Advising with 20/20 Vision: Improving Student Retention by Using Learning Styles Information in Academic Advising.

Autor/inn/en	Nisbet, Janice A.; und weitere
Titel	Advising with 20/20 Vision: Improving Student Retention by Using Learning Styles Information in Academic Advising.
Quelle	(1981), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Advising; Career Counseling; Cognitive Style; Counseling Techniques; Developmental Studies Programs; Educational Diagnosis; Faculty Advisers; High Risk Students; Higher Education; Interprofessional Relationship; Locus of Control; Models; School Holding Power; Student Behavior; Study Skills; Test Anxiety; Test Interpretation + Suchen Sie Ihr Suchwort? Akademischer Rat; Cognitive styles; Kognitiver Stil; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Pedagogical diagnostics; Pädagogische Diagnostik; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Student behaviour; Schülerverhalten; Studientechnik; Examination phobia; Testangst; Prüfungsangst; Test analysis; Testauswertung
Abstract	The development and implementation of a counseling model designed to improve retention and academic success of high risk students at Ball State University, Indiana, are described. Initially, academic advisors were trained through workshops conducted by team members to translate information on individual advisee learning styles, behavior preferences, locus of control, and anxiety (particularly on tests) into advising strategies. Information was generated through a combination of: Scholastic Aptitude Test or American College Test scores, the Myers-Briggs Type Scholastic Aptitude Test or American College Test scores, the Myers-Briggs Type Indicator, the Effective Study Skills Test, the Suinn Anxiety Test, and the Rotter-Internal/External Locus of Control. Testing, test interpretation to individual students, and educational prescriptions for remedial courses and behavior change strategies were accomplished, and a statistical design was created. Strategies that were transmitted to advisors included: remedial/developmental classes, study skills workshops, and individual and group advising sessions for career guidance and decision-making. Methods of interpreting the data in terms of advising impact were designed through: advisor training workshops, planning workshops for students, planning remedial and developmental strategies, and planning appropriate support services. The keys to success of this approach to advising include: the quality of information continuously flowing among advisors and team members, the provision for training of advisors, the mutual professional respect sustained by the cooperative efforts, and the knowledge that the cooperative effort can promote in faculty and curriculum development. A bibliography is appended. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC