Cheri Tillman, EdD'

1
Cataloging Information

• Cheri Tillman, EdD.
• Valdosta State University
• J. Maxwell Jackson, EdD.
• Argosy University/Sarasota
• Format/Code Poster Session/452
• 2005 NACADA National Conference
• Additional contact information is included in the
  slides

2
Characteristics of theIDEAL Academic Advisor

• Cheri Tillman, EdD
• Max Jackson, EdD, NCC

3
Research Question

• How do students
• describe their
• IDEAL ACADEMIC
• ADVISOR?

4
Sample

• 2004
• N114 southeastern state university freshmen
• All students were instructed by the same
  professor.
• Not all classes had the same advising strategies.
• Students were undeclared majors in the FYE
  program.
• 2005
• N186 freshmen students from the same school
• Students were instructed by a variety of
  professors.
• Not all classes had the same advising strategies.
• All Students were enrolled in the Freshman
  Seminar course. This included FYE program and
  general population students.

5
Variables
2004 Academic and Demographic variables were used
to compare FYE students to the general freshman
population.
2005 Academic and Demographic variables were used
to compare FYE students to the general freshman
population and to non-FYE freshmen. Also paper
and pencil traditional administration was
compared to online administration.
6
Instrumentation

• The Adjective Check List (Gough Heilbrun, 1980)
  was used by college freshmen to describe the
  characteristics of the Ideal Academic Advisor.
• A selection of 300 adjectives
• Paper and pencil administration in 2004, added an
  online adaptation for 2005
• Automated or self scoring
• Wide range of applications

7
Statistical Properties of the ACL

• Validity based on rational thinking and theory,
  as well as empirical validation of some of the
  scales
• Cattells (1946) 171 traits list
• Use of Edwards (1954) descriptors of Murrays
  (1938) need-press theory for correlations
• Reliability tends to vary according to the scale
• Test-retest correlations overall in an acceptable
  range
• Reliability as a meaningful psychological
  variable (ACL Manual, p. 30)

8
ACL Scales in this Study

• Topical Scales Nine scales that include
  measures of various facets of personality and
  social dispositions not drawn from any single
  theory (ACL Manual, p. 15)
• Need Scales Fifteen scales from Murray (1938)
  Edwards (1954), descriptions of personality
  variables relevant to normal population from
  observable behavior

9
Procedures

• 2004
• Classroom Setting
• A set of modified written instructions directed
  students to fill out the ACL describing their
  IDEAL Academic Advisor rather than describing
  themselves.
• Modified instructions have been used in past
  studies with the ACL and are discussed in the
  test manual.

• 2005
• Same setting, administration, instructions, and
  procedures as stated above in 2004
• Added an online version for comparisons

10
2004Top100AdjectiveChoicesin order
ofpreference
11
2005Top100AdjectiveChoicesin order
ofpreference
12
Top 100 Selections 2005 (alphabetical listing)
active adaptable adventurous
affectionate alert ambitious
appreciative assertive calm
capable cautious charming
cheerful civilize
clear-thinking clever confident
conservative consider cool
cooperative courageous
dependable determined dignified
easygoing efficient energetic
enthusiastic excitable fair-minded
forgiving frank friendly
generous gentle
good-looking good-natured healthy
helpful honest humorous
idealist imaginative
independent insightful intelligent
interests wide jolly kind
logical loyal mannerly
mature natural opportunistic
optimist organize original
outgoing outspoken patient
peaceable persistent pleasant
practical praising precise
rational realistic reasonable
relaxed reliable resource
responsive
self-centered self-confident
sensitive serious sincere
sociable soft-hearted sophisticated
spontaneous stable steady
strong suggestible
sympathetic talkative thorough
thoughtful tolerant trusting
understanding versatile warm
wholesome wise witty
13
Top 100 Selections 2004 (alphabetical listing)
active adaptable adventurous affectionate alert am
bitious appreciative artistic assertive attractive
calm capable cautious charming cheerful civilize
clear-thinking clever confident consider cool coop
erative courageous curious daring
dependable dependent determined dignified easygoin
g efficient energetic enthusiastic excitable fair-
minded forgiving friendly generous gentle good-loo
king good-natured healthy helpful honest humorous
imaginative independent insightful intelligent int
erests wide
inventive jolly kind logical loyal mannerly mature
natural opportunistic optimist organize original
outgoing outspoken patient peaceable persistent pl
easant pleasure-seeking practical realistic reason
able relaxed reliable resource
responsive self-confident sensitive serious sexy s
incere sociable soft-hearted sophisticated spontan
eous spunky stable strong sympathetic talkative th
orough thoughtful trusting understanding unselfish
versatile warm wholesome wise witty
14
Top 100 Selections 2004-2005 (alphabetical
listing)
active adaptable adventurous
affectionate alert ambitious
appreciative assertive calm
capable cautious charming
cheerful civilize
clear-thinking clever confident
conservative considerate cool
cooperative courageous
dependable determined dignified
easygoing efficient energetic
enthusiastic excitable fair-minded
forgiving frank friendly
generous gentle
good-looking good-natured healthy
helpful honest humorous
idealistic imaginative
independent insightful intelligent
interests wide jolly kind
logical loyal mannerly
mature natural opportunistic
optimistic organized original
outgoing outspoken patient
peaceable persistent pleasant
practical praising precise
rational realistic reasonable
relaxed reliable resource
responsive
self-centered self-confident
sensitive serious sincere
sociable soft-hearted sophisticated
spontaneous stable steady
strong suggestible
sympathetic talkative thorough
thoughtful tolerant trusting
understanding versatile warm
wholesome wise witty
active adaptable adventurous affectionate alert am
bitious appreciative artistic assertive attractive
calm capable cautious charming cheerful civilize
clear-thinking clever confident considerate cool c
ooperative courageous curious daring
dependable dependent determined dignified easygoin
g efficient energetic enthusiastic excitable fair-
minded forgiving friendly generous gentle good-loo
king good-natured healthy helpful honest humorous
imaginative independent insightful intelligent int
erests wide
inventive jolly kind logical loyal mannerly mature
natural opportunistic optimistic organized origin
al outgoing outspoken patient peaceable persistent
pleasant pleasure-seeking practical realistic rea
sonable relaxed reliable resource
responsible self-confident sensitive serious sexy
sincere sociable soft-hearted sophisticated sponta
neous spunky stable strong sympathetic talkative t
horough thoughtful trusting understanding unselfis
h versatile warm wholesome wise witty
15
Results Summary

• There are definite patterns of traits that
  freshmen desire in their Ideal Academic Advisor.
• A student consensus of Ideal characteristics led
  to a rich description of desirable traits in an
  Academic Advisor for freshmen using the ACL.
• Scales and profiles from the ACL organized these
  traits into interpretable and applicable
  information.
• The ACL was easy to administer and a useful tool
  worthy of continued application.
• Online administration is equivalent to Paper and
  Pencil.

16
Conclusion
The Ideal Academic Advisor for students in this
two year study is a person who is logical,
organized, and dependable. The advisor is warm,
talkative, assertive, and has the ability to form
close relationships. The advisor is
unpretentious, uncomplicated, protective,
humorous, and imaginative. This person likes
people and appears to be at ease in social
settings while being poised and tactful.
17
Future Research

• These studies will contribute to a longitudinal
  observation of the changing influences and needs
  of college students.
• Future studies can address the limitations
  related to sample bias and identify influences
  specific to particular student populations.
• Broader samples including other types of schools
  and different geographical locations could shed
  new light on the generalizability.
• Implementation of online administration will
  facilitate broader sampling.

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For Presentation Materials and Additional
Information

• http//www.valdosta.edu/cgtillma
• www.RioDeSuenos.com

mjackson_at_argosyu.edu cgtillma_at_valdosta.edu
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Take A Chance Roll the Dice
You Cant Lose In This Game
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You Can Join Our Study from Your Own Campus No
Appreciable DifferenceBetween Online and Paper
Pencil Versions of the ACL Means

• If you are interested in joining our study
  describing the Ideal Academic Advisor this year,
  leave your name and contact information with us
  and we will contact you. It takes less than 30
  minutes to fill out online and we will return to
  you individual campus information if you are
  willing to share the cost for each profile you
  want to have processed (_at_50 per profile).

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No Significant Differences in the Number of
Responses for Paper Pencil or Online
Administrations Regardless of Gender
22
2005 Total Online vs. Total Paper Pencil
23
For Presentation Materials and Additional
Information

• http//www.valdosta.edu/cgtillma
• www.RioDeSuenos.com

mjackson_at_argosyu.edu cgtillma_at_valdosta.edu