View."
In The Counselinngenter 12 Higher Education,
ed. by Phillip J. Gallagher and George D. Demos,
Springfield, 111.: Charles C. Thomas, 1970.

 

 

 

Witters, Lee A., and Miller, Harry G. "College
Advising: An Analysis of Advisor-Advisee Roles."
Journal 9: Student Personnel Association for
Teacher Education. Vol. 9, No. 2, winter 1971.

 

 

Morrison, Jack R. "Advising the Freshman Teacher
Education Major.” Journal 93 Student Personnel
Association for Teacher Education. Vol. 6, No. 2,
Winter, 1968.

 

 

Gaus, John M. "A First View: The University Approach."
In Joseph E. McLean, The Public Service and Univer—
sity Education. Princeton, N.J.: Princeton
University Press, 1949.

 

 

DeLisle, Frances H. "A Study of Undergraduate
Academic Advising.” Office of Institutional Research:
Michigan State University; May, 1965.

DeLisle, Frances H. "Undergraduate Students Speak
Out on Academic Advising." Office of Institutional
Research: Michigan State University; May, 1965.

Friedenberg, E. Z. ”The Measurement of Student
Conceptions of the Role of a College Advisory
System." Educational and Psychological Measurement,
Vol. 10 (1950).

 

Kiell, N. "Freshman Evaluation of Faculty Counselors."
Personnel and Guidance Journal, Vol. 35 (1957).

 

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

34

Moser, Leslie E., and Moser, Ruth. Counseling
and Guidance: AA Exploration. Englewood Cliffs,
N.J.: Prentice-Hall Inc., 1963.

 

 

 

Mueller, Kate. Student Personnel Work 12 Higher
Education. Boston: Houghton Mifflin Company,
1961.

 

 

"Admissions and Student Body Composition." 2A3
Report 39 the President; NCATE Team Report.
Dr. Kenneth E. Anderson (Chairman), Michigan State
University; March, 1971.

 

"Advising & Counseling." The Study 9; Education
E3 Stanford, Report £9 the University. Stanford
University, California; January, 1969.

 

 

 

 

Grigg, Austin E., and Goodstein, Leonard D. ”The
Use of Clients as Judges of the Counselors Perform—
ance." Journal 9; Counselinngsychology, 4:1957.

 

Morison, Robert. Students and Decision Making.
Washington, D.C.: Public Affairs Press, 1970.

 

McKinney, Fred. Counseling for Personal Adjustment
l2 Schools and Colleges. Boston: Houghton Mifflin
Co., 1958.

 

 

Borland, David T. "Curricular Planning Through
Creative Academic Advising." National Association
9f Student Personnel Administrators Journal, Vol. 10,
No. 3, January, 1973.

 

 

Hardee, Melvene Draheim. "The Counseling and Advising
Process: Its Many Facets and Applications in
the Liberal Arts Colleges." Unpublished Presentation.
Wheeling College; Wheeling, West Virginia. June,
1967.

Jones, Tyman. "The Counselor and His Role.” Junior
College Journal. 40:1970.

 

CHAPTER III

DESIGN OF THE STUDY

The design of this study was somewhat unique
in that the instrument used in the survey contained
a relatively large number of items contributed by students,
as opposed to previous studies that leaned heavily on
past research done by personnel from the fields of academic
advising, guidance, and counseling.

The heavy dependence on student input in the
construction of the survey instrument was felt to be
very necessary if the concern for students' needs was

to be consistent throughout the entire study.

Selection of Samples

 

The population from which the samples were taken
consisted of the junior and senior education majors
in the fields of elementary education, history and social
studies, industrial arts, music, special education,
and speech and dramatic arts; at Eastern Michigan Univer—
sity.

Although Eastern Michigan University is a multi—
purpose state university, its primary speciality--

historically--has been teacher education. All the students

35

36
included in this study were working on a bachelor's
degree in the field of education.

The samples were a result of the natural ordering
of the population. They consisted of students enrolled
during fall and winter terms, 1973-1974, in what are
more commonly referred to as "methods" or "teaching
of" classes offered by each of the respective departments.

Age, grade point, ethnic background, and other
individual differences were not controlled variables.

It was felt that each of these was of sufficient complexity
to merit having separate research studies conducted,

if they are considered to be of importance in the advising
programs. In this study, they were not considered to

be of sufficient importance.

It was the intent of this study to treat the
advising needs of the students from the same basic perspec-
tive that is used daily by advisors, counselors, faculty
members, department heads, and other university personnel;
namely, identification of students by their majors.
Therefore, the hypotheses in this study were directed
toward the study of differences in perceived advising
needs, using only the majors of the students as an independent

variable.

Assumptions

 

The following assumptions have been used in guiding

the development of this study:

37
1. Academic advising is a necessary and productive
function of the university.
2. Academic advising is, and shall remain, a
function separate from guidance and counseling.
3. The expressed perceptions of students have
a high level of validity in terms of reflecting
their real needs.
4. The samples used in this study are representative

of the population.

Limitation

 

The functions of academic advising used in the
survey instrument were determined by the students included
in the study. Therefore, this study reflected the needs
of only these students, at this university, at this

specific time.

Procedures

 

Three steps were necessary to determine the perceived
advising needs of the students within the six majors:
(1) an interview schedule was constructed to determine
the students' present perceptions of the parameters
of academic advising; (2) the results obtained through
the use of the interview schedule were used in the drafting
of a survey instrument; and (3) the survey instrument
was administered to the samples, the results tabulated

and analyzed.

38

The interview schedule was constructed through
the utilization of statements gleaned from reviewing
literature written on academic advising, guidance, and
counseling. The statements were grouped into three
main headings: (1) basic functions of advisors, (2) basic
attributes of advisors, and (3) basic mechanics of advising.
Students from the population, but outside the samples,
were scheduled for interviews. In the interviews, students
were asked to verbally express their feelings about
each statement on the interview schedule. Specifically,
the students expressed their agreement or disagreement
with the functions and attributes of advisors, and with
the basic mechanics of advising. The interviewer assumed
a neutral position and served as a recorder. At times
the interviewer found it necessary to clarify particular
statements. After completing the interview schedule,
the students were asked to volunteer any of their perceptions
of advising that extended beyond the interview schedule.
These perceptions were also recorded. In analyzing
the results of the interviews, those responses considered
unique to the majors of the students--and that extended
beyond the interview schedule--were noted for later
inclusion in the drafting of the survey instrument.
Both, the statements included in the interview schedule
and the responses of the students interviewed, were

utilized in drafting the survey instrument.

39

The resulting survey instrument was similar in
appearance to a Likert—type scale. However, after consul-
tation with several research personnel, chi square was
determined to be the most appropriate measurement of
the discrepancies between whatare later referred to
as observed and expected frequencies. Content validity
of the survey instrument was obtained through a pilot
test using two groups of students, again taken from
outside the sample but within the population. These
students were used to evaluate the extent to which each
item on the instrument appeared to measure the perceived
advising needs of students. After administering the
pilot test, those statements on the instrument which
the students deemed to have relatively high content
validity were retained for use in the final survey instru—
ment, and those statements with low content validity
were either restated to raise their validity or removed
entirely from the instrument.

The last step was to administer the revised survey
instrument, appendix A, to the six samples and collect

the data.

Research Design

 

Because this study primarily involved the collection
of data for the purpose of describing the existing perceived
advising needs of students, it was basically descriptive

in nature. The statistical aspect of this study involved

40

the determination of the levels of significance between

the perceived advising needs of students within one

major as compared with the perceived needs of the sum

total of the majors. It is for this portion of this

study that a chi-square test was used.

Testable Hypotheses

 

The hypotheses for this study were derived from

reviewing the literature and have been stated below

in testable form:

1.

Junior- and senior-level college students
majoring in the fields of elementary education,
history and social studies, industrial arts,
music, special education, and speech and
dramatic arts have perceived advising needs
that may be differentiated from the sum total
of the needs of the students, when the students'
respective majors are used as the variable.
Separate advising models are required for

each of the six majors listed in hypothesis 1,
with each model being dependent upon both

the similarities and the differences of the
perceived advising needs of the students

within those majors.

Procedures for

 

Analysis of Data

 

The analysis of the data resulted in a computer

printout for each of the items on the instrument. Items

 

41

1, 2, and 3 on the survey instrument were designed to
obtain the descriptive information about the students.
Those three items requested that the student indicate
his major and class level. Therefore, in chapter 4,
the analysis of the data reflects a renumbering of the
items; and table 1 actually begins with "item" or ques—
tion 3 of the survey instrument.

The majors of the samples were assigned numbers
one through six, and the response options were assigned
numbers one through four. A sample of resulting computer

printout format is presented below.

ITEM 1
1 2 3 4 Total
F(¢) F(E) F(¢) F(E) F(¢) F(E) F(¢) F(E) Freq. ChiZ
1 13 9.9 7 8.9 1 - 2.7 1 1.4 22 2.27
2 11 9.9 7 7.3 2 2.4 9 1.3 29 1.82
3 14 13.9 8 19.6 3 3.5 4 1.9 29 3.22
4 9 9.4 8 7.7 3 2.6 1 1.3 21 9.21
5 3 9.9 9 7.3 6 2.4 2 1.3 29 19.95
6 13 12.6 12 19.2 2 3.4 1 1.8 28 1.26
Total 63 .459 51 .364 17 .121 9 .964 149

F(9) represented observed frequencies and F(E)
indicated expected frequencies. The six rows represented
the majors, and the four columns represented the response
options. The observed frequencies of each column were

totaled and converted to reflect a percentage of the

42
total sample. The expected frequencies for each cell
were calculated by multiplying the column percentage
by the row total.

Chi-square values were determined by squaring
the difference between the observed and expected frequencies
of each cell and dividing by the expected frequency.

The chi-square values were then totaled for each major.
(1, pp. 212-213)

The .05 level of significance was considered
minimal for acceptance of the hypotheses. The .05 level
of significance required a chi-square value of 7.81,
based upon three degrees of freedom on items 4 through 29.
A chi-square value of 5.99, was required on item 31, based
on two degrees of freedom. Item thirty, based on one

degree of freedom, required a chi—square value of 3.84.

Summary

The problems in this study were first to determine
how significantly the majors of students influence their
perceived advising needs and secondly to develop a model
for academic advising, using the industrial-arts majors
as an example.

The design of the study required the cooperation
of the chairmen of the six departments. This was obtained
with the assistance of the vice-president of instruction

at Eastern Michigan University. (See appendix B, p. 151.)

43

An interview schedule was drafted, utilizing
information about academic advising, and guidance and
counseling, that was taken from the literature. Students
within the departments were then contacted and interviewed
to determine their perceptions of advising. The results
of the interviews and statements taken from reviewing
the literature were used in drafting a survey instrument
suitable for pilot testing.

The survey instrument was then pilot tested for
content validity, modified, and reconstructed. The students
involved in the pilot test were within the population
but outside the samples to be later used in the study.

The final survey instrument was then administered to

the six samples taken from the population, and their
perceived advising needs were collected. The data were
then analyzed by using a chi-square test for determining
the significance levels and have been presented in

chapter 4.

Reference

 

1. Blalock, Hubert M., Jr. Social Statistics. New
York: McGraw-Hill Book Company, 1960.

 

CHAPTER IV

ANALYSIS OF RESULTS

Because of the importance of the expressed perceived
advising needs of the samples to this study, the data

have been presented in this chapter in their entirety.

Hypothesis I

 

Junior- and senior-level college students majoring
in the fields of elementary education, history

and social studies, industrial arts, music, special
education, and speech and dramatic arts have
perceived advising needs that may be differentiated
from the sum total of the needs of samples, when
the students' respective majors are used as the
variable.

Hypothesis II

 

Separate advising models are required for each

of the six majors included in this study, with

each model being dependent upon both the similarities
and the differences of the perceived advising

needs of the students within those majors.

Statements of Significance

 

'At the .05 level of significance it was not possible
to accept either hypothesis 1 or hypothesis 2. The
null of each hypothesis must be accepted because each
was written to be inclusive of all six samples. However,
on four of the items in the survey instrument there

were significant differences at the .05 level. Two

44

45
of these differences were from the history-and—social-

studies sample, and two were from the music sample.

Data

 

The data were collected from a total of 140 junior-
and senior-level college students majoring in education
at Eastern Michigan University. From the Department
of Elementary Education, there were sixteen juniors
and six seniors. The Department of History and Social
Studies was represented by six juniors and fourteen
seniors. In the Department of Industrial Education,
there were eight juniors and twenty—one seniors involved
in the study; and the Department of Music was represented
by sixteen juniors and four seniors. Special education
had sixteen juniors and five seniors. There were nine
juniors and nineteen seniors from speech and dramatic
arts.

In the following presentation of the data, "%"
represents the per cent of the observed frequencies,
and ”F0" represents the observed frequencies. "FE"
indicates the expected frequencies. In the "total"
row at the bottom of the table, the sum total of the
samples responding to each option and the percentages
of those totals have been tabulated and presented.

The majors of the samples have been abbreviated due
to the methods employed in constructing the tables.

The only two abbreviations needing explanation are

46
"Hist. 8.8.," which stands for history and social studies,
and "Spch. D.A.," which indicates the speech-and—dramatic-
arts majors.

Included, in addition to the graphic presentation
of the data, is a written analysis. The analysis is
centered around (1) the total observed frequency of
responses from each sample, expressed in percentages,
that indicated either agreement or disagreement with
each item; and (2) statements concerning the significance
levels of the responses by the samples. Percentages
were rounded off to the nearest per cent.

Item 1: Perceived Advisor's

Role in Clarifying Relation-

ships Between Students' Basic
Studies and Their Major

Statement: You are having difficulty understanding

the relationship of your first two years of college

classes to your declared major;

It is the responsibility of your advisor to be
able to clarify that relationship for you.

 

 

 

 

It was indicated by 81 per cent of the total
sample that an advisor does have the responsibility
of clarifying the relationship of the first two years
of a student's studies to his major field. Nineteen
per cent of the total sample did not feel this was an
advisor's responsibility.

While five groups of majors agreed at the 76-
per-cent level, or above, only 60 per cent of the music

majors indicated they agreed with the statement.

47

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48
The relatively low percentage of agreement of
the music majors was determined to be significant at

the .05 level.

Item 2: Perceived Advisor's
Role in Assisting Advisees
With Long-Range Course Planning

Statement: In planning your schedule of courses,
you tend to think only about those courses required
for the degree;

It is the responsibility Lf your advisor L0 be
able Lo clarify that relationship for you—

 

 

The majority of the total sample (86 per cent)
felt that their advisors should discuss with them both
long—range and immediate goals, when planning course
schedules. This seemed to be a relatively high percentage.

The major with the lowest percentage, 70 per
cent, was music; and the major with the highest percentage
in agreement with this need was speech and dramatic
arts with 97 per cent.

There were no significant differences found at
the .05 level between the majors, when compared to the
responses of the total sample.

Item 3: Perceived Advisor's
Role in Helping Students With
In-Depth Exploration of Their
Major Field

Statement: You are concerned about exploring
your major field in much greater depth;

Your advisor should be able Lo inteppret the
printed information, refer you Lo other advisory

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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51

personnel, and recommend extra-class activities
g1 part—time work experiences £9_assist you in
your exploration.

 

 

 

 

 

In response to this statement, 94 per cent of
the total sample were in agreement. There was a relatively
strong feeling that an advisor should be able to provide
guidance in finding experiences that will allow students
to obtain more in-depth experiences within their major
field.
The major with the lowest percentage of agreement
to this need was speech and dramatic arts, with 86 per
cent. Both history—and-social—studies and special-education
majors were in 100-per-cent agreement with the statement.
There were no significant differences found at
the .05 level for this statement.
Item 4: Perceived Advisor's
Role in Assisting Students in
Resolving Concerns About Their
Studies
Statement: .It is sometimes difficult for you
to approach certain members of the faculty and
other university personnel with concerns you
may have about your studies;
It is the responsibility of your advisor to coordinate
your *educational experiences, working in the
company with the teachers, department head, and

others who observe or interact with you as to
assist you in resolving those concerns.

 

 

 

 

 

 

 

The samples were split in terms of how they felt
about the advisor acting as a coordinator between students
and other faculty in resolving concerns about their studies.
Of the total sample, 54 per cent were in agreement with

the statement, and 46 per cent disagreed.

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3 Manda

53

Both music and history-and-social—studies majors
disagreed with the statement at a level of 60 per cent.
The range of agreement with the statement was from 54
per cent, speech and dramatic arts, to 64 per cent in
the elementary—education majors.

The relatively large frequency of responses of
the history-and-social-studies majors indicating only
mild disagreement with the statement, when compared
to the expected frequency, led to their responses being
significantly different at the .05 level.

Item 5: Perceived Advisor's
Role as a Personal Friend

Statement: You are seeking someone on the faculty

to take a personal interest in you as a student

and as a person;

An advisor should he that kind of person.

 

 

There was relatively strong (86 per cent) agreement
in total sample that an advisor should become interested
in the students—-not only as students, but also as persons.

The percentage of agreement ranged from 80 per
cent for the music majors to 91 per cent for the special-
education majors.

There were no significant differences between
the responses of the individual majors, when compared

to the total sample, at the .05 level.

54

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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55

Item 6: Perceived Advisor's
Role in Providing Philosophical
Bases for General Education.

Statement: You have had many philosophical discus-
sions with friends concerning education, its
means and ends;

Your advisor should be able to provide philosophical
bases for your liberal or general education.

 

 

 

 

 

Within the total sample, there were 62 per cent
of the respondents who were in agreement with this statement.
The students did feel that an advisor should be able
to provide some philosophical bases for liberal or general
education programs.

One major, special education, was not in agreement
with the other five majors. Only 48 per cent of the
special education majors felt this was the responsibility
of an advisor.

The range of those majors in agreement with the
statement was from 58 per cent for history and social
studies to 69 per cent for industrial—arts majors.

There were no significant differences found for
this statement at the .05 level.

Item 7: Perceived Advisor's
Role in Explaining Admissions
and Retention Requirements to

an Advisee

Statement: You are considering transferring
to this university at the junior level;

Your advisor should be able to explain the admis-
sions and retention requirements of the university.

 

 

 

 

 

 

 

 

 

 

 

 

56

 

 

 

 

 

 

 

 

 

 

 

 

 

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58
There was 91 per cent agreement of the total
sample on this statement. The vast majority of the
sample did feel that an advisor should be knowledgeable
of admission and retention requirements of the university,
and be able to explain those requirements to his advisees.
While the percentage of agreement for five of
the_majors ranged from 89 per cent for speech-and-dramatic—
arts majors to 96 per cent for elementary education,
the percentage of the music majors in agreement with
this statement was only 75.
The relatively low percentage of music majors
in agreement with this statement was significant at
the .05 level.
Item 8: Perceived Advisor's
Role in Describing the Content
of Various Courses
Statement: A friend has recommended a particular
course to you and you are still not sure of what
the objectives of the course are, or what is

covered in terms of content;

Your advisor should be able to provide such course
descriptions.

 

 

 

The majority (80 per cent) of the total sample
was in agreement with this statement and felt that the
advisor should be able to provide descriptions of courses,
in terms of their objectives and content.

However, when analyzing the responses of the
individual majors, there was quite a spread in terms

of concensus. The range was from 60 per cent of the

59

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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60
music majors to 95 per cent of the special—education
majors.

There were not sufficient differences between
any major and the total sample to be significant at
the .05 level.

Item 9: Perceived Advisor's
Role in the Utilization of
High School and College Test

Scores

Statement: Your high school and college test
scores are on file at the university;

Your advisor should utilize those scores in'helping
you plan your schedule.

 

 

 

 

The total sample was split in students' responses
to this statement. A total of 54 percent was in agreement,
and 46 per cent disagreed with the statement.

The range of the majors agreeing that high school
and college test scores should be used in scheduling
was from 55 per cent in industrial arts to 62 per cent
in special education.

Speech—and-dramatic-arts majors indicated a rela-
tively strong (68 per cent) disagreement with the statement.
This may be attributed to the relatively high observed
frequency on the mildly-disagree response as contrasted
with the expected frequency. However, the disagreement

of this major was not significant at the .05 level.

 

 

 

 

 

 

 

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62

Item 10: Perceived Advisor's
Role in Providing Scheduling
and Registration Procedures

Statement: Winter term registration is approaching
and you shall be enrolling for your courses;

Your advisor should provide you with the procedures
for scheduling and registration.

 

 

Of the total sample, 76 per cent felt that being
able to provide information regarding scheduling and
registration was a function of the advisor.

The special education majors had the lowest agreement
(65 per cent) on this advising function, and elementary—
education majors had the highest agreement at 86 per
cent.

There were no significant differences at the
.05 level on this statement when the responses of the
individual samples were compared to the sum total of
the responses.

Item 11: Perceived Advisor's
Role in Providing the Procedures
for Dropping and Adding Courses
Statement: Winter term began a week ago and
you feel it is necessary for you to drop Fishology

231;

Procedures for dropping and adding courses should
be provided by your advisor.

 

 

The responses of the total sample indicated that
73 per cent felt that an advisor should be able to provide

the procedures for dropping and adding courses.

63

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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ON.N NN H.2N m.H m n.0H :.m : N.ma N.mN N.N e N.0N N.:H we N.mn m mwmw
0N.m 0N 0.0m o.H N 0.0H N.m : o.ON o.ON m.m N o.oa m.m NH 0.00 W “WWW:

. n
HN.H NN o.mH H.H o 0.0 H.: m o.na n.6m 0.0 N m.am m.o~ NH n.3m w .mwmw
Nan om . m mm om m _ mm om m m mm om x mm om m m Nana»
Hopoa HmuOH omamwmdo oohmmmda Houoa moum< ovum<
paw Nflmcoapm NHeHNa paw NHeHNN NHmcouum

 

 

 

 

 

 

 

 

mmmpomoomm 20He<mamHomm nz<

UZHADQmmom ozHQH>omm 2H onm m.momH>Q< Qm>Hmommm

oH.mNm4a

64

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

w 8H we... Na u HH No.3 .... 8 NAN NEH u S fish n a ”Maw
Hm.o mN m.mN N.N m N.oH m.m m N.NH :.HN m.m M a H.Nm o.HH HH N.Nm Hmwmm
mm.o 0N o.mN o.H N o.OH N.N m o.mH o.mN w.w W N 0.0: N.N N o.mm wwmwm
mo.m HN w.wN N.H m n.3H 0.: n m.:H a.HN N.N m 0H o.N: N.N m .N.mN ”Mmmw

mm.o mN m.oN m.N H :.m m.n m m N.NH N.NN N.N HH N.Nm m.HH NH :.H: mwmw
om.m NH 3.6N m.H H m.m w.m : H.HN N.NN m.w m N.mH :.N HH N.Nn “meu
Nm.H HN s.nm N.H H N.: “0.: o o.NN N.No N.N o o.mN N.N m .H.mm ”msmm
: .p

NHno om m mm om x mm om m m mm cm x mm om_ m “cams

Honey HmnOH monmomHQ oohwmmHm Hmuoa oohm< oohm<
paw NkuoNpm NHeHHa paw NHUHHH Nkuoppm

 

 

 

 

 

 

 

 

 

 

mummboo UZHDQ< 024 02Hmmom0 mom
mmmDQmoomm mme UZHQH>omm 2H mgom m.momH>n< Qm>Hmommm

AH mumda

65
Industrial-arts majors were most in agreement
at 79 per cent, and elementary-education majors were

least (67 percent) in agreement with this statement.

Item 12: Perceived Advisor's
Role in Referring Students to
Special Services

Statement: Recently you have become concerned
about possibly having a hearing deficiency;

Your advisor should know how £2 refer you 22
§pecial services 92 campus that could assist

19.11-

A total of 67 per cent of the entire sample indicated
an advisor should be able to refer an advisee to the
special services available on campus.

Only 55 per cent of the history-and—social-studies
majors were in agreement with the statement. The major
most in agreement with the statement was elementary
education with an 82-per-cent response.

The relatively wide range of agreement between
the majors on this advising function was not significant

at the .05 level.

Item 13: Perceived Advisor's
Role in Explaining the Value of
Extra-Class Activities

Statement: In a week there is a field trip being
sponsored by your department and you are undecided
whether or not it is worth your time and effort

to participate;

Your advisor should bb able £2 assist you 32
your decision by explaining the relation bf extra-
class activities £2 your college experiences.

 

66

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0:H 0.00 N0.:H u 0N mm.NH u NN n.00 $0.00 u N: «N.Nm n 0: ,_ wwwwm
N0.H 0N N.mm 0.: m N.0H :.m N 0.mN n.:0 :.0 .N 0.mN N.N HH N.Nm “wwmm
00.0 0N 0.0: N.N : 0.0N 0.0 : 0.0N 0.00 N.0 W m 0.0N 0.0 N 0.0m wwmmm
0N.N HN 0.N: 0.0 N 0.0 H.: N m.mm N.Nm 0.N 0 0.0N 0.0 0 0.0N ”wwwm
0N.H 0N :.:N H.: : m.mH w.m m n.0H m.mN N.m NH :.H: m.m 0H m.:m M mwmw
00.N 0N 0.0: N.N m 0.0N 0.m : 0.0N 0.nm N.0 0 0.00 0.0 n 0.0N w “mwmm
0m.n NN N.0H H.n N H.0 N.: N H.N 0.H0 :.N HH 0.0m N.N N 0.Hm .W ”mwmw
NHno om a mm 0N N Na 0a m m mm 0N R MN 0N a W uonz
Hmuoa Houoe mohmmmHQ mohwmmHQ Hmuoa omum< mohm< E
:00 NHmaoNpm NHeHHz p00 NHeHHH Nchoupm fl

 

 

mmoH>mMm A<Hommm OH mazmnpam

oszmmmmm 2H mqom m.momH>Q< Qm>Hmommm

NH mamda

.E

TABLE 13
VALUE OF EXTRA-CLASS ACTIVITIES

PERCEIVED ADVISOR'S ROLE IN EXPLAINING

 

 

 

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68

It was found that the majority of the total sample,
56 per cent, agreed an advisor does bbb have the responsibil-
ity of trying to relate extra-class activities to an
advisee's college experiences.

Four majors; elementary education, history and
social studies, special education, and speech and dramatic
arts; all disagreed with the statement. The music majors
were split at 50 per cent and 50 per cent.

Although not significant at the .05 level, the
only major agreeing with that advising function was
industrial education at 54 per cent.

Item 14: Perceived Advisor's
Role in Assisting the High-Ability
Student

Statement: You are a high-ability student but
just not achieving in college;

Your advisor should be able to relate to you

and assist you 12 confronting the situation.

 

 

 

Of the total sample, 76 per cent felt that it
was the function of an advisor to be able to relate
to a high-ability student who is having difficulty achieving
in college and to assist him in confronting the situation.
All of the majors in the study were in agreement
with the statement. The range of agreement was from
68 per cent in industrial education to 82 per cent in
elementary education.
There were no significant differences at the
.05 level between the responses of any one major and

the responses of the total sample.

69

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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8H 0... H.: N.H H 0.N :.N m N.: 0.0N N.0H NH 0.? N.0H N 0.3 ““me
NH.H 0N. 0.0N 0.0 0 0.0 0.0 : 0.0N 0.00 0.N MN 0.m: 0.N N 0.00 , wmmmm
H0.0 HN 0.0N 0.0 H 0.: mH.: : 0.NH N.0N 0.0 m 0 H.00 0.0 0 :H.0n _ ”wmww
N0.H 0N N.Nm N.H H 0.0 .:.m w 0 .0.0N N.Nw N.0H _ 0 0.0N N.0H HH 0.00 WWW”

1 . H . -
00.0 0N 0.mN N.0 H 0.m N.N : .0.0N 0.0N 0.N m N 0.mm 0.N 0 0.0: W “wwwm
H0.: NN N.0H 0.0 N H.N mm.: N H.N 0.H0 :.0 0 N.NN :.0 NH m.:m m ”mmmm
NHno 0N m mm 0N w mm 0N m m mm 0N m mm mom; m M Nana:
Hmuoa Hmuma omHMMwHQ mwthme H8908 moam< oohm< m
_ nag Nngoupm pHuHHa psm NHeHHa Nchoaum l

 

 

 

 

 

 

azmnaam MBHAHm<Im0Hm mxe
quBmHmm< 2H mqom m.momH>Q< Qm>Hmommm

3H munda

70

Item 15: Perceived Advisor's
Role in Motivating the Border-
Line Student

Statement: You are a border-line achiever who
needs motivation;

Your advisor should b3 able £2 provide some bf
that motivation.

 

While there was a relatively wide spread in the
concensus of the majors, 64 per cent of the total sample
agreed an advisor should be able to provide some degree
of motivation to border-line achievers.

The major most in agreement with the statement
was elementary education with 82 per cent. The major
least in agreement with that advising function was speech
and dramatic arts with 54 per cent.

Even though there was a considerable latitude
in the percentages of the majors in agreement with the
statement, the differences were not significant at the
.05 level.

Item 16: Perceived Advisor's
Role in Assisting the Probationary
Student

Statement: You are a probationary student and

are facing possible expulsion if your grade point

does not rise to a 2.0 very soon;

Your advisor should relate 32 your situation
and assist you 1E resolving lb.

 

 

A considerable majority (86 per cent) of the
total sample determined it was a function of the advisor
to be able to relate to probationary students and assist

them in resolving their grade-point situations.

71

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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NN.N 0N :.0: N.N N N.0H N.N 0H N.Nn 0.0m N.HH_:H 0.0m N.0 H 0.N “mem
mN.0 0N. 0.N: m.H N 0.0H 0.0 N 0.NN 0.Nm N.N W0 0.0: N.: N 0.NH “mmmw
0H.0 HN H.NN N.H N N.N N.N 0 0.NN N.H0 N.N N N.N: N.: : .0.NH ”Mwmm
0N.N NN N.:N N.N N N.0 H.0 0 0.NN N.00 H.NH N 0.Hm 0.0 0H n.:m mwmm
N0.H NH 0.HN m.H H N.N N.N m N.0N :.00 N.N N 0.0N N.: 0 m.HN “WNW
. a
0N.N NN H.NH N.H H N.: N.0 N «.mH 0.H0 N.N HH 0.00 N.: N N.HN ”mwmm
NHno 0N m mm _ 0N N mm 0N._ m m mm 0N mm _0N_ m NoHNa
Hmuoa Hmuou mmHmeHQ mmnmmmHQ HMpoe mmam< ooum<
nmm NHmnoNpm NHuHHa psm NHuHHN NHmcoupm

 

 

 

 

 

 

 

 

 

Bzmobam mZHHtmmnmom Mme
ozHH<>Heoz 2H muom m.mOMH>Q< Dm>Hmommm

mH mamas

72

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

W0:H N.:H “H.N u 0H «H.N u 0H N30 N0.NN u :n N.H.N: u 00 “3.0a
1 Hmpow
NN.: 0N 0.NN 0.N m N.NH 0.N N H.N 0.NN 0.0H 0H N.NN N.0H HH N.NN .<.0
.noum
NN.N 0N 0.0N :.H H 0.N :.H N 0.NH 0.0N N.N 0 0.0m :.N 0H 0.0m W .onem
Oamzfl
I
Nm.0 HN N.:H N.H N N.N N.H H N.: 0.N0 H.N N N.N: N.N N N.N: “ .osmm
.omnm
0H.0 NN 0.NH H.N N N.0 H.N N N.0 N.00 N.HH NH :.H: N.NH NH N.:: _ mpg:
1 .Nu
_ .
N0.H 0N 0.0 :.H 0 0.0 .:.H H 0.N 0.0N N.N 0 0.0: :.N HH 0.nm m .m.m
. 1 .u Hm
N0.N NN N.: 0.H 0 0.0 0.H H N.: :.mN N.N N N.0: :.0H NH N.:m W .osem
_ .fimflm
NHgo 0N N :N 0N a ma cm a m mm 0N m w mm .0N“ u m “coma
HmuOH Hopow wohwomHQ mmhmmmun Hmuoa ooum< m wonm<
paw NHmmoN»m NHeHHz paw NHNHHN ” NHmcoupm

 

 

ezmaoem wx<ona<momm mme
OZHBmHmm< 2H maom m.momH>Q< Qm>Hmommm

Qfimumda

73
The major with the lowest agreement to the statement
was speech and dramatic arts with 75 per cent. Both
elementary—education and history-and-social—studies
majors indicated 95—per-cent agreement with the statement.
Significant differences at the .05 level between
any major and the total majors were not found.
Item 17: Perceived Advisor's
Responsibilities for Knowledge
of Local Agencies
Statement: You have a friend that is having
serious problems adapting to the college environ-
ment, to the point that you feel your friend

may be becoming mentally unbalanced;

Your advisor should have knowledge bf_local agencies
that are equipped £2 handle such situations.

 

 

 

 

The responses of the total sample indicated a
slight margin of agreement with this statement. A majority
of only 59 per cent of the sample felt that an advisor
should have knowledge of agencies dealing with mental
problems.

Speech-and—dramatic-arts majors had the least
agreement (54 per cent) with the statement, and the
elementary-education majors had the greatest (68 per
cent) agreement.

There were no significant differences at the
.05 level.

Item 18: Perceived Advisor's
Role in Assisting Students with
Their Personal Matters

Statement: You have recently had a serious disagree-
ment with your parents;

74

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

00H N.H: NH.0H n 0N NN.NN u NN N.00 NN.0N u 00 N0.NN u Hn mmwmm

NN.N 0N :.0: H.0 N N.0H 0.0 0H N.0N 0.00 H.0H ‘ N H.NN N.0 0 :.HN “Hum;

. (fa

NN.N 0N. 0.0: 0.N 0 0.00 0.: N 0.0H 0.00 N.N H N 0.0: 0.: N . 0.0H “Mmmm

NN.H 0N 0.0: 0.N : 0.0N _ 0.: m 0.0N 0.00 N.N 0 0.0N 0.: 0 0.00 ”wwmw
N . .

N0.H NN N.H: N.0 N H.:N _ N.0 m 0 N.NH 0.00 0.0H NH :.H: 0.0 n N.NH m wwww
w T

NN.0 NH N.N: :.N : H.HN :.: : H.HN N.Nm N.0 0 0.HN N.: 0 N.0N w “WNW:

i _ u

NN.N NN 0.Hm 0.: H 0.: H.0 0 N.NN N.00 0.0 N N.0: N.: W 0 N.NN.W ”wwwm

NHco 0N m mm on m _ 0N 0N u 0 mm 0N N mm mom 0 W “aqua
Houoa Hmuoe moumomHm moammeQ HmuOH omum< mohm< _
paw NHmmouum NHeHHz paw NHuHHN NHmuoupm .

 

 

 

 

 

 

 

 

 

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mom mmHeHHHmHmzommmm m.momH>o< Dm>Hmommm

NH mamde

.0
HI

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NS N.NN $0 a NN NN.0N u 0m n.0H N0.N u NH _ NN.0 u N :8
. _ Hague
00.H 0N N.NN 0.0H 0H 0.00 ”0.N 0H N.0N N.0H N.N m N H.N MN.H H _ 0.N .<.m
“ m _ .2000
00.0 0H N.NN N.0H NH N.00 m0.: W H 0.0 N.NN N.H _ : w N.NN flN.H m H w 0.0 .onum
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0N.N NH N.:m 0.0H NH N.N0 ”H.0 w : MH.HN 0.0H N.H m N.0H _ .H m 0 m 0.0 .oumm
m a m _ _ . OON‘W
0N.N NN N.NN 0.0H 0N 0.N0 ,N.N m 0 W N.0N N.0H N.N H :.N M .H _ N N.0 mun:
_ m m M . w 0 .8.”
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NN.H 0N 0.00 :.HH N _0.0: MN.0 0 0.0: 0.0H ” N.H M N 0.0H .N.H . H _ 0.0 .m.m:
m . m _ _ w _ .umHu
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::.0 HN N.0N .0.NH “ N ”N.N: 0.0 N N.NN N.NN * 0.N H 0.: w .H l : _ 0.NH .oswm
. _ _ m m M .u -m
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NHnom 0m 1 m m 0N _ 0m 0 1 mm 0N “ m m m mm 0N m _ MN wow“ m uona
#Hmuongmuow w moamm «D mmhmmNHQ HMuou omum< M omhm<
_ H 000 1 NHNNONpm .HeHHx paw NHuHHH w NHmuouu
mmNNNHE H<x00mmm «mea :NHx m02000Nm
ozHemHmm< 2H mHom m.momH>0< 0m>HmommN

wH and“.

 

 

I III. III-11.1.1 I I] r

76

Your advisor should bb able and willing £2 advise
you bb personal matters such as relations with
parents, dating, etc.

 

 

 

 

 

There was a relatively strong feeling (84 per
cent) expressed by the total sample that advisors do
not have the responsibility to become involved in the
personal matters of their advisees.
The major expressing the lowest disagreement
(72 per cent) with the statement was music. The highest
disagreement (90 per cent) was expressed by the industrial-
arts majors.
There were no significant differences at the
.05 level between the expected frequencies and observed
frequencies, when comparing the individual majors to
the sum total.
Item 19: Perceived Advisor's
Responsibility to Have Knowledge
of Campus Services
Statement: You are just arriving on campus and
are both married, and have need of financial
assistance. You have been registered and assigned
an advisor;
Your advisor should have knowledge of campus

services such EE married housing, financial aids,
etc.

 

 

 

 

 

The majority (77 per cent) of all the majors
in the study indicated an advisor should have at his
disposal, knowledge of campus services such as housing,
financial aids, etc., that may be of help to an advisee.
The .05 level of significance was not achieved

by any of the majors on this particular item.

77

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0:H N.NN N0.N u NH NN.:H u 0N N.NN NN.NN n NN NN.N: u N0 mmwwm
N0.N 0N N.NH :.N H 0.N 0.: : N.:H N.NN 0.N m NH N.N: 0.NH HH N.NN “mea
_ c
NN.N 0N. 0.0N N.H : 0.0N N.N N 0.0H 0.0N 0.0 W 0 _ 0.0: N.N 0 0.0N m wwwmm
N:.H HN N.NN N.H N N.:H 0.N : 0.NH N.00 N.N . N 0.NN :.0H N M N.N: m ”wme
H0.0 NN N.NH N.N N N.0 H.: N N.0H N.NN H.N 0 0.NN N.:H 0H N.NN W wwwm
;,-: 1 “ «.-
00.0 0N 0.0N N.H H 0.N N.N N 0.0N 0.0N 0.N H 0.N N.N . NH 0.00 W HmNmm
0N.H NN 0.NH N.H _ H N.: H.N N H.N N.00 H.0 N N.NN 0.0H” :H. 0.N0 m ”mwmw
N . r I
NHn0_ 0N H mm _ 0N N 0N 0N u m mm 0N H mm W0N_ m “ nonmx
flHmuom. Hmu09_ mmnwamHQ mmhwomHQ HmpoH moum< mmum< W
m n00 ” HHmcouum NHuHHx paw NHeHHH NHmconum m

 

 

 

 

 

mmoH>mmm mDmE<o mo mommakozx

m><w OB MBHHHmHmzommmm m.momH>Q< Qm>Hmommm

mH mumda

78

Item 20: Perceived Advisor's
Role in Interpreting the Role of
the University to Advisees

Statement: You are having difficulty understanding
why the university makes many decisions which
may be contrary to your beliefs;

Your advisor should bb able £2 interpret the
role bf the institution 22 its educational mission.

 

 

 

 

It was felt by the majority (73 per cent) of
the total sample that it was the role of an advisor
to be able to interpret the educational mission of the
institution to an advisee.

Speech and dramatic arts, the major with the
lowest (64 per cent) number in agreement, contrasted
sharply with the elementary majors in which 86 per cent
expressed agreement to this being a function of an advisor.

The history-and-social-studies majors responded
sharply enough on the strongly-agree side of the scale
to have established a significance level of .05 on this
item.

Item 21: Perceived Advisor's
Role in Explaining Decisions Made
by Administrators and Faculty

Statement: A certain department is presently

revising its course offerings and the degrees

it is going to grant;

Your advisor should be able to explain the role

bf the administrators: faculty, and subsequent
decisions made by them.

 

 

 

 

 

 

A total of 76 per cent of the entire sample felt

an advisor should be able to explain decisions made

79

Hm>oH 00. mg» pm chOHNHcNHm.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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N0.N 0N N.0N 0.N N H.N W0.0 0 0.0N N.:0 N.NH“ NH N.N: N.0 0 m :.HN m ”wwmm
N0.H 0N 0.0N N.H N 0.0H ”0.N N 0.0H 0.0N N.0 M 0H 0.00 N.0 : W 0.0N m wmmmm
:0.N HN :.NN 0.N H 0.: EN ”.0 0.0N 0.00 H.N 0H 0.N: N.0 m: No.2 1 ”WWW“
HH.N NN 0.NN N.N H :.N ”N.0 _ N @H.:N :.NN 0.NH :H N.N: 0.0 m N . H.:N m mwmm
$00.0 0N 0.0N N.H N 0.0H W0.N H 0.0 0.00 N.0 0 0.0N N.0 WHH 0.00 H Hmwmn
. u l ..
H:.0 NN _0.NH 0.N . m0.NH WN.N w 0 0.0 :.00 . 0.N . 0H 0.0: fl :.0 MN _ N.0: m ”mmmm
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NHn0w 0N m M mm W 0N N m 00 Wuwm m 0 mm _ ON 0 m0 W00H m H NoHuH
kuoyleuowm mm mm HQ oohmmmHn Hauou ooum< wmhw< _
_ 050 0 NH no 00 NHeHHx paw NHeHHa NHNLoNpm l

 

 

 

 

0N mumde

mmmmH>D< OB MBHmmm>HZD mxa mo mHom
mxe ozHBmmmmmHZH zH mqom m.mOMH>Q< Dm>Hmummm

8C)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

M 2: N.:N 1 NN.N u HH “3.3 n NN N.0N NN.NN a N0 NN.NN u N0 008
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N0.0 NN .N.NN M N.H N ”H.N M 0.N N 0.NH N.NN N.0 N 0.HN m N.0 m 0H 0.0: _ .ouum
W m l m _ l m m 0 . .LmHm
. w + d. . m . m “V . ”
NHsom 00 m m m 00 1 00 _ m m NN N m H mm 0 00 m _ m0 moN" m “ “0H0;
"wwwoumeuon moummmHm i omuwamHo Hmpoe moum< _ mmnm< .
w nan _, NngoNpm _ aHeHHz n00 NHvHHg " NHmnoNpm “

 

 

 

 

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wZOHmHowD oszH<mem 2H onm m.momH>Q< om>Hmommm

HN mamda

81

at the administrative level and the role that administrators
and faculty have in making those decisions.

Special-education majors had the fewest students
(71 per cent) in agreement to this function, and history-
and-social-studies majors expressed the most agreement
with 85 per cent.

There were no significant differences at the
.05 level when comparing the responses of each major
to the sum total responses.
Item 22: Perceived Advisor's
Responsibility for Having
Appreciations for Varying

Student Value Systems

Statement: An advisor recently observed an advisee
walking in a picket line;

Your advisor should have EB appreciation for
student likenesses and differences 12 terms bf
varying value systems.

 

 

 

 

In response to this function of advising, a total
of 77 per cent of the sample agreed that an advisor
should have an appreciation for the likenesses and dif-
ferences in students' value systems.

The history-and-social-studies majors were most
(90 per cent) in agreement with that statement. The
music majors were not as strongly in agreement, responding
at a 60-per-cent level.

Even with the relatively broad spread between

the majors in their agreement with this function of

82

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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83
advising, there was no significance established at the

.05 level.

Item 23: Perceived Advisor's
Attitudes Toward Advisees'
Goals of Change

Statement: You have developed what you feel

are very valid objectives to be achieved in your
profession after you graduate. Those objectives
involve a substantial amount of change and/or
reform;

Your advisor should have attitudes bf and apprecia-
tions for your goals 93 changing institutional
procedure, the societal structure, and your own
personal world.

 

 

 

 

 

 

 

 

Of the total sample, 73 per cent responded they
agree that advisors should be receptive to specific
goals advisees may have for changing their society and
their personal world.

The major indicating least (60 per cent) agreement
with that function of advisors was elementary education.
The history-and-social-studies majors had the highest
(84 per cent) agreement with that function.

There were no significant differences at the
.05 level.

Item 24: Perceived Advisor's
Attitudes Toward His Role in
the University

Statement: During a recent conference with your

advisor, you were quite surprised at his negative

attitude about education on the university level,

and his involvement in it;

Your advisor should have a positive attitude
toward his role 12 relation £9 the university.

 

 

 

 

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85

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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86

Seventy-eight per cent of the total sample was
in agreement with this statement. They felt that an
advisor should maintain a positive attitude toward his
role within the university.

However, there was a spread of over 34 per cent
between the majors. Special-education majors were the
major most (95 per cent) in agreement. Speech and dramatic
arts were the major least (61 per cent) in agreement.

Even with the broad spread between the majors,
there were no significant differences at the .05 level.
Item 25: Students' Perceptions
of Which Faculty Should Advise

Question: Which ONE of the following persons
should handle the advising of students?

(A) A nonteaching member of your major department
(B) A teaching member of your major department
(C) A person outside of your major department
(D) A person from general academic advising
Ninety-three percent of the total sample favored
a member within their major department for advising;
and of the 93 per cent, 63 per cent of the total felt
the advisor should also be a teacher.
In the elementary-education major, 46 per cent
favored a teaching member within their department; and
37 per cent preferred a nonteaching member for advisement.

The balance (18 per cent) favored a person from general

academic advising.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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88
Significance between the responses of any one
major and the total sample was not established at the

.05 level.

Item 26: Students' Perceptions of
Hours/Term Needed With an Advisor

Question: Expressed in hours per semester, how

much time do you feel you could productively

spend with an advisor?

(A) 0-1 hour

(B) 2—3 hours

(C) 4-5 hours

(D) Over 5 hours

Fifty-seven per cent of the total sample felt
they could productively spend two to three hours per
semester with an advisor. Adding those responding to
the zero-to-one-hour option, eighty-two per cent of
the total sample indicated between zero and three hours
could productively be utilized.

No significant differences were found for any
one major at the .05 level.

Item 27: Methods Preferred by
Students in Selecting Advisors

Question: After being on campus for a term,
should students be assigned to advisors rather
than being able to select their own advisor?

(A) Yes
(B) No

Sixty-four per cent of the total sample felt
they should be allowed to select their own advisors.
The industrial-arts majors had the strongest

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91

of these students indicating they should be able to
select their advisors. The least negative response
was within the music majors, and they were split 50
per cent and 50 per cent.

One student marking response "C," which was not
a valid Option on the instrument, caused the responses
of the elementary majors to be significant at the .05
level. This significance level was not considered valid
because one student in the elementary major represented
4.5 per cent of that major and was sufficient to create
the .05 level of significance.
Item 28: Methods Preferred by
Advisees in Scheduling Advising
Appointments

Statement: Advising appointments should be scheduled
by; (check only one)

(A) Advisors posting hours available, or
(B) Students contacting advisors to make appoint-
ments, or
(C) Both A and B
Eighty-six per cent of the total sample felt
that advisors should both post hours available for advising,
and also be willing to make appointments when contacted
by their advisees.
The major with the percentage lowest (76 per
cent) in agreement with option "C" was industrial arts.

The major most (100 per cent) in agreement with option

"C" was special education.

92

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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93
Again, as in table 27, an error in responding
to the instrument caused a significant differentiation
in the responses of the history-and-social-studies major.
This level of significance was not regarded as valid
because that single response was sufficiently divergent
with the responses of the total sample to create the

.05 level of significance.

Discussion

 

The discussion of the results of this study has
been presented separately from the data section of this
chapter. This discussion is centered around the surveyed
perceived advising needs of students and points out
major needs of students that should be considered in
designing academic advising models.

Relating the First Two Years
of College to One's Major

An editorial in the Eastern Echo (1, p. 2) contained

 

the following statement: ”Caution and planning in your
freshman and sophomore years will have saved you both
time and money by your senior year. . . ." In the edito—
rial it was advised that a student be sure his advisor
is someone he can trust and is knowledgeable in his
field of study.

The results of the present study showed that
81 per cent of the total sample were aware of the impor-

tance of having an advisor capable of clarifying and

94
explaining the relationships of a student's first two
years of college classes to his declared major. All

six majors in this study agreed with this need.

Planning Long-Range Objectives

In the same editorial previously cited (1, p. 2),
it was also stated that careful advisor selection will
provide "a better chance to find the job you want when
you graduate."

An advisor, as indicated by a majority (86 per
cent) of the total sample, and as viewed by the majority
of all six majors, does have the responsibility of being
able to discuss long-range goals as well as immediate
objectives.

In-Depth Exploration of
One's Major Field

A relatively important task of an advisor, as
perceived by 94 per cent of the total sample, is to
be able to provide guidance in finding experiences that
assist students in obtaining more in—depth experiences
within their major fields.

Advisors need to be able to interpret printed
information to advisees and also to refer them to other
necessary personnel.

The advisors also should be able to recommend
extra-class activities and assist advisees in finding

part-time work experiences.

95

This need by advisees means that an advisor must
be well versed in the total university operations.
Resolving Concerns About
One's Studies

A relatively low (54 per cent) portion of the
total sample felt advisors should function as what is
sometimes called an "ombudsman" and attempt to resolve
problems related to their classwork.

Both music and history—and-social—studies majors
were in disagreement with advisors performing that function.
An Advisor as a
Personal Friend

A conscientious effort must be made to make
the student feel his advisor, who may be his only
link with the administration, is capable, sincere,
and more than just someone who says ”yes" or "no"
or "let's check the catalog." (2, p. 58)

Eighty-six per cent of the total sample did feel
an advisor should take a personal interest in his ad-
visees. This percentage of agreement reinforces the
findings of DeLisle (2).

Providing Philosophical
Bases for General Education

Only 62 per cent of the respondents felt their
advisors should be able to provide philosophical bases
for liberal or general education programs. Special

education did not feel such discussions were an advisor's

responsibility. It would seem that students are more

H96

concerned about "getting through the system" than how
and why the system functions. -
Admissions and Retention
Requirements

The majority (91 per cent) of the sample did
feel an advisor should be able to explain admission
and retention requirements to students considering trans-
ferring into the university. All six majors were in
agreement with this function, although the percentage
in agreement in the music sample was only 75.

The high degree of interest in this function
of advising is possibly due to relatively larger numbers
of transfer students entering the universities each
year. It seems that articulation between many depart-
ments at Eastern Michigan University and the community
colleges is not as strong as it might be; and as a result,
many students become very concerned about not only the
admissions and retention requirements, but also about
the number of transfer credits that will be accepted.
Provision of Course
Descriptions

While 80 per cent of the total sample agreed
an advisor should be able to provide information about
course objectives and content, the range of the majors
in agreement was from 60 per cent of the music majors

to 94 per cent of the special~education majors.

97

Attributing to this relatively broad degree of
need may be the varying quantity and quality of the
written descriptions provided in the university catalog,
in the departmental brochures, and other printed mate-
rials provided for students.
Utilization of High School
and College Test Scores

In recent years there has been considerable dis-
cussion among student personnel workers, and students,
regarding the use of past achievement records. The
diversity of opinion on this matter is reflected in
the data collected in the present study. Fifty-four
per cent of the total sample felt that an advisor should
utilize students' past test scores in advising.

Variables affecting this division of opinion
may be the quality of the individual's scores, the rela-
tive weight those scores may carry, and the varying
degree to which students feel those scores should remain
confidential.

The fact that speech-and-dramatic-arts students
did not agree with the utilization of those scores may
indicate that if an effective advising program is to
be implemented, it is necessary to gain a true perspec—
tive of the perceived needs of the students within each

major.

98

Scheduling and Registration

It would seem, as indicated by 76 per cent of
the total sample, that one function of an advisor is
to provide advisees with the procedures for scheduling
and registration. Unfortunately, many advisors become
upset because they find themselves repeating informa-
tion that may already be printed in various college publica-
tions.

The data would suggest that many students simply
don't read as much as necessary. This does not, how—
ever, negate the fact that this perceived need of advisees

does exist.

Referral to Special Services

There was a relatively small margin (67 per cent)
of agreement on the question of referral to special
services. It is quite possible that since such a small
percentage of college students have a need for medical
treatment at the university, a proportionally small
percentage felt it was the function of an advisor to
refer students to special services on campus. Possibly
a greater number of students would have been in agree-
ment with this advisor function if more had experienced
needs related to these services.
Explaining the Value of
Extra-Class Activities

The only major that did feel it was the function

of an advisor to relate extra—class activities to a

99

student's college experiences was industrial arts.
The majority (56 per cent) of the total sample did not
feel this was a function of advising. The music majors
were split at 50 and 50 per cent.

It would seem the majority of the sample felt
either such an explanation was not necessary or they
could determine the value of such activities by themselves.
They also may have felt someone else could assist them
or they may not be sensitive to the potential of such
experiences.
Assistance in Academic
Achievement

The majority of the students sampled felt an
advisor should be of assistance in their academic achieve-
ments, whether it meant working with the high-ability
student having difficulty, the border-line student needing
motivation, or the probationary student trying to stay
in college.

Interestingly enough, while a majority was concerned
about the high-ability and the border-line student (76
per cent and 64 per cent, respectively); 86 per cent
of the sample favored the advisor working with the proba-
tionary student. One may only speculate as to the reason
why the differentiation between these three types of
students. It may be attributed to an outgrowth of a

cultural mos that seems to favor the "underdog." This

100

perceived need of the majority of the sample does have
implications for the preparation of potential advisors!
Advisor's Knowledge of
Local Agencies

It is quite probable that a relatively small
percentage of college students either have, or aware
they have, need of the various local agencies. This
was evident in the fact that only 59 per cent of the
sample felt an advisor should have referral knowledge
of agencies working with the mentally unbalanced.

It should be noted a majority (59 per cent) of
the students expressed this need. It could be of utmost
importance to those individual students confronted with

related problems.

Advisement on Personal Matters

The responses of the majority (84 per cent) of
the sample would indicate that Borland (3, p. 213) was
correct when he said, "Faculty advising should be limited
to career and educational development aspects." A large
percentage of the sample did not expect an advisor to
be able and willing to advise on personal matters, such
as relations with parents, dating, etc.

This should not be interpreted to mean that an
advisor may never be confronted with an advisee having
such a need. It only indicates that the majority of

the sample did not feel this was a function of an advisor.

101

Advisor's Knowledge of
Campus Services

When questioned about campus services, the majority
(77 per cent) indicated an advisor should have knowl—
edge of services such as married housing, financial
aids, and other like services of the university. This
need of students would suggest advisors be well informed
about the service aspects of the university.
Interpreting the Role
of the Institution

The results of the data in the present study
were consistent with the results of Friedenberg's study
(4, p. 547) done on academic advising:

Of particular interest was the extent to
which students conceived the Advisory System as
playing an important role in interpreting the pur-
poses and values of the University

With the exception of history-and-social-studies
majors, the total sample did feel that an advisor should
play a role in explaining the purposes of the university.

In light of the sharp criticism leveled at univer-
sities in the past few years, this perceived need throws
a heavy responsibility on academic advisors.

Explaining Decision Making by
Administrators and Faculty

While the history-and-social-studies majors did
not feel an advisor needed to interpret the role of
the institution, they did strongly feel advisors should

be able to explain decisions made at the administrative

102
level; and the role that administrators and faculty
have in making decisions.

The other five samples in the study were in agree—
ment with the history-and-social—studies majors in this
function of academic advising.

This need by advisees may place the advisors
in very difficult positions.

Appreciating the Various Value
Systems of Students

There was considerable latitude within individual
majors when the students were asked if an advisor should
have an appreciation for student likenesses and differences.
While the history-and-social-studies sample had 90-per—
cent agreement with this function, the music majors
had only 60-per-cent agreement. It would seem music
majors are less concerned than the history-and-social—
studies majors about this function of an advisor.

Advisor's Attitudes Toward
Advisee's Goals of Bringing
About Institutional Change

The history-and-social-studies majors, 84 per
cent, felt that an advisor should be appreciative of
an advisee's goals for change.

The other five majors were also in agreement
with this function of advising, although to lesser degrees.

The responses of the majority of the samples

indicated an advisor needs to be tolerant of differing

103

attitudes and relatively stable in his own value systems
and perceptions of change.
Advisor's Attitudes Toward
His Role in the University

All the majors, and 78 per cent of the total
sample, felt an advisor should maintain a positive attitude
toward his role within the university.

One may only speculate as to why the students
felt as they did. It may be an extension of the philoso-
phy of "If you can't stand the heat, get out of the
kitchen," or it may simply be that students want their
advisor to be a person who appears to be ”happy in his

work" and who could serve as a positive role model.

Who Should Advise

Eighty-nine per cent of the total sample felt
an advisor should be a faculty member from their major
department; and of the 89 per cent, 63 per cent felt
their advisor should also be a teacher.

The response of the majority of the sample indi-
cated agreement with Shelton's (5, p. 7) definition
of an advisor:

a member of the teaching faculty who, in addi—
tion to his classroom duties, is assigned the responsi—

bility of serving as academic advisor to a defined
number of students.

104

Hours Needed by an Advisee
With an Advisor

Fifty-seven per cent of the total sample indicated
they could productively spend 2-3 hours per semester
with an advisor.

Based upon an advising load of 30 advisees and
an average of 2.5 hours per advisee, per 18-week term,
an advisor would have advising responsibilities an average
of 4.2 hours per week. However, tradition would indicate
that seldom are advising appointments spread evenly
over the entire term. The most heavy periods of advising
usually fall immediately before the end of a term, when
students are registering for the following term, and

during the first few weeks in the beginning of a term.

Selection of Advisors
Discuss with student friends who have also
chosen the same field of study that you have to
find out who they would suggest as a good counselor.
Finally get that person's permission and get a request
for a change of advisor. (1, p. 2)

This advice in the Echo editorial seems to echo
the feelings of the majority (64 per cent) of the total
sample. With the exception of the music majors, who
were split 50-50 per cent, the students felt that they
should be allowed to select their own advisors.

This method of assignment of advisors does present
the obvious problem of dealing with advisor overloads.

one option might be to allow the students to indicate

first, second, and third choices.

105

Scheduling Advising
Appointments

A strong (86 per cent) majority of the total
sample felt appointments should be made with advisors
by both "signing up” under posted hours, and by contacting
the advisors in person for an appointment.

Flexibility of this nature implies that advisors
should feel a real concern for making themselves avail-
able for advising.

In DeLisle's study (2, p. 56), reference was
made to the availability of advisors:

What is needed is an academic advisory staff

. . who have the time to give careful attention
to the student.

Summary

When compared with the sum total responses of
all the samples, there were four statements on the instrument
to which the responses of a specific major were signifi—
cant at the .05 level. In only one instance was one
of the four significant responses in disagreement with
the other samples. This has been illustrated in table 29,
on page 107, in which the level of disagreement of the
history-and-social-studies majors was significant at
the .05 level. The history-and-social-studies majors
did not feel an advisor need serve as a go-between for

a student having problems with his studies.

106

On the three other items in which there were
significant levels at .05 or above, the majors having
those levels of significance were in agreement with
the other majors. This held true for the music majors
responding to item 1 regarding an advisor explaining
the relationship of an advisee's first two years of college
classes to his major; and on item 7 regarding the advisor
explaining the admissions and retention requirements
of the university.

In response to item 20, the history-and-social-
studies majors were in agreement with the other five
majors in believing an advisor has a definite responsi—
bility in interpreting the role of the university to
his advisees. These three items have been illustrated
on pages 47, 57, and 79.

There were several instances, although not signifi-
cant at the .05 level, where individual samples within
the study differed with the concensus of opinion of
the rest of the samples. These differences in perceived
needs, as determined by the majority of the students
within each sample, have been illustrated in table 29
on pages 107-108. It has been shown in this table that
students in specific majors do have varying needs, when
a simple majority of the students within a major is used
as the criterion. In the table, "A" indicates agree-

ment with the need and "D" represents disagreement.

107

TABLE 29

RESPONSES OF THE MAJORITY WITHIN

 

THE INDIVIDUAL SAMPLES

 

 

111d 0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Elem. Hist. Spec. Music Spch.

Educ. 3.5. Arts Educ. Educ. D.A.

Item # A D A D "A D A D A D A D
1 x x x x x* x
2 x x x x x x
3 x x x x x x
u x v x x x x
5 x x x x i x x

6 x x x x w? x x
7 x x x g x x* x
8 x x x 3 x x x

9 x x x? x 3’ T x x
10 x x XT x 1 T x x
11 x x x: x l x x
12 x x x I x l X x

13 x 3 x x : fix - - 1.
1b, x x i x i x x x
15 x x A I x x x
16 x ; x x I x x x
17 x if x x 1 x x x

18 x x x x x x
19 x x x x x x
20 x x* x x x x
21 x x x x x x
22 x x x x x x
23 x x x x x x
24 x x x x x x

*Significant at .05 level - - Split 50-50 per cent

108

TABLE 29-—Continued

 

 

 

Elem. Hist. Ind. Spec. Music Spch.
Educ. S.S. Arts Educ. Educ. D.A.

 

Response Response Response Response Response Response
Item # 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

 

 

 

 

25 X X X X X X
26 X X X X X X
27 X X X X - — X
28 X X X X X X

 

— - Split 50-50 per cent

109

It should be noted the data indicate there may
be as many differences between students within each
major as there are between majors. This is critical
when an advisor carries out his advising responsibilities.
While the advisor may generalize as to the needs of
the majority of his advisees, he also has to be sensitive
to the needs of the individual advisee as well.

This study was not designed to use the majority
as the criterion for including or excluding the various
advising functions. The needs of the majority have,
however, been included because of a traditional concern
on the part of many people with regard to the principle
of majority rule.

The results of the study required a rejection
of both hypothesis 1 and hypothesis 2. It was not possible
to differentiate the perceived advising needs of each
sample of majors, when those needs were compared with
the total perceived needs of all six majors.

The data also indicated separate advising models
were not required for each of the six majors involved
in this study.

It was possible to construct a general model
for academic advising and to incorporate into that model
the perceived needs of the industrial-arts majors.
It needs to be emphasized very few significant differences

were found between the needs of each of the majors.

110

The data obtained through this study have, however,
provided significant information about academic advising
as perceived by the students within each respective
sample. In one sense, the purposes of this study have
been achieved. The study has resulted in a survey of
students' perceived advising needs, and it has been
determined if those needs are related to the students'
respective majors.

The data also have contributed to the fulfill-
ment of the secondary purpose, that of utilizing the
students' perceived advising needs in the development
of an advising model. Chapter 5 is centered around

the construction of this model.

References

 

1. Eastern Michigan University Echo. Editorial, Sept. 10,

 

1973.
2. DeLisle, Frances H. ”Undergraduate Students Speak
Out On Academic Advising." Office of Institutional

Research: Michigan State University; May, 1965.

3. Borland, David T. "Curricular Planning Through
Creative Academic Advising." National Associa-
tion of Student Personnel Administrators Journal,
Vol. 10, No. 3, January, 1973.

 

4. Friedenberg, E. Z. "The Measurement of Student
Conceptions of the Role of a College Advisory
System.” Educational and Psychological Measure-
ment, Vol. 10, 1950.

5. Shelton, Joe B. "A Comparison of Faculty Advising
and Academic Advising by Professional Counselors."
Final Report: Johnson Community College; Shawnee
Mission, Kansas. Washington, D.C.: Bureau of
Research, DHEW, February, 1972.

CHAPTER V

MODEL DEVELOPMENT

This study has, in effect, been a tabulation
of academic advising needs. The perceived advising
needs of the majority of the industrial-arts majors,
based upon the data collected, have been incorporated
into a general "model” for academic advising. This
model development has been in direct response to the
”need for the study" as described in chapter 1, and
in response to the "purpose."

Rationale for Model Development
in Academic Advising

 

 

Through the development of models it is possible
to represent structures or behaviors. These kinds of
models, scientific in form, are not intended to simulate
the reality of any structure or behavior. Attempting
to construct a model identical to reality would certainly
lead to needless frustration and not result in what
otherwise would be a successful model. As Toulmin (1,

p. 165) points out: "The heart of all major discoveries
is the discovery of novel methods of representation."

The following model has been designed to present
a series of ideas or perceptions, in an orderly arrange-
ment. Underlying the development of this model was

111

112
an acceptance of many of the humanistic concepts presented
by Arthur Combs (2, p. 54), and others, pertaining to
basic beliefs about teachers and teachers' concepts
about people: "Only when the teacher's perceptions
about student behavior are accurate and available when
he needs them can we be sure his attempts to teach will
be effective." The same may be said for an advisor
and his effectiveness. Actually, many faculty members
consider advising to be an extension of their teaching

responsibilities.

Theoretical Model

 

If A) one accepts perceived needs of another
to be valid concerns which must be
satisfied for the perceiver to function
closer to his potential,

And B) if the person with authority or power

over the perceiver is able to identify
those needs,

Then C) it becomes the responsibility of that
person with authority to satisfy those
needs to the maximum degree that is
allowable,

When D) the conditions prerequisite to the
fulfillment of those needs are beyond
the control of the perceiver, and within

control of the person with authority.

113
This model has been constructed at a relatively
high conceptual level and is comprehensive enough to
encompass not only the advisor/advisee relationship,
but also the relationships of the doctor/patient, the
policeman/citizen, the lawyer/client, and many others.
However, for purposes of this study, model development
has been directed toward the advisor/advisee relation-
ships. The reality of this type of relationship was
recognized by Stefflre and Matheny (3, p. 8):
Counseling may be defined as a professional
relationship, between a counselor and a client,
in which the counselor helps the client to under-
stand himself and his life space in order to make
meaningful and informed choices consonant with his
essential nature in those areas where choices are
available to him.
The model developed on page 112 is designed to
provide for maximum utilization of the professional

relationships between the advisor and advisee. From

this model have been extrapolated six basic statements.

Statement 1

PS + Np = P1

Statement 1 asserts that a subordinate person,
PS (advisee), with perceived needs, Np, has a performance
potential of 1, P1.
The levels of "P" are only arbitrary and imply

base levels (P1) of performance potentials. The base

levels vary from advisee to advisee. The numbers affixed

114
to ”P” represent ascending or increasing levels of per-

formance potential, i.e., P1, P P etc.

Statement 2

PS + (Np + Nna) = P1 or P

Statement 2 asserts that when an advisee has
perceived needs, in addition to needs not attainable,

N his performance potential shall be one or below.

na’
It is because of the frustration resulting from unat-
tainable needs that the performance potential may drop

below one.

Statement 3

P +(N +N )+E=P
s p na

3

Statement 3 asserts that with the exertion of
effort or energy, E (the advisee) may be able to resolve
many of his needs and achieve a performance potential

of three. Hanlon (4, p. 206) stresses that "Energy

is released in proportion to perceived situational involve-

 

ment." Therefore, "E" is heavily dependent upon ”Np”
or the advisee perceiving he in fact has some need,

yet to be identified.

Statement 4

+ + =
PS (Np Nna) + E + (Pp) P5

Statement 4 asserts that with the addition of
a second person having authority or power, Pp (advisor),

the advisee has a performance potential of P5. The

115
advisor (Pp) may be very instrumental in the identifica-

tion of advisee needs.

Statement 5

PS + (Np + Nna) + E + (Pp) + (SNi) = P

7

In statement 5, it is asserted that when the
subordinate's, or advisee's, needs are identified (SNi);
there exists a performance potential of P7. It is only

when the needs are identified, not resolved, that the

performance potential may not exceed P7.

Statement 6

S 9+

P + (Np + Nna) + E + (Pp) + (SNi + SNS) = P
As shown in statement 6, it is only with the
inclusion of the component of the subordinate's needs

being satisfied, SNS, the performance potential may

reach or exceed P9.

Surveyed Advising Needs

 

The advising model is heavily dependent upon
the identification of advisees' perceived needs. There-
fore, the surveyed needs of the majority of the total
sample within this study have been listed for review.
The advisee needs someone to:
1. relate the first two years of college to
his major field of study (Npl)

2. assist in planning long-range objectives

(Np2)

10.

11.

12.

13.

14.

15.

16.

17.

18.

116
help with in-depth exploration of his major
field (Np3)
resolve problems with courses (Np4)
become personally interested (Np5)
discuss, philosophically, general or liberal
education (Np6)
explain admission and retention requirements
of the university (Np7)
provide course descriptions (Np8)
utilize high school and college test scores
in course planning (Np9)
provide the procedures for scheduling and
registration (NplO)
explain or provide the procedures for drop-
ping and adding courses (Nbll)
provide referral to special campus services
(Np12)
assist with problems in academic achievement
(Np13)
refer him to local agencies (Np14)
share knowledge of services such as married
housing, financial aids, etc. (Np15)
interpret the role of the university (Np16)
explain roles of administrators and faculty
in decision making (Np17)

appreciate varying value systems (Np18)

117

19. appreciate students' goals for change (Np19)

20. reflect a positive attitude in regard to
his own role in the university (Np20)

21. have teaching responsibilities as well as
advising duties (Np21)

22. have two to three hours available per term
for advising (Np22)

23. have been selected by that advisee (Np23)

24. have posted advising hours, as well as being
willing to make appointments when personally
contacted by an advisee (Np24)

25. explain the value of extra-class activities
(Np25). (This perceived need is unique
only to the industrial-arts major. It has
been listed only because of its later inclusion
in model development.)

Industrial Arts
Advising Model

 

 

Based upon the preceding perceived advising needs,
the advising model for the industrial-arts majors would
be constructed as follows:

P + (Np1-25 + Nna) + E + (Pp) + (SNil-25 + SNsl-25) = P9+

s

The enablers, as defined and discussed following
this model, are a crucial aspect of academic advising.
When added to the model for academic advising, they
would appear as follows:

P = (Np + Nna) + (Pp) + (SNi + SNS) + (En) = P9+

118

Enablers for Advising Models

 

Enablers, En’ provide the necessary conditions
required in programs of academic advising. They constitute
the framework within which academic advising may be
conducted, and when added to the model, constitute a
model for advising which may be responsive to the needs
of college students.

The following enablers support the activity of
academic advising and imply intensive involvement on
the part of the faculty members. Enablers are not auto—
matically present. They require a conscious effort

on the parts of both the advisor and advisee.

The Home (Enl)
Students and faculty, consciously or unconsciously,
tend to become associated, in varying degrees, with
their departments. There is an affiliation established,
and it may be either affective or cognitive in nature.
Feldman (5, p. 227) made reference to this affiliation:
Typically, each of the departments and cur-
ricular divisions of a college is sort of "home"

to faculty and student alike.

Within a college, the various academic ”homes"
provide different environments for students

The degree of this affiliation may be greatly
influenced by the quality and quantity of relationships
established between an advisee and his advisor. It is

necessary the advisor make a conscious effort to establish

119
positive relationships. This kind of effort will aid

in providing "homes" for the students.

Privacy (En2)
Privacy is more than an office with a closed
door. It is a shared confidence between the advisee
and his advisor. It is a feeling of mutual trust.
Counseling literature, the burgeoning statements
on professional preparation and standards, and the
instructional manuals in various large programs
refer to the need for privacy . . . (6, p. 278)
Privacy is a component in any advising model
that, once violated, is very difficult to regain. Privacy
is also a prerequisite to successful advising.
Relatively Independent
Practice (En3)
There are those persons who feel advising may
be unnecessary and shortcuts should be employed. They
feel advising is much the same as it is in industry,
production can be stepped up, and little variation should
be present in the quality of the end product. Fortunately,
there are those who feel otherwise:

Out of his successful socialization in the
occupation, he sets a number of implicit expectations
for his working situation. These . . . range through
relative independence of functioning . . . (6, p. 278)

As in other types of human relationships, it
is most imperative that an advisor be allowed considerable

latitude in advising methodology. He must be bestowed

with the trust of his superiors. He is capable of

120
determining the perceptions and needs of his advisees.
An advisor is the best person to judge the techniques
to be employed in meeting those needs. There is a check-
and-balance system to this independent practice. It

is contained in a following enabler called evaluation.

Evaluation (En4)

Evaluation involves, and is in itself a form
of, decision making. In discussing student participa-
tion in formal decision making, Morison (7, p. 60) stated,
"There is little or no doubt that inclusion of students
will have good effect on both the decisions and on the
students."

The formal decision making referred to by Morison
did not exclude making decisions about academic advise-
ment. If students were allowed to evaluate and make
decisions about academic advising programs, as well
as about the quality of advisors, data could be obtained
for upgrading advising functions and systems. The data
could be used in the check-and-balance system mentioned
previously in discussion of the enable, "independent

practice."

Inservice (En5)

John E. Ravekes (8, p. 240) felt faculty advisors
desired in—service training. He indicated they directly
felt this need in their role as advisors, and they wanted

to update their information regarding transfer regulations.

121
It should be noted that knowledge of transfer procedures
was one of the expressed needs of the samples in this
study.

Implied within the enabler of "inservice" is the
subcomponent of time. For an advisor to accommodate
the multitude of expressed needs of advisees, considerable
time needs to be allocated for an advisor to upgrade
his advising knowledge and abilities.

Part of the difficulty in getting released time
for inservice seems to lie in the fact that the results
of good advising are not as tangible as other types
of activities. Also, in many institutions, academic
advising does not count as part of a faculty member's
workload. "Many administrative personnel are convinced
that when the counselor doesn't have a person at his

desk, he is goofing off." (6, p. 278)

Desire (En6)

Even though desire may be an overworked word,
it is a most important component of any successful advising
program. It is a component to which students become
quickly sensitized. Students are quick to determine
when the advisor is interested, not only in them, but
also in his job. It is for this reason the enabler
"desire" has a direct impact on the quality of the "home"

enabler previously discussed.

122
several faculty members said they were not

interested in serving as advisors, especially to

undecided students or to students outside their

field.

Numerous students also expressed dissatisfaction,

some claiming their faculty advisor was either un-

interested and/or was uninformed. Other students

felt their faculty advisor was difficult to find

during "advising week.” (8, p. 244)

Many advisees are sensitive to this enabler.

The methods employed in many universities in assigning
faculty members as advisors may explain this sensitivity.
As mentioned in the introduction to this study, many
times advisors are assigned to their task only as a
"condition of employment." This method of assignment

is not one that necessarily provides advisors who are

dedicated to doing a good job.

Summary

The first part of this chapter has centered around
the presentation of a theoretical model for academic
advisement. Six key statements were then extrapolated
from the model.

Following the model, the surveyed advising needs
of the majority of the students within the six majors
have been listed. Then, in fulfillment of the purposes
of this study, one model was constructed for the industrial—
arts majors.

Six enablers were then added to the model. The
enablers provided the catalyst needed for establishing

academic advising programs best meeting the perceived

123
needs of the students. It is the advisee who receives
the greatest benefit from academic advising-—not the
university, not the departments, and not the faculty
members:
Students majoring in the field in question have
the greatest stake in the results and the greatest
familiarity with the subject and with the faculty
personnel. (7, p. 62)

If the objective of academic advisement is to
provide for rational behavior by students while pursuing
their academic studies:

The individual can be rational in terms of
the organizations only to the extent that he is
able to pursue a particular course of action, he
has a correct perception of the goals of the action,
and he is correctly informed about the conditions
surrounding his actions. (9, p. 241)

The model development conducted in this chapter
is but the first step toward that type of rational behavior;

rational behavior not only on the part of the advisees,

but also on the part of the advisors.

References

 

1. Toulmin, Stephen. The Philosophy of Science. (London:
Hutchinson's University Library, 1965.) Taken

from: Willer, David. Scientific Sociology, Theory
and Practice. Englewood Cliffs, New Jersey:

Prentice-Hall, Inc., 1967.

 

 

 

2. Combs, Arthur W. The Professional Education of
Teachers. Boston: Allyn and Bacon, Inc., 1965.

 

3. Stefflre, Buford, and Matheny, Kenneth B. The Function
of Counseling Theory. Boston: Houghton Mifflin,
1968.

 

 

4. Hanlon, James H. Administration and Education, Toward
a Theory of Self-Actualization. Belmont, Calif.:
Wadsworth Publishing Co., Inc., 1969.

 

 

124

Feldman, Kenneth A. (Ed.) College g Student: Selected
Readings in the Social Psychology of Higher Educa—
tion. New York: Pergamon Press Inc., 1972.

 

 

 

Fitzgerald, Johnson, and Norris, Willa (Eds.) College
Student Personnel, Readings and Bibliographies.
Boston: Houghton Mifflin Co., 1970.

 

 

Morison, Robert S. Students and Decision Making.
Washington, D.C.: Public Affairs Press, 1970.

 

Ravekes, John E. "Development and Evaluation of
Essex Community College's Revised Academic Advising
System." NASPA Journal, Vol. 9, No. 4 (April,
1971).

Simon, Herbert A. Administrative Behavior. New
York: MacMillan Publishing Co., 1945.

 

CHAPTER VI

SUMMARY AND CONCLUSIONS

One objective of this research study was to deter-
mine the relationship between students' majors and their
perceived advising needs:

Within the broad limits imposed by reality, research
establishes that what is heard and seen is related
to the needs of the perceiver. Thus far from being
set apart, need, perception, understanding, and
judgments are all parts of one process. (1, p. 427)

Therefore, hypothesis 1 stated:

Using, as the variable, the majors of students in
six selected fields of teacher education, it is
possible to find significant differences in the
students' perceived advising needs.

To prove or disprove hypothesis 1, it was necessary
to survey the perceived advising needs of junior- and
senior-level college students within six selected depart—
ments at Eastern Michigan University.

The second objective of this study was to utilize
the perceived needs of the students in the construction
of an academic advising model for the industrial-arts
majors. Also, if hypothesis 2, as stated below, had
been proven valid; this study would have provided the

data necessary for later construction of advising models

for the additional five majors.

125

126

Hypothesis 2:
Separate advising models are required for each of
the six majors listed in hypothesis one, with each
model being dependent upon both the similarities
and the differences of the perceived advising needs
of the students within those majors.

However, as has been indicated in the statements

of significance on page 44, hypothesis 2 was not proven

valid.

Summary

As indicated previously, the purpose of this
study was to answer two basic questions: (1) is it possible
to differentiate between the perceived advising needs
of college students by using their major as the variable,
and (2) is it necessary to construct several differen-
tiated advising models based upon differing advisee
needs?

In the initial stages of this study it was found
quite difficult to determine which descriptors would
be most useful in reviewing the literature. The terms;
faculty advising, advising, guidance, counseling, higher
education, student personnel services, college teaching,
and students' needs; were accepted as being the most
valuable.

Several studies on academic advising were reviewed.
Many of these studies were directed at determining what
complaints students had about their past advising expe-

riences. Few studies seemed to be involved with determining

127
if and how the major of a student may be related to his
advising needs.

The only study that statistically verified dif-
ferences in advising needs of students, based upon their
majors, was DeLisle's (2) study. DeLisle found when
students were studied collectively, by college affilia—
tion, there were significant differences in advising
needs at both the .05 and the .01 levels.

Evidence was found, while reviewing the literature,
of many special groups spending considerable time in
evaluating advising programs. Little more than "armchair
speculation" seemed to result from these efforts.

The literature also indicated students are greatly
concerned about their academic advising. Their pleas
were found in past research studies, in magazine articles,
and in the editorial sections of campus newspapers.
Unfortunately, there seemed to be little sensitivity
by advisors to these cries for improvement in the academic
advising processes.

In the design of this present study, every attempt
was made to construct a survey instrument that (1) would
reflect students' basic perceived needs, and (2) was
stated in a fashion that would make it easy for students
to relate to their current situations. The resulting
survey instrument contained thirty-one items. The first
three items were used to determine the class level and

the major of the students. The following twenty-four

128
items stated basic functions of academic advisors and
asked the students to indicate their perceptions about
each of the statements. Their responses reflected the
degree they agreed or disagreed with the various tasks
an advisor may perform. The last four items provided
opportunity for the students to express (1) whom they
preferred for an advisor, (2) how much time they could
productively spend with their advisor, (3) whether or
not advisors should be assigned to advisees, and (4) through
what method(s) appointments should be made with advisors.

In the analysis of the data, the responses of
one sample of majors were compared to the responses
of the total sample. Chi square was used to measure
the significance levels of any discrepancies between
observed and expected frequencies. Through this type
of analysis it was possible to determine whether the
sample of any one major had perceived advising needs
significantly different, at the .05 level, from the per-
ceived advising needs of the total samples.

Hypothesis 1 (p. 8) stated there were differences
in the advising needs of all six samples and that these
differences could be related to the respective majors
of the samples. It was found there were only two majors
having significantly different advising needs.

On four items in the instrument, the history-and-

social—studies and the music samples were differentiated

129
from the other four majors. Their respective perceived
advising needs were not identical with the total sample.

The first instance was when the history-and-social-
studies majors did not feel an advisor should serve as
a go-between for a student having problems with his studies.
The music majors, also, did not feel this need; although
their level of responses was not significant at the .05
level.

The other areas of significance were found when
specific majors were in agreement with the total sample.
For example, the music majors were in agreement at a
significantly lgw_level with the statement that an advisor
should be able to explain the relationship of students'
first two years of college classes to his declared major.
The music majors, again at a significantly low level,
agreed with the total sample in that an advisor should
be able to explain the admissions and retention require-
ments of the university.

The fourth area of significance involved the
history-and-social-studies majors. They agreed with
the total sample in that an advisor should be able to
explain the role of the university in its educational
mission.

It should be noted that these differences in
perceived advising needs, while relatively few in number,

are very important when constructing advising programs.

130
These differences may indicate a need to further inves-
tigate the specific needs of students within these majors.

It was also found in this study that a majority
of the total sample did not feel an advisor has the
responsibility of trying to relate the value of extra-
class activities to an advisee's college experiences.
The one exception was the sample of students majoring
in industrial arts.

The majority of the total sample also did not
feel an advisor has a responsibility to become involved
in the personal matters of his advisees. This also
held true for the majority of majors within each sample.

It is important to emphasize at this point that
while the major of the students was used as the variable
in the analysis of the data, the major was not viewed
necessarily as being instrumental in a "cause and effect"
situation. In other words, it should not be implied
that the major of the respective students caused them
to respond in any particular fashion. On the other
hand, it should also not be implied that the major of
the student has no effect upon his perceived advising
needs. It simply is a question which remains to be
answered.

The results of the study may be interpreted as
indicating there is some type of relation, correlation,
association, or connection between a student's major

and his perceived advising needs in specific circumstances

131
or instances. The quality or quantity of impact a student's
major directly has upon his perceived advising needs
requires additional research.

The model developed in chapter 5 for the industrial—
arts majors was based upon a theoretical model for academic
advising (p. 112-113). The theoretical model was then
expanded to include the perceived needs of the majority
of the students majoring in industrial arts (p. 117).

In addition, the model includes the advisee, his unat-
tainable and attainable needs, effort, the advisor, and

a number of enablers. The model is designed to aid

in the identification and satisfaction of advisee needs
and to assist him in attaining maximum performance levels.

There were found to be twenty-five advisee needs,
and these were integrated into the model. These needs
ranged from relatively basic items such as providing
course descriptions and procedures for scheduling, to
relatively involved needs such as having the roles of
administrators and faculty participation in decision
making explained. These needs have been listed in greater

detail in chapter 5 on pages 115-117.

Discussion

 

The public outcries by advisees pertaining to
their need for productive advising programs were founded.
The samples in this study showed students have many

basic concerns about their university experiences; and

132
these concerns may be resolved, at least in part, through
consultation with their advisors.

The needs expressed by many students in other
research studies were again expressed by the students
in this present study. In Witter and Miller's (3) study
it was found students expected an advisor to maintain
regular office hours, advise about future careers, and
provide information about registration procedures. Iden-
tical results were found in this study.

In Morrison's study (4), students indicated it
was necessary to work out a four-year program with an
advisor to determine what lies ahead of them. The present
study indicated students needed to be able to discuss,
with thier advisors, long-range objectives as well as
immediate goals.

In DeLisle's study (5) students indicated their
advisor should be able to define the entire curricular
resources of the university and be able to provide help
for the improvement of their academic records. The present
study indicated students wanted an advisor who could
provide course descriptions and assist them when they
were having difficulty in achievement.

Friedenberg's study (6) indicated students were
concerned about an advisor's ability to explain the
purposes and values of the college. The present study
indicated students agree an advisor should be able to

interpret the role of the institution.

133

When comparing the needs expressed by the students

in this study with the needs expressed by students in

the majority of past similar research studies, there

were found to be a few basic differences.

One key concern remaining at the completion of

the present study was stated very well by Morison (7,

p. 63):

It seems inevitable that the final form of

student interaction with faculty and departments
must be left to the participants themselves.

Academic disciplines tend to develop internal

criteria of what is important (and fashionable) and
sometimes this may lead them in directions farther
and farther from the felt needs of students.

Conclusions

 

The conclusions derived from this study are:

1.

History-and-social-studies majors have perceived
advising needs that are significantly different
at the .05 level when compared to the needs

of the total sample.

Music majors have perceived advising needs

that are significantly different at the .05
level when compared to the needs of the total
sample.

All six majors have definite needs related

to academic advising, although it was possible
to determine levels of significant differences

for only two of the six majors.

134
It was possible to construct an advising model
based upon the perceived needs of the students
within the industrial-arts major.
Individual perceived needs of students within
any particular major may be as varied as the

perceived needs between the majors.

Implications for Future Research

Based upon the results of this study, it is suggested

further research be conducted in the following areas:

1.

Surveying the perceived advising needs of
students within majors other than the majors
used in this study to determine if the same,

or differing, needs are perceived.

This type of research would serve the purpose

of providing inputs useful in either expanding or modi—

fying the theoretical model for academic advising. It

would also serve the purpose of sensitizing advisors

to the perceived advising needs of their advisees.

2.

Determination of whether or not the needs
perceived by students are, in reality, being

met by existing programs of academic advising.

One benefit of this type of research would be

first in the determination of the needs of advisees.

Secondly, the burden of providing fruitful academic

advising would be placed upon the shoulders of the advisors

and possibly lead to a higher degree of accountability.

135
3. Surveying the perceived advising needs of
students at freshman and sophomore levels
and contrasting those needs with the needs
expressed by junior- and senior—level students.
Research of this type would also lead to the
determination of advisee needs. It would also indicate
whether or not there is some type of maturity factor
that should be incorporated into an advising model or
program.
4. Evaluating the type of in-service prepara-
tion required of an advisor attempting to
meet the perceived advising needs of students.
In addition to the identification of advisee
needs, this type of research would provide the inputs
for a model designed for in-service preparation of advisors.
This is one area which seems to be constantly neglected
and one needing a relatively large amount of improvement.
5. Implementing the advising model developed
in this study and conducting a follow-up study
to determine its value in meeting the perceived
advising needs of the students.
There is no substitute for field testing, modifying,
and retesting. Only through this type of research is
it possible to gain the necessary information for the
continual revision of college programs. This is none
the less true for programs of academic advising than it

is for any academic objectives pursued by the university.

136

Closing,Statement

 

Max Siegel (8, p. 39) made the following statement

in reference to the counseling of college students:

”For the time being, it is humanistic research rather

than reductive research that is useful for guidance.”

If more humanistic research on academic advising is

done in the future, it is quite possible that Hester

(9, p. 2) won't be written about in the college newspapers:

A confused first year student named Hester

Bemoaned with a dramatic sad jester

"I've tried Art and Med Tech, Special Ed, and Home
Ec.,

It's my fourth major and my second semester."

References

 

1.

Borow, Henry. Man in a World of Work. Boston:

 

DeLisle, Frances H. "A Study of Undergraduate Academic
Advising." Office of Institutional Research:
Michigan State University; May, 1965.

Witter, Lee A., and Miller, Harry G. "College Advising:
An Analysis of Advisor-Advisee Roles." Journal
of Student Personnel Association for Teacher
Education. Vol. 9, No. 2, Winter 1971.

 

Morrison, Jack R. "Advising the Freshman Teacher
Education Major." Journal of Student Personnel
Association for Teacher Education. Vol. 6, No. 1,
Winter 1968.

 

 

DeLisle, Frances H. "Undergraduate Students Speak
Out on Academic Advising.” Office of Institutional
Research: Michigan State University, May 1965.

Friedenberg, E. Z. "The Measurement of Student
Conceptions of the Role of a College Advisory
System." Educational and Psychological Measurement.
Vol. 10 (1950).

 

 

137

Morison, Robert. Students and Decision Making.
Washington, D.C.: Public Affairs Press, 1970.

 

Siegel, Max. The Counseling of College Students.
New York: The Free Press, 1968.

 

 

Editorial. Eastern Michigan University Echo. August
27, 1973.

 

BIBLIOGRAPHY

BIBLIOGRAPHY

"Admissions and Student Body Composition. ” The
Report 39 the President. NCATE Team Report.
Dr. Kenneth E. Anderson (Chairmafi); Michigan State
University, March, 1971.

 

 

"Advising & Counseling. " The Study of Education
at Stanford, Report to the University. Stanford
Univ. California; January, 1969.

 

 

 

Blalock, Hubert J., Jr. Social Statistics. New
York: McGraw-Hill Book Company, 1960.

 

Borland, David T. "Curricular Planning Through
Creative Academic Advising." National Association
9: Student Personngl Administrators Journal, Vol. 10,
No. 3, January, 1973.

 

 

 

Borow, Henry. Man in a World of Work. Boston:

Houghton Mifflin Co. 1964.

Combs, Arthur W. (Ed.) Perceiving, Behaving, Be-
coming: A_New Focus for Education. 1962 Yearbook:
Assoc. for Supervision and Curriculum Development,
Washington, D.C., 1962.

 

 

 

Combs, Arthur W. The Professional Education 2:
Teachers. Boston: Allyn and Bacon, Inc., 1965.

 

 

DeLisle, Frances H. "A Study of Undergraduate
Academic Advising." Office of Institutional
Research: Michigan State University; May, 1965.

DeLisle, Frances H. ”Undergraduate Students Speak
Out on Academic Advising." Office of Institutional
Research: Michigan State University; May, 1965.

Demos, George D., and Swan, Robert J. "The Psycho-
logical Counseling Center--A Point of View. ”
In The Counseling Center in Higher Education,
ed. by Phillip J. Gallagher and George D. Demos.
Springfield, Ill. Charles C. Thomas, 1970.

 

 

Eastern Michigan University Echo. Editorial, March
9, 1973.

 

139

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

140

Eastern Michigan University Echo. Editorial, April

 

2, 1973.

Eastern Michigan University Echo. Editorial, August

 

27, 1973.

”Faculty Advisor Counseling Manual." Harcum Junior
College; Bryn Mawr, Pa., 1967.

Feldman, Kenneth A. (Ed.) College g Student: Selected
Readings 13 the Social Psychology 9: Higher Educa-
tion. New York: Pergamon Press, Inc., 1972.

 

 

Fitzgerald, Johnson, and Noris, Willia (Ed.) College
Student Personnel, Readings and Bibliographies.
Boston: Houghton Mifflin Co., 1970.

 

 

Hanlon, James H. Administration and Education,
Toward 2 Theory 9: Self-Actualization. Belmont,
Calif.: Wadsworth Publishing Co., Inc., 1969.

 

 

Gaus, John M. "A First View: The University Approach.”
In Joseph E. McLean, The Public Service and
University Education. Princeton, N.J.: Princeton
University Press, 1949.

 

 

Grigg, Austin E., and Goodstein, Leonard D. "The
Use of Clients as Judges of the Counselors Perform-
ance." Journal 93 Counseling Psychology, 4:1957.

 

Hardee, Melvene Draheim (Ed.) Counsgling and Guidance
1g General Education. New York: World Book
Co., 1955.

 

 

Hardee, Melvene Draheim. "The Counseling and Advising
Process: Its Many Facets and Applications in
the Liberal Arts Colleges." Unpublished Presenta—
tion. Wheeling College, Wheeling, West Virginia:
June, 1967.

Hardee, Melvene D. ”Faculty Advising in Colleges
and Universities." Student Personnel Series
Ngg‘g. American College Personnel Association,
Division of the American Personnel and Guidance
Association, Washington, D.C., 1970.

 

Jones, Tyman. "The Counselor and His Role.” Junior
College Journal. 40:1970.

 

Kiell, N. ”Freshman Evaluation of Faculty Counselors."
Personnel and Guidance Journal, Vol. 35, 1957.

 

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

141

McKinney, Fred. Counseling for Personal Adjust-
ment 13 Schools and Colleges. Boston: Houghton
Mifflin Co., 1958.

 

 

Morrison, Jack R. "Advising the Freshman Teacher
Education Major." Journal 9: Student Personnel
Association for Teacher Education. Vol. 6, No. 2,
Winter, 1968.

 

 

Morison, Robert. Students and Decision Making.
Washington, D.C.: Public Affairs Press, 1970.

 

 

Moser, Leslie E., and Moser, Ruth Small. Counseling
and Guidance: Ag Exploration. Englewood Cliffs,
N.J.: Prentice—Hall, Inc., 1963.

 

 

 

Mueller, Kate. Student Personnel Work 13 Higher
Education. Boston: Houghton Mifflin Co., 1961.

 

 

Ravekes, John E. "Development and Evaluation of
Essex Community College's Revised Academic Advising
System." NASPA Journal, Vol. 9, No. 4, April,
1971.

 

Shelton, Joe B. ”A Comparison of Faculty Advising
and Academic Advising by Professional Counselors."
Final Report: Johnson Community Colleges; Shawnee
Mission, Kansas. Washington, D.C.: Bureau of
Research, DHEW, February, 1972.

Siegel, Max. The Counseling 2: College Students.
New York: The Free Press, 1968.

 

 

Simon, Herbert A. Administrative Behavior. New
York: MacMillan Publishing Co., 1945.

 

Stefflre, Buford, and Matheny, Kenneth B. The Function
23 Counseling Theory. Boston: Houghton Mifflin
Co., 1968.

 

 

Theuerkorn, Linda. "Advising Students or Herding
cattle?” Eastern Echo. march 10, 1972.

 

Toulmin, Stephen. The Philosophy 9£_Science. London:
Hutchinson's University Library, 1965) Taken
from: Willer, David. Scientific Sociology, Theory
and Practice. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc., 1967.

 

 

 

 

Webster's New World Dictionary 9; the American

 

 

Language (College Edition). New York: World
Publishing Co., 1958.

38.

142

Witters, Lee A., and Miller, Harry G. "College
Advising: An Analysis of Advisor-Advisee Roles."
Journal 9: Student Personnel Association for Teacher
Education. Vol. 9, No. 2, Winter 1971.

 

 

 

APPENDIXES

III. I ll 1| 1‘ l I I III i I. ll .Iffl. III {III lulu.+ “all.

APPEI‘I DIXHA

 

EASTERN MICHIGAN UNIVERSITY

Undergraduate Student Advising Questionnaire

Purpose ,

For some time the adequacy of advising systems has been under
serious discussion with concern shared by students, faculty, and ad-
ministrators. As a result, a research plan has been developed which
involves the gathering of data from students directly involved with
advising. A

 

This questionnaire represents an attempt to elicit informa-
tion from the junior and senior undergraduate students in teacher
education at Eastern Michigan University as to what perceived ad-
vising needs they may have and if those needs are correlated with
their major.

The investment of a few minutes will be necessary in order to
share your perceived advising needs. No signature or student number
will be required. Each individual response data form will remain
completely confidential and anonymous.

For these reasons, it is hoped that you will feel free to respond
with completely frank and sincere responses. Your cooperation in
this endeavor will make a distinct contribution to the assessment of
advising systems and to serious consideration of ways in which im-
provements can be made to the ultimate benefit of students at Eastern
Michigan University.

Thank you.

144

145

BEFORE proceeding with this questionnaire, please write in your
major in the top left hand corner of the answer form above the word
"department. "

Part I

As indicated in the cover sheet, it is hoped that the anonymity of
your responses will insure your complete accuracy and frankness. How-
ever, it is desired that large groups of different classifications of stu-
dents be identified. Therefore, you are asked to classify yourself
according to the following questions. Please make no responses directly
on the questionnaire itself.

1. What is your major at Eastern Michigan University?
A. Business
B. History 8:: Social Studies
C. Industrial Arts
D. Physical Science

2. Continuation of question #1 regarding your major:

A. Music
B. Speech & Dramatic Arts
C. None of these

3. What is your class level?
A. Freshman (0-24 hours)
B. Sophomore (ZS-54 hours)
C. Junior (55-84 hours)
D. Senior (85 or over)

Part II

You are asked to place yourself in the role or the situation described
in each of the statements below and then respond to each statement based
upon your perceptions of the faculty and their role in advising. Respond
to each of the statements with one of the following categories:

 

RESPONSE CODE

Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree

UOtfii>

146

Sample: You are having difficulty determining the number of hours
of course work that is considered a full time load.

It. is the responsibility of your adviser to provide this
information. (A) (B) (46) (D) Your answer is "C".

 

 

The response made in the preceding sample question would
indicate that you mildly disagree that it is the respon-
sibility for your advisor to provide information as to
the number of hours of course work that constitutes a
full time load.

Now please proceed to answer the following questions in the same
fashion. ‘

RESPONSE con};

 

Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree

 

UOtIHP

4. You are having difficulty understanding the relationship of your first
two years of college classes to your declared major:

It is the responsibilitLof your adviser to be able to clarify
that relationship for yo‘t_1__.

 

 

5. In planning your schedule of courses, you tend to think only about
those courses required for the degree. '

Your adviser should discuss with you_possible courses to enable
you to achieve long range objectives as well as your immediate_goals.

6. You are concerned about exploring your major field in much greater
depth:

Your adviser should be able to interpret printed information,
refer you to other advisory personnel, and recommend extra-
class activities or part-time work experiences to assist you in

 

your exploration.

 

10.

ll.

12.

147
RESPONSE CODE

 

 

Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree

UOUJLP

It is sometimes difficult for you to approach certain members of
the faculty and other university personnel with concerns you may
have about your studies:

It is the responsibility of your adviser to coordinate your
educational experiences, working in the company with the teachers,
department head, and others who observe or interact with you as
to assistlou in resolving those concerns.

 

You are seeking someone on the faculty to take a personal interest
in you as a student and as a person:

An adviser should be that kind of person.

 

You have had many philosophical discussions with friends con—
cerning education, its means and ends:

Your adviser should be able to provide philosophical bases
for your liberal or general education program.

 

You are considering transferring to this university at the junior level:

Your adviser should be able to explain the admissions and '
retention requirements of the university.

A friend has recommended a particular course to you and you are
still not sure of what the objectives of the course are or what is
covered in terms of content:

Your adviser should be able to provide such course descriptions.

 

Your high school and college test scores are on file at the university:

Your adviser should utilize those scores in helping you plan
ypur schedule.

 

l3.

14.

15.

16.

17.

18.

148

33:31:9355
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree

8
UOW>E

Winter term registration is approaching and you shall be enrolling
for your courses:

Your adviser should provide you with theyrocedures for
scheduling and registration.

 

Winter term began a week ago and you feel it is necessary for you to
drop Fishology Z31.

Procedures for dropping and adding courses should be provided
by your adviser.

 

Recently you have become concerned about possibly having a hearing
deficiency:

Your adviser should know how to refer you to special services

on campus that could assistjou.

 

In a week there is a field trip being sponsored by your department
and you are undecided whether or not it is worth your time and effort
to participate:

Your adviser should be able to assist you in your decision by
explaining the relation of extraclass activities to your college experience.

You are a high-ability student but just not achieving in college:

Your adviser should be able to relate togrou and assist you in
confronting the situation.

 

You are a borderline achiever who needs motivation:

Your adviser should be able to provide some of that motivation.

19.

21.

22.

23.

24.

149
RESPONSE CODE

 

Strongly Agree
Mildly Agree
Mildly Disagree

bomb»

Strongly Disagree
You are a probationary student and are facing possible expulsion
if your grade point does not rise to a 2. 0 very soon:

Your adviser should relate to your situation and assist you
in resolving it.

 

 

You have a friend that is having serious problems adapting to the

college environment, to the point that you feel-your friend may be

be coming mentally unbalanced:

Your adviser should have knowledge of local agencies that are
equipped to handle such situations.

 

 

You have recently had a serious disagreement with your parents:

Your adviser should be able and willing to advise you on personal
matters such as relations with parents, dating, etc.

 

 

You are just arriving on campus and are both married and have need
of financial assistance. You have registered and been assigned an
adviser:

Your adviser should have knowledge of campus services such
as married housing, financial aids, etc.

 

 

You are having difficulty understanding why the university makes many
decisions which may be contrary to your beliefs:

Your adviser should be able to interpret the role of the
institution in its educational mission.

 

 

A certain department is presently revising its course offerings and
the degrees it is going to grant:

Your adviser should be able to explain the role of the administrators,

 

faculty, and subsequent decisions made by them.

 

25.

26.

27.

150
RESPONSE CODE

 

 

Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree

.ooe>

A advisor recently observed an advisee walking in a picket
line.

Your adviser should have an appreciation for student likenesses
and differences in terms of varying value systems.

You have developed what you feel are very valid objectives to be
achieved in your profession after you graduate. Those objectives
involve a substantial amount of change and/or reform:

Your adviser should have attitudes of and appreciations for

your goals of changing institutional procedure, the societal structure,
and your own personal world.

During a recent conference with your adviser, you were quite sur-
prised'at his negative attitude about education on the university level,

.and his involvement in it:

Your adviser should have a positive attitude toward his role in
relation to the university.

Part III

This portion of the questionnaire is directed toward basic mechanics

of advising. Respond in the same fashion as you did for Part I.

28.

Which ONE of the following persons should handle the advising
of students? .

(A) A non-teaching member of your major department
(B) A teaching member of your major department

(C) A person outside of your major department

(D) A person from general academic advising

APPENDIX B

Eastern Michigan University
INTER- FHCE CORRESPONDENCE

70: Drs. Ristau, Wheatley, Rokusek DATE: July 23, 1973
Hause, Barnes, and Murr y / '
/' 4".514’
FROM: Bruce K. Nelson W

i../ .
Vice President for Ins/truction

SUBJECT: Study of perceived academic advising needs of college students.

This is to authorize and commend to you for your c00peration
the doctoral study of Mr. Harry Smith, a member of our Industrial
Education Department.

Mr. Smith will be investigating an area of considerable interest,
I am sure, to your department and to the University’s office of
Academic Advising. His study has to do with the perceived academic
advising needs of junior and senior college students majoring in ed-
ucation. The essence of the proposal and the'ways in which you may
be of assistance to him are explained in his accompanying letter.

We look forward to the completion of the study and its implica-

tions for improvement of our advising function in identifying and
meeting the needs of our students more effectively.

BKN:slh