...A Case Study Analyzing the Integration of Technology and Academic Advising in Higher Education Retention studies have long recognized academic advising as one of the most effective strategies, along with orientation programs and continued academic support, for improving student success at the higher education (university) level. Although it is impossible to tie advising practices directly to retention, good advising can result in many positive outcomes that are also associated with high retention rates, such as effective career and academic planning, overall student satisfaction, familiarity with campus resources and support services, and interaction with staff outside of the classroom (Nutt, 2006, p. 69). As the classroom continues to evolve...
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...similar to the path of academic advising approaches. Just like in the field of adult learning, there is no overarching theory that encompasses all the nuances of academic advising as a field of study and as a practice. Contrarily, academic advising draws upon a wide array of theories, sometimes borrowed from other fields, such as education and the social sciences. According to Hagen and Jordan (2008), various approaches have been identified and suggested as successful models of academic advising. Up until the 1970’s, prescriptive advising was dominant and characterized by a traditional relationship based on authority between the academic advisor and the student. The relationship...
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...THE TRANSFER PROCESS TO A FOUR-YEAR INSTITUTION: AN EXPLORATORY STUDY by ELIZABETH E. SACKSTEDER LACLAIR A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2010 Copyright Elizabeth E. Sacksteder LaClair 2010 ALL RIGHTS RESERVED ABSTRACT Utilizing the current literature base on rural community colleges, transfer student adjustment, academic advising and articulation issues, the purpose of this research study was to ascertain the adjustment issues and experiences of rural community college students who have the intent to transfer to a four-year baccalaureate degree granting institution. The perceptions these rural community college students have regarding the transfer process are the focus of the study. Students from ten rural community colleges, who participated in the Alabama College Transfer Advising Corps, a project of The University of Alabama and funded by the Jack Kent Cooke Foundation were used in the study. The survey instrument used in this study is a variation of Laanan Transfer Student Questionnaire (L-TSQ). Survey questions were reframed such that those regarding university experiences and the students’ potential transfer to a four-year college/university were treated as reflections on the meditational transition, or transition that has not yet occurred. The study addressed the experiences of...
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...of Business DATE: September 28, 2014 SUBJECT: Establish a student organized advising program within the Smith Undergraduate Student Association (SUSA) for potential Smith school applicants Description The majority of University of Maryland College Park undergraduate students intending to pursue degrees from the Robert H. Smith School of Business apply for admittance to the school sometime during their sophomore or junior year. Before acceptance into the program, students are faced with the difficultly of not having access to business specific advisors as well as other resources that could dramatically assist in the process of applying to the school. The Smith School is one of the University of Maryland’s Limited Enrollment Programs, (LEP), where admission to the program is highly competitive. In order to be eligible for review, applicants are required to take a series of eight gateway courses that are each related to the basic fundamentals of business. In addition to ensuring that all of these courses are adequately satisfied, students must also fulfill the additional admission requirements that are each very specific in manner. The entirety of this process, that takes approximately three to four semesters, all must occur without the assistance of an advisor whose expertise is of the Smith school’s standards and procedures. Prospective student’s quest for guidance is left to the advising staff of whichever college they are in prior to applying to the school. This poses...
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...Running Head: Grades in non major courses in U.S colleges and Universities Grades in non major courses in U.S colleges and Universities Mohammad Rahman In India, university students, even undergraduates, focus all of their studies on their major field courses. For example, engineering students take all of their courses, every term, in the school of engineering. However, every undergraduate student at the Strayer University is required to take many courses that have little or no relevance to their field of study. Although students graduates from the university with a broader education as a result of these courses, I believe that the curses should be graded other way, and that the grades for these courses for these courses should not become part of students’ GPAs. Anti-evolution, the rise of pseudo sciences, and the renewed interest in the occult, all masquerading as science, are symptomatic of the poor job that is done explicating science as a process and a way of knowing. Disciplinary teaching emphasizes fact over concept. (Brophy, D.A. (2004) Every science discipline should be taught with a process base pervasive from the first to the last day of the course. Science teaching needs be revamped to provide an integrated, non-redundant exposition of the discipline focused on principles of which the theory of evolution is only one. Science must to be related both to technology and society. Teaching has to be directed to elicit the desired ends of education and not be regarded...
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...are you seeking (check one)? ( ✓) Tuition waiver only ( ) Grade change and tuition waiver (separate petition for grade change is required) Please provide additional information: | * In accordance with the Walden University Catalog, petitions will not be considered beyond 30 calendar days of the last day of the term/course in question. Petitions submitted after 30 calendar days may be denied. ** Please note: If you received a letter grade for this course, you may not be eligible for a tuition waiver. ***Supporting documentation may be requested by Academic Advising depending on the nature of the petition. All supporting documentation is subject to independent verification by Walden University. Supporting medical documentation must be faxed to Document Management at 1-800-878-5444, or e-mailed to medicaldocumentation@waldenu.edu, only after the petition has been submitted to Academic Advising. ****Submission of falsified documentation is a violation of the Student Code of Conduct and may result in disciplinary action, including dismissal from the University....
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...Academic Calendar 2015-2016 Updated: November 16, 2015 Fall Semester 2015 Month Date Day Event May 5-19 Tue-Tue Registration through Banner Self Service (BSS) for all continuing students for Fall 2015 Aug-Sept 26-8 Wed-Tue Late Registration & Course Changes through Banner Self Service (BSS) for Fall 2015 August 5 Wed Academic Dismissal Readmission Petition Deadline for Fall 2015 August 30-31 Sun-Mon Aug-Sept 30-1 Aug-Sept 30-1 Sun-Tue Sun-Tue ALI Registration & Oral Placement Exam New International Student Orientation First-Year Experience Program (FYE) August 30 Sun Graduate Student Orientation, Advising & Registration September 1 Tue ALI Orientation September 2 Wed Classes Begin September 2-8 Wed-Tue September 8 Tue Closing Date: course changes & late registration for continuing students for Fall 2015 September 13 Sun Payment Deadline for Fall 2015 September 22-27 Tue-Sun September 30 Wed Fall 2015 Census Day October 6 Tue Armed Forces Day (H) October 13 Tue First-Year Experience Program (Mid-Semester 4th Day) October 14 Wed Islamic New Year (H)* October 29 Thu Deadline to drop courses November 8-30 Sun-Mon Advising for continuing students for Winter and Spring 2016 December 1-14 Tue-Mon Registration through Banner Self Service (BSS)...
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...JKAU: Econ. & Adm., Vol. 10, pp. 35-50 (1417 A.H./1997 A.D.) Student Perceptions of the Causes of Low Performance in Principles of Accounting: A Case Study in Saudi Arabia SULAYMAN H. ATIEH (*) Associate Professor of Accounting Department of Accounting and Management Information Systems College of Industrial Management King Fahd University of Petroleum and Minerals Dhahran, Saudi Arabia ABSTRACT. Students at KFUPM in Saudi Arabia were surveyed to determine what they consider to be the major obstacles to successfully completing the two required courses in Principles of Accounting. The students were categorized as either accounting majors or non-accounting majors and were offered 26 potential obstacles plus one open-ended question. The study showed that the most significant obstacle was the negative attitude of students towards accounting as a difficult subject. Differences in responses of the two student groups occurred for only three of the listed obstacles, none of which were considered significant by either group. There was no correlation between the GPAs of the respondents and their views on the 26 obstacles. A comparison of the findings of this study and those of previous research is also discussed. All students in the College of Industrial Management (CIM) at King Fahd University of Petroleum and Minerals (KFUPM) in Saudi Arabia are required to take two courses in Principles of Accounting. The courses are designated as Acct 201 and Acct 202 and they...
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...TyKira Sadler Professor Bruce INFT 101 3 March 2013 Academic Honesty What is academic honesty? That is the question on every student’s mind that wishes to continue his or her education. According to the University of Rochester, “Academic honesty in the advancement of knowledge requires that all students and instructors respect the integrity of one another’s work and recognize the importance of acknowledging and safeguarding intellectual property.” Academic Honesty and Academic Integrity both fall back on the student being honest with themselves, their work and, their Professors. Even though the student may or may not have plagiarized on purpose, academic honesty should be expected of students because academic honesty falls back on the student and the student should take full responsibility of his or her mistake. Most college students try not to plagiarize or cheat due to the simple fact that they may get kicked out of the College or University. Donald McCabe has conducted a survey that went on between fall 2002 and spring 2011. The survey excluded first year students, code schools, and two year schools. Over 71,000 undergraduates and right at 17,000 graduates were used. Out of all the students 17% admitted to cheating on test, 40% admitted to plagiarizing of papers, and 43% admitted to cheating on both tests and papers. There is a rare time where a student unintentionally plagiarizes. There has been no defined percentage of these students but like I said before it’s...
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...Academic Plan Student Name: ________________________________________________ Student ID: ___________________________________ Instructions: 1. Fill out the first two pages (Advisor Pre-Planning Worksheet) below. 2. If you are meeting with an advisor on campus, take this worksheet to your campus Advising Office or Enrollment Center. a. If you are meeting with the online advisor, request an appointment and have the form ready to email. 3. Meet with an academic advisor. While there, b. Discuss the worksheet. c. Ask and receive help filling out the Academic Planning Grid (Page 3) below. d. Make sure the advisor signs your Academic Planning Grid, and submit your completed form through the assignment link in Blackboard. (Scanning (with good resolution) and pictures are acceptable means of submission. Advisor Pre-Planning Worksheet 1. What degree plan are you on at MCC? ___________________________. 2. List three career goals, including what kind of job you would like after you graduate from college. a. ________________________________________________________________________________________________ b. ________________________________________________________________________________________________ c. ________________________________________________________________________________________________ 3. Are you planning on transferring to a four-year school? Yes No d. If you plan to transfer, write...
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...Students: General information: Year : | Freshmen | Sophomore | Junior | Senior | College: | | | | 1 | 2 | 3 | 4 | 5 | 1. | I am satisfied with the services of the library offered at QU. | Highly dissatisfied | Dissatisfied | Natural | Satisfied | Highly satisfied | 2. | I am satisfied with the level Laboratory facilitiesoffered at QU. | | | | | | 3. | I am satisfied with the level of IT Servicesoffered at QU. | | | | | | 4. | I am satisfied with theStudent Learning SupportCenterservices. | | | | | | 5. | I am satisfied with the Student Counseling services. | | | | | | 6. | I am satisfied with theCareer services offered at QU. | | | | | | 7. | I am satisfied with the advising servicesoffered at QU. | | | | | | 8. | I am satisfied with thestudent activities | | | | | | 9. | I am satisfied with the recreation in +++ | | | | | | 10. | I am satisfied with the food services | | | | | | 11. | I am satisfied with the student activities | | | | | | 12. | I am satisfied with the student activities | | | | | | 13. | I would rate the level of enriching education experiences by : | Very low | Low | Medium | High | Very high | 14. | I am satisfied with the campus life experience overall. Seniors | | | | | | Faculty | | Highly dissatisfied | Dissatisfied | Natural | Satisfied | Highly satisfied | 1 | I am satisfied with the overall level of housing, compensation, benefits and fairness...
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...PARSONS 2012–2013 CATALOG ACADEMIC CALENDAR 2012-2013 ABOUT PARSONS PROGRAMS OF STUDY PROGRAM REQUIREMENTS FACULTY ADVISING ACADEMIC POLICIES AND PROCEDURES REGISTRATION FINANCIAL INFORMATION STUDENT LIFE OTHER UNIVERSITY POLICIES ABOUT THE NEW SCHOOL 1 ACADEMIC CALENDAR 2012-2013 FALL 2012 Registration April 2–27 (Registration (Most new for continuing students) students register over the Aug. 20–24 (Registration summer for the fall term) for transfer students and late registration for continuing students) . Classes Begin Mon., Aug. 27 Last Day to Add a Class Mon., Sept. 10 Last Day to Drop a Class Tues., Sept. 18 Last Day to Withdraw From a Class With a Grade of W Undergraduate Fri., Oct. 12 Students Parsons Graduate Fri., Oct. 12 Students All Other Graduate Tues., Dec. 18 Students Holidays Labor Day Sat., Sept. 1–Mon., Sept. 3 weekend: Rosh Hashanah: Sun., Sept. 16 eve*–Mon., Sept. 17 Yom Kippur: Tues., Sept. 25 eve*–Wed., Sept 26 *Sunday and Tuesday classes scheduled for 3:50 p.m. or later do not meet. No classes meet on Monday and Wednesday. See rescheduled days below. Thanksgiving: Wed., Nov. 21–Sun., Nov. 25 Winter Break: Wed., Dec. 19–Fri., Jan. 25 Makeups and On Tuesday, Nov. 20, Rescheduled Days classes will follow the Wednesday schedule. On Tuesday, Dec. 18, daytime classes will not meet. Spring 2013 Registration Nov. 5–30 Juries Arranged by program Classes and Exams End Tues., Dec. 18 Online Session A Aug. 27–Dec. 18 Online Session B Aug. 27–Oct. 26 Online...
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...DocuSign Envelope ID: FC254D70-C3FF-4834-8F39-41BB2414D642 Undergraduate Student Program/Specialization Declaration This form must be completed by undergraduate students declaring or requesting to change their degree program and/or specialization. To facilitate academic advising, students should submit the completed form to their home location’s appropriate academic administrator for approval prior to the close of registration during the first week of the session they wish to initiate the change. Requests for changes to a student’s program/specialization submitted to affect a prior session are NOT accepted or processed. Students must ensure that they are enrolled in courses that apply to their active program for the current session. Undergraduate students can declare enrollment in only one (1) degree program at any given time. Specializations are printed on transcripts; they are not printed on diplomas. Note: Students wishing to change from a bachelor’s to an associate degree program or associate to bachelor’s degree program may complete this form, unless the student has graduated or will be graduating from the initial program. If the student has graduated or will be graduating from a program, students must complete an application for admission. STUDENT DEMOGRAPHIC INFORMATION Home Campus/Center: Date: DSI #: Last Name: First Name: Phone #: Email: Current Program: Current Specialization: CHANGE PROGRAM AND/OR CHANGE/ ADD SPECIALIZATION...
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... Alcorn State, MS 39096 Graduate Student Survey Program Satisfaction Feedback School of Graduate Studies 2008‐2009 Survey of Graduate Degree Recipients School of Graduate Studies Congratulations on earning your graduate degree! We hope your experience at ASU was intellectually stimulating, challenging, and worthwhile. We need your input to inform the Office of Graduate Studies on its effectiveness in meeting your needs as a graduate student and to evaluate the quality of services we provide. Please respond to the survey below so that we may explore ways to improve our program and course offerings in the future. Background Information (Please Check) Level of degree you are about to receive. Master’s Educational Specialist Academic Degree Field Advanced Technologies Agriculture Biological Sciences Business and Economics Chemistry & Physics Education English Health and Physical Education Human Science Mathematics & Computer Science School of Nursing Social Science Semester and year you are planning to graduate in 20___. Fall _______ Spring______ Summer________ Gender Male Female Ethnic Category African American/Black Hispanic American Indian or Alaskan Native White/Caucasian Asian or Pacific Islander Russian Other(please specify______________________) Employment Plans I am continuing in current or previous employment. I have made a definite commitment for other work. I am negotiating with one or more specific organizations. I am seeking a position but have no specific...
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...The University of Texas at Arlington – Department of Accounting Course Description: Introduction to concepts, purposes, problems, methodology, and terminology of managerial accounting. Prerequisite: ACCT 5301 or equivalent. Course Objectives: 1. Discuss the nature of management accounting 2. Explain the basic concepts of management accounting 3. Explain the basics of managerial cost analysis 4. Identify and discuss “real world” implications of management accounting information 5. Work in groups. Objectives 1, 2 and 3 will be assessed through successful completion of homework and two exams. Objectives 4 and 5 will be assessed through an evaluation of class participation. Class Policies: The class policies on attendance, grades, and withdrawals will follow the rules and regulations set forth in the current UTA graduate catalog. Students are expected to behave in a professional manner. The instructor reserves the right to dismiss anyone from the class who is violating the right of the other students to receive the full benefit of the class instruction. Attendance and participation in class discussions of the material are important aspects of the course. You must participate in classroom discussions to receive credit for class participation. A sign-in sheet will be passed around during each class period. This is the only record of...
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