This paper addresses mandates to fix the advising process with a focus on faculty advising systems. Measures of student success and satisfaction, administrative issues, and faculty concerns are among the many factors discussed. Regression analysis is used to explore longvoiced faculty complaints that students do not follow advice. A case study is used to illustrate changes in one department’s advising process and measures of student satisfaction are reported. A model of advising components is offered to illustrate practices suggested to realize the full potential of the advising process.
Prior to initial enrollment, undergraduates completed surveys assessing expectations about their college adjustment, and later completed a second survey assessing actual adjustment. Six years later inspection of academic transcripts revealed which students had dropped out and whether they had been in good academic standing or poor academic standing. Results indicated that two different sets of items best discriminated among good-standing students, the persisters (n=113) and the leavers (n=29), and among poor-standing students, persisters (n=36) and leavers (n=30). Generally, emotional and social adjustment items predicted attrition as well or better than academic adjustment items.
Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights.