THE ACADEMIC ADVISING NEEDS OF UNDERGRADUATE ELEMENTARY EDUCATION MAJORS AT THE UNIVERSITY OF ARIZONA.

According to the five functions of academic advising as outlined by Morris (1973), this study investigates the specific academic advising needs of elementary education majors as perceived by elementary education students and faculty advisors at The University of Arizona. In addition, the unique advising needs of elementary education majors, those advising needs which are currently being met, and those advising needs which are not being met, are identified. Lastly, suggestions for improving the quality of academic advising for elementary education majors are examined. Twenty-five elementary education majors of senior standing admitted to the College of Education and twelve elementary education faculty advisors are individually administered an oral semi-structured questionnaire. Interview responses are categorized according to the five functions of academic advising, the unique advising needs of elementary education majors, advising needs which are currently being met, advising needs which are not being met, and suggestions for improving the quality of academic advising. The findings indicate that those advising needs which are specific to elementary education majors are contained within the functions of providing accurate information and long-range program planning. The advising needs identified within the functions of discerning the purpose of the institution, short-term course selection, and facilitating student development are generic in nature with no specific referent to teacher education. The unique advising needs of elementary education majors are identified as: (1) helping students to determine their suitability to the profession, (2) developing interpersonal skills, (3) developing communicative competence, (4) making decisions concerning program options, and (5) facilitating professional development. Advising needs which are being met are those related to program planning. Advising needs which are not being met are those related to determining suitability to the profession and facilitating professional development. Suggestions for improving the quality of academic advising for elementary education majors include the recognition of advising as a faculty priority and facilitating students' professional development needs. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UM