Effects of Having a Departmental Academic Advisor on Perceived College Success
Doyle, Carolyn Haver
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The purpose of this study was to gain information from seniors (90+ hours) enrolled at West Texas A&M University regarding perceived academic success and data related to their departmental academic advisor and advising experience. The study was used to determine if a correlation exists between when a student first meets with a departmental academic advisor upon entering college and their perceived college success or grade point average. Additional data was gathered to determine if students believe having a departmental academic advisor was beneficial to their perceived college success and determine how seniors at WTAMU define college success. The target population of this study was college seniors (90+ hours) enrolled at WTAMU during the Spring 2014 semester. The survey instrument was sent via e-mail to 2,303 possible participants. The instrument was designed to gather data regarding the students’ academic advising experience and personal perceived college success. The results of this survey concluded there is a negative correlation between when a student first meets with a departmental academic advisor and their perceived college success and GPA. Additionally, results concluded students “strongly agree” having a departmental academic advisor was beneficial to their perceived college success. It was determined seniors at WTAMU emphasize developing professional skills, maintaining an acceptable GPA, and the ability to be hired upon graduation when considering their perceived college success. However, students indicated participation in organizations, clubs or extra-curricular activities were iv not important to their perceived success. The results from this study can be used to make recommendations regarding the advising models used at WTAMU and enhance students’ experience at the university.