Research Questionnaire on Academic Advising
August 1999
Dear Colleague:
Please take a brief moment to complete this survey on
faculty perceptions of academic advising. Your participation will make this a
successful research project. To encourage a quick response, we will give
dinner for two coupons to the first 5 completed surveys we receive.
Survey
Procedures and Confidentiality Information:
Your responses to the following
questions will help us develop a better understanding of the role academic
advising plays within the larger system of the university. You were randomly
chosen to receive this questionnaire and your responses will be held in strict
confidence. Our mailing list has been coded and both the code and the list will
be destroyed at the conclusion of this research. Only the supervising faculty
has a copy of the research code. Once your responses have been returned, your
identifying number will be removed from the survey.
Your participation in this project
is entirely voluntary and has no effect whatsoever on any possible performance
evaluation or review. Your answers will be kept confidential and will not be
shared. If you have any questions or concerns about this research project you
may contact the researcher, the
supervising faculty, or Clarkson University's Office of Research at:
Ms. Cathy Avadikian (researcher) Dr. Brenton Faber
(supervising faculty)
University Studies Program Department of
Technical Communications
Clarkson University Clarkson
University
Potsdam, NY 13699 Potsdam,
NY 13699
Email: avadikic@clarkson.edu faber@clarkson.edu
Phone: (315) 268-6571 Phone:
(315) 268-6466
Dr. Gina Lee-Glauser
Division of Research
Box 5630
Clarkson University
Potsdam, NY 13699
Email: leeglaug@clarkson.edu
Phone: (315) 268-6475
Thank
you for your assistance.
If
you have any questions or comments please do not hesitate to contact us.
Research Questionnaire on
Academic Advising
Questionnaire page 1 of 5
For the purposes of this
survey, we define faculty-student academic advising as an activity in which a
faculty provides an individual student advice or assistance regarding one or
more of the following subjects:
• academic administrative progress and
completion (scheduling, course selection, major/minor requirements)
• study skills, study habits
• post-graduation opportunities (career
goals, graduate school, professional school)
• personal difficulties influencing academic
progress
We would like to know the amount of time you spend
advising compared to your other responsibilities
as a faculty member.
1.0 During
a typical school year, what percent of your total work time do you spend
advising students? (Please circle the
appropriate number below)
0 10 20 30 40 50 60 70 80 90 100
1.1 During
a typical school year, what percent of your total work time do you spend
teaching students? (Please circle the
appropriate number below)
0 10 20 30 40 50 60 70 80 90 100
1.2 During
a typical school year, what percent of your total work time do you spend on
your research/writing? (Please circle
the appropriate number below)
0 10 20 30 40 50 60 70 80 90 100
1.3 What
is the average length of time you spend when meeting with a student for
advising purposes?
(Please circle the appropriate number below)
<15
minutes 15-30 minutes 30-45 minutes 45-60 minutes >60 minutes
1.4 When
you meet with students in an advising capacity do you regularly discuss
(please
check all that apply):
___student's
schedule (preparation) ___student's academic progress
___potential
majors/minors ___future
academic plans
___career
options and planning ___student's
personal problems
1.5 Of
the total time you spend with a student in an advising capacity what percent do
you spend discussing (please indicate %
below):
___student's
schedule ___student's
academic progress
___potential
majors/minors ___future
academic plans
___career
options and planning ___student's
personal problems
Research Questionnaire on Academic Advising
Questionnaire page 2 of 5
We are interested in any training you may have
received in academic advising.
2.0 On
a scale of 0-3 (0=no information learned, 1=marginal information learned,
2=some information learned, 3=significant information learned) please rank any formal
training you may have
had in academic advising. (For example, a 3 score in "graduate
school" indicates
that you took formal courses about advising in graduate school).
___Graduate
school ___Conference,
Workshop
___Seminar ___Mentor
___No
training ___Other_________________________
2.1 On
a scale of 0-3 (0=no information learned, 1=marginal information learned,
2=some information learned, 3=significant information learned) please rank any informal
ways you learned about academic
advising. (For example, a 5 score in "graduate school" indicated that
you had informal experiences in graduate school which taught you about academic
advising).
___Graduate
school ___Conference,
Workshop
___Seminar ___Mentor
___On
the job ___No
training
___Other_____________________
2.2 Do
you feel you were adequately prepared to become an academic advisor?
___not
at all ___somewhat ___moderately ___very much so
2.3 Are
you required to advise students as part of your job?
___yes ___no
2.4 Is
there an academic advising center at your school?
___yes ___no
2.5 Are
there regular advising sessions offered at your school?
___yes ___no
Research Questionnaire on Academic Advising
Questionnaire page 3 of 5
We are interested in any perceived connections between
your teaching and your advising.
3.0 Do
you think your undergraduate classroom teaching: (please check one)
___Replaces
the need for individual advising?
___Is
a supplement to individual advising?
___Has
no relation to individual advising?
3.1 Do
you think your graduate teaching: (please check one)
___Replaces
the need for individual advising?
___Is
a supplement to individual advising?
___Has
no relation to individual advising?
___Not
applicable, I don't teach graduate students
3.2 Do
you think your graduate students' research programs: (please check one):
___Replace
the need for individual advising?
___Is
a supplement to individual advising?
___Has
no relation to individual advising?
___Not
applicable, I do not have any graduate student researchers.
3.3 What
role does academic advising play in your:
3.3.0 Tenure Review
No
role Minor role Moderate role Significant
role
3.3.1 Performance evaluations
No
role Minor role Moderate role Significant
role
3.3.2 Salary increases
No
role Minor role Moderate role Significant
role
3.3.3 University/College Awards
No
role Minor role Moderate role Significant
role
Research Questionnaire on Academic Advising
Questionnaire page 4 of 5
We are interested in your perceptions about academic
advising and student success.
4.0 On
a scale of 0-3 (0=no influence, 1=marginal influence, 2=some influence,
3=significant influence) please rate the influence you believe your academic
advising has on your students'
4.0.1 Academic
Performance
0 1 2 3
4.0.2 Career
Success
0 1 2 3
4.0.3 Personal
Lives
0 1 2 3
Please tell us a little bit about yourself:
5.0 Faculty
Rank: _____Instructor _____Assistant
Professor
_____Associate
Professor _____Full
Professor
5.1 Years
at current school: _____<5 _____5-10
_____10-20 _____>20
5.2 Years
on faculty (total) _____<5 _____5-10
_____10-20 _____>20
Thank you for your insights. Would you be
willing to be interviewed about your academic advising experiences? This would
require approximately a one-half hour interview.
___yes
(please fill out information on next page)
___no
thanks
Please return survey in the attached
self-addressed, stamped, envelope. Thank you.
Research Questionnaire on Academic Advising
Yes, I am willing to be interviewed about my academic
advising experiences.
(To preserve the confidentiality of the survey, this
page will be detached from the survey before your survey responses are
recorded)
Name___________________________________________________________
Address__________________________________________________________
Phone:_______________ Email:___________________________________
I would prefer to be interviewed (please check one)
_____ in person
_____ by phone
_____ via email