Recent feedback from senior exit interviews, alumni surveys, and student focus groups at the University of Nevada, Reno has raised questions about student dissatisfaction with the quality of advising received by undergraduate students. In an attempt to describe current academic advising practices and identify the reasons underlying feelings of dissatisfaction, the Office of University Assessment collected information about current advising practices on campus from both students and departments.
Academic advising is an essential service provided by the university to students. Today, many researchers suggest that academic advising is an important component in the retention of undergraduate students (e.g. Crockett, 1985; Tinto, 1987). Writers such as Crockett (1985) and Gordon (1992) identify a number of reasons underlying the positive impact of high quality academic advising on students. They note, for example, that academic advising offers the potential of linking students' goals with institutional resources on a personalized basis. High-quality advising can help students clarify their educational goals and relate these goals to their curriculum and future careers. Academic advising can also encourage academic success by assisting students with a selection of course work that is compatible with their interests, abilities, outside commitments, and career aspirations. Moreover, academic advising can facilitate referral to other services and programs at the institution and can establish a personal bond between a student and personnel of the university.
Given the importance of advising and the fact that evaluation is an important part of administering an effective, high quality, advising program (Gordon, 1992), two advising surveys were prepared. The results of both the Student Academic Advising Survey and the Department Academic Advising Survey are presented in this report with some attempt at a comparison of the two results.
LINKS TO 1993 ADVISING SURVEY SECTIONS
Student Responses | Department
Responses | Summary and Conclusion
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