1.

Annotated Bibliography

Effective communication between student and advisors.


Broadbridge, Adelina. "Academic Advisingtraditional or Developmental
Approaches?: Student Perspectives." British Journal of Guidance and
Counselling 24.1 (1996): 97-111. Web.

This sourced is used as an alternative example from the UK to link the
concept of advising to present a theory on student development and how
academic advising is viewed as a form of teaching encouraging students develop
both their long term and short-term goals. Providing examples and supporting
data for the importance of academic advising and its affects on students time
and effort in academic and career pursuits. Linking frequency and length of time
advisors meet with students to the student overall perception of advising and
effectiveness that advising had on there educational path. Addresses how
student perceptions of advising change through their career. Offers student
suggestions from group discussions on how advising can be improved.

2.
Coll, Jose E., and Patrick Draves. "Traditional Age Students: Worldviews
and Satisfaction with Advising; a Homogeneous Study of Student and
Advisors." (n.d.): n. pag. Web.

Retention strategies in college advising as colleges and universities become
much more diverse. Traditional retention strategies have primarily been built on
the students motivation. But researchers have found that student satisfaction
with advising plays an important role in a students' commitment to their
academic institution. Retention and academic advising satisfaction is, perhaps,
the academic advisor's greatest challenge In order to be most effective, the
advisor must be sensitive to the many values and perspectives his or her
advisees hold. This would be an effective quote for my paper because it is
reinforcing my problem statement. Judged students satisfaction with advising
study off the Academic Advising Inventory (AAI) The outcomes of this study
suggest that faculty behaviors such as discussing personal values, possible
majors/ academic concentrations, and financial aid account for statistically
significant variance in the prediction of student satisfaction with advising. This
would suggest that faculty who provide and conduct developmental advising
with his/her advisee is more likely to receive positive advising outcomes. I
chose this paragraph from their conclusions section because it is something as a
student I feel is very correct if I had an advisor or even an advisor who set me up
with an alumni to talk about those things and how to plan both short and long
term goals would have been beneficial to me and may have helped me establish a
more clear career path to take.


3.

Zultowski, Walter H., and David W. Catron. "Effects of Peer-Advising on

Changes in Freshman Perceptions of Their College Environment." The
Journal of Educational Research 69.8 (1976): 293-95. Web. 1 Dec. 2015.

I chose this source because throughout my college career I feel the best
advice I have gotten for classes to take majors and minors to consider and
that work well together and have a fair amount of overlap came from older
students I met in class or outside activities. The study was a 2 X 2 study
meaning half the students where peer advised and the others half were
advised by instructors. The study was conducted at Wake Forest University
with 102 freshmen students. The biggest finding of the study is how the
separate groups of freshmen perception of the school was different those
students that were peer advised had a more negative perception the group
peer advised also was had a higher play work factor meaning they were less
likely to be working than students in the faculty advised group. Overall this
paper doesnt support my idea that peer advised students would be a good
thing but the differences are also fairly narrow it is good to know though that
it has been tried. This study leads me to wonder if a two-sided approach to
advising could work.