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dc.contributor.advisorGarton, Bryan L.en
dc.contributor.authorMounce Smith, Amy Rae, 1978-en_US
dc.date.issued2008eng
dc.date.submitted2008 Springen
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.en_US
dc.descriptionTitle from title screen of research.pdf file (viewed on June 10, 2009)en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2008.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Agricultural education.en_US
dc.description.abstractThe purpose of this study was three-fold: 1) assess the importance of academic advising characteristics as perceived by undergraduate students in the College, 2) examine faculty performance, as perceived by advisees, with regard to the academic advising characteristics, and 3) identify factors that influence students' cademic advising needs and satisfaction. The Faculty Advising Instrument and Insight Inventory® were distributed via email to all students enrolled in the College (N = 1619). A total of 726 students (44.84%) completed the instrument. Overall, students reported a high level of satisfaction with faculty advisors' performance. Results indicated that students' academic advising needs and their evaluation of faculty performance vary little based on sex, academic level and undergraduate degree program. Using the Borich needs assessment model, ten items were identified for potential enhancement. The three items with largest mean weighted discrepancy scores related to identifying employment opportunities after college, providing information about financial assistance and being aware of academic progress. The Insight Inventory® indicated that the largest proportion of students were slightly indirect, very outgoing, very steady, and moderate when dealing with details. No relationships were found between students' personality/communication profiles and academic advising needs.en_US
dc.identifier.merlin.b68876865en_US
dc.identifier.oclc384995426en_US
dc.identifier.otherMounceSmithA-050708-D9766en_US
dc.identifier.urihttp://hdl.handle.net/10355/5534
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartofcollection2008 Freely available dissertations (MU)
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2008 Dissertations
dc.subject.lcshUniversity of Missouri--Columbia. -- College of Agriculture, Food, and Natural Resourcesen_US
dc.subject.lcshCounseling in higher educationen_US
dc.subject.lcshFaculty advisorsen_US
dc.subject.lcshCollege studentsen_US
dc.titleAcademic advising in the College of Agriculture, Food and Natural Resources: an investigation of undergraduate students' needs and faculty performanceen_US
dc.typeThesisen_US
thesis.degree.disciplineAgricultural educationeng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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