Browsing by Author "Roger Callanan, Committee Member"

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    Expectations for the Advising Process
    (2009-12-03) Bowman, Kerith M.; Audrey Jaeger, Committee Chair; Roger Callanan, Committee Member; John Ambrose, Committee Member; Susan Bracken, Committee Member
    ABSTRACT BOWMAN, KERITH M. Expectations of the Advising Process. (Under the direction of Audrey Jaeger.) In today’s difficult economic times, it behooves every program to be prepared to defend its worth. In the higher education arena, evidence of the attainment of our goals for student learning and development are best attained through the assessment of learning and development. Advising is a useful learning, development and retention tool that many in higher education recognize as useful for the undergraduate student population. Much has been written about successful advising and satisfaction with advising services, but how does an adviser address student’s learning and development for the funding and worth of the advising program? Beginning the discussion about establishing a standardized set of outcomes for advising is the goal of this research, to see what each of the constituents expects from the process of advising. Once expectations are established, the discussion about deliberately focused and articulated outcomes can occur, leading the way for assessment of these to be undertaken. The findings indicate that expectations do not differ that much between students, advisers and administrators. Relationships, information and clarity in roles are core expectations for the different constituents, each player’s understanding of the process is influenced by past experiences and relationships, and awareness of development and learning style affects expectations about the process.
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    The Impact of a Living-Learning Community and Inquiry Guided Learning on First Year Students' Emotional Intelligence and Academic Achievement
    (2006-11-16) Chafin, Christopher Neil; Sui-Man Raymond Ting, Committee Chair; Thomas Conway, Committee Member; Roger Callanan, Committee Member; Deb Luckadoo, Committee Member
    Nationally, data reveals that 33% of all first-year college students entering public colleges and universities will drop out before their sophomore year and an additional 20% are likely to drop out before completing their degree (Habley, 2002, ACT, 2002). 75% of students who drop out of college do so within the first two years and a majority of these fail to complete the first year. It is becoming critical that we seek to understand the forces behind successful academic adjustment, especially during the first-year of college (Boulter, 2002). One factor that has been shown to have a consistent relationship with retention is academic achievement (DeBerard, Spielmans, & Julka, 2002). Higher achieving students persist at a significantly greater rate than their lower achieving counterparts (Kirby & Sharpe, 2001; McGrath & Braunstein, 1997; Ryland, Riordan, & Brack, 1994). Recently, studies have shown that emotional intelligence (EI) can be predictive of academic success and greater retention rates. However, there has been no research that has studied the impact of a residential living learning community on emotional intelligence. The current study did not find significant differences between students who participated in a living-learning community and those who did not regarding emotional intelligence gains or academic achievement. However, crucial questions were raised surrounding the timing of such instruments and the types of instruments used to measure emotional intelligence.