Academic Advising Evaluation: A Review of Assessment Instruments.
The results of various reports indicate that there is very little evaluation of academic advising. More consistent evaluation, however, could help delineate advising factors critical in producing some of the positive results attributed to good advising. To facilitate the use and development of instruments and to promote evaluation, this article reviews student, advisor, and administrator surveys in terms of their length, content, format, and use. The importance of choosing evaluation instruments appropriate for specific assessment purposes is discussed.
Peer Advising: A Working Model.
The transition into higher education involves a number of challenges for new students and responsibilities for faculty, staff, and returning students. Whether o r not some of your students persist at your institution may, in part, depend upon the program designed to help them become oriented, advised, and registered. Here we discuss the development and implementation of a Peer Advising Program established a t a small, public four-year university in the Midwest. We describe the components and evaluation of the program and discuss our observations and conclusions drawn from a working model. Student participation in academic advising has existed for some time at the college and university level. Recognizing that new students needed both "immediate information and reassurance during their initial period of adjustment," Brown established a program of academic assistance based o n student-to-student counseling procedures at Southwest Texas College in the middle 1960's.' Lately, interest has increased in the use of academic advising as institutions grow more complex, enrollments threaten to decline, and student populations become more diverse.' Academic advising programs in higher education are as diversified as the missions and purposes of colleges and universities in the United States. It is important that they be designed and implemented t o meet the unique needs of each student body. As new students enter their new academic community, we have seen evidence that their values change during the first six to eight weeks of their collegiate life.' A number of research studies have indicated that one most important factor influencing attrition o r retention of students on-campus involves establishment of a meaningful relationship with one person associated with the academic p r ~ g r a r n . ~
Efficacy of life skills training on general health in students
BACKGROUND
With regard to the importance of life skills, the present study deals with the effect of life skills training on general health of the students.


MATERIALS AND METHODS
This was a one-group, pre-test, post-test, quasi-experimental research. Forty students were selected through purposive sampling method. The data collection tool was Goldberg General Health Questionnaire.


RESULTS
Paired t-test showed a 22 score significant decrease in general health after education compared to before education (P < 0.01).


CONCLUSION
This study showed that life skills education increases general health level of the students.