Date of this Version
This paper explored the relationship between faculty academic advising and college student development by examining factors such as a student’s academic success, including grade point average, campus involvement, expected graduation date, and job placement upon graduation. The research studied the relationship by examining the student’s age, gender, academic year, ethnicity, and grade point average. Results from this study will be significant to retention, graduation rate, and overall student success at the University of Nebraska-Lincoln. In addition, information gathered from student surveys can help the improvement of faculty advising for all advisors on campus. Results also indicated that the majority of the participants had seen any advisor that was available rather than seeing an assigned advisor and developing a relationship with a professional advisor.
The data suggested there was a relationship between academic advising and student development. There was also a relationship between academic advising and student satisfaction with college. Students who have created a relationship with their assigned faculty advisor reported having more satisfaction with their college experience and positively develop as a student. In addition, students who perceived their advisor was using a developmental style of advising indicated that they were more satisfied with their college experience. The more a student and his or her advisor discussed personal and school-related issues, career options, college policies, academic deadlines, and study skills and tips, the more likely it was that the student positively developed and had a higher level of satisfaction with college. Grade point average was not statistically significant with academic advising or student development.
Advisor: Larry L. Dlugosh