Academic Advising Commons^™

Ua61/1 Rn To Bsn Student Handbook, Wku School Of Nursing

WKU Administration Documents

Handbook for students transitioning from RN to BSN programs in the WKU School of Nursing.

Ua61/1 Bsn Student Handbook, Wku School Of Nursing

WKU Administration Documents

Student handbook for BSN candidates in the WKU School of Nursing.

Ua61/1 Msn Student Handbook, Wku School Of Nursing

WKU Administration Documents

Handbook for students in the MSN program of the WKU School of Nursing.

Ua61/1 Dnp Student Handbook, Wku School Of Nursing

WKU Administration Documents

Handbook for students in the DNP program of the WKU School of Nursing.

Ua61/1 Student Handbook, Wku School Of Nursing

WKU Administration Documents

Student handbook created by the WKU School of Nursing.

Ua44/4 Wku Undergraduate Advising Handbook, Wku Academic Advising & Retention Center

WKU Administration Documents

WKU handbook for advising students in choosing and completing coursework leading to a degree.

Retention, Grade Point Average & Client Satisfaction Of Professionally Counseled Freshmen & Peer Counseled Freshmen, Anne Murray

Masters Theses & Specialist Projects

Samples from two populations, entering freshmen at Western Kentucky University who were either peer counseled/advised or professionally counseled/advised, were compared on three vairables: (i) retention rate as sophomores, (2) freshman grade point averages earned. and (3) client satisfaction with counseling/advisement services.

The variance between the means of the two freshmen groups was analyzed using a two tailed t test. There was no significant difference between groups in retention or grade point average. There was, however, significant difference in client satisfaction between the peer counseled/advised freshmen and the professionally counseled/advised freshmen. Freshmen receiving peer counseling/advisement rated their helpers at a higher …

A Study Of Opinions Of Returning & Non-Returning Freshmen At Western Kentucky University Regarding Academic Advisors & Selected Student Personnel Services, Mary Higgins

Masters Theses & Specialist Projects

Three-hundred ten non-returning and two-hundred nineteen returning Western Kentucky University freshmen were surveyed regarding contact with academic advisors, availability of advisors, and quality of advisement, as well as awareness, use of, and value of selected student personnel services.

One-hundred eighteen (53%) returning and one-hundred fifteen (37%) non-returning students responded.

Returning and non -returning students differed significantly regarding number of contacts with advisor and perceptions of advisor availability. Returners reported more contacts with their advisor than did non-returners ,and returners were more likely to find their adivisor readily available than non-returners.

More non-returners used counseling services and developmental studies while returners …

A Study Of Significant Differences In Values, Problems & Personality Characteristics Of English 055 Students & English 101 Students At Western Kentucky University, Nancy Moore

Masters Theses & Specialist Projects

Fifty students from English 055 and 50 students from English 101 were given the Edwards Personal Preference Schedule, the Mooney Problem Check Lists, the Allport/ Vernon/Lindzey Study of Values, and the Willoughby Schedule to determine if any significant differences existed between the two groups in the areas of personality characteristics, values, or problems. A statistical analysis of the results was determined by means of a t value from a separate variance estimate. Results indicated that significant differences existed between the 055 students and the 101 students in the following areas: self-esteem, economic values, need for achievement, and …

Counselor Opinion As A Predictor Of Academic Success For Entering College Freshmen, Billy Dicken

Masters Theses & Specialist Projects

The purpose of this study was to determine if high school counselors' predictive opinions of freshman college academic success were reliable indicators of actual college academic success achieved by freshman students.

Eleven null hypotheses were tested which involved high school counselors' opinions of college freshman grade point average and actual college grade point average achieved by freshmen in regard to the following variables: (1) sex of the counselor, (2) high school location, (3) sex of the student, (4) high school size, and (5) high school accreditation. All except one of the null hypotheses were rejected at the .05 level of …