Özet:

This study was designed to investigate the perceptions and preferences of academic advising styles (prescriptive or developmental) reported by undergraduate engineering students. The significance for this research is that there are no studies that have examined the current incidence and preference of advising styles for engineering undergraduate students. The high attrition rate in the engineering colleges nationally makes it critical to investigate what can be done to increase retention. We do not have evidence of female students’ preferences for and perceptions of academic advising, nor do we know the preferences and perceptions of males, a more traditional group of students in engineering. The lack of awareness of academic advising preferences could be a major component in the high attrition of students in the engineering major. Moreover, increased awareness and understanding for advisors, faculty administrators and even students will befall, and in turn strengthen retention.This study will investigate the expectations and perceptions of engineering students on the Prescriptive-Developmental Advising Model. The Academic Advising Inventory instrument was completed via the Internet by 373 students. This study specifically examined the comparison between gender, classification and grade point average (GPA). Results indicated no significant gender difference of reported advising style. Both genders prefer developmental advising, but female engineering student’s preference is significantly stronger. Engineering students with lower GPA's report receiving prescriptive advising, while students with a higher GPAreported receiving a developmental style of advising. The results indicated the importance to facilitate an increase in Developmental Advisingfor engineering students. Both students and faculty could benefit by providing workshops to enhance the communication between the groups. A Developmental Advising workshop for engineering faculty advisors should encourage the advisors to: 1) devise an effective plan when advising incoming freshman and students with low GPAs; and 2) understand the difficulties that women face in entering the engineering field as these difficulties may result in different needs than their male counterparts. Workshops for engineering students should include: 1) a seminar for all incoming freshman students to learn key skills to successfully navigate in the engineering college; 2) a workshop to help students (particularly women) initiate contact when communicating with faculty members who might intimidate them; and 3) skills to clarify their intellectual and personal needs. This research goal is to add a new perspective to the understanding of the advising process and may have implications for academic achievement and retention of students in engineering programs.

Anahtar Kelimeler: