This monograph defines and describes research in the study of adoption of electronic text services in higher education institutions. Electronic text here includes text and graphic information encoded and transmitted via broadcast, signal, or cable, under user control. It places the diffusion of electronic text in higher education within the context of prior diffusion research; examines the perceived attributes of electronic text and the impact of these factors on the adoption process; and describes a series of discrete electronic text services specific to higher education. Characteristics of adopters are discussed, as well as perceived attributes of innovations that can affect their adoption, including their relative advantages and risk, compatibility, complexity, trialability, and observability. Applications of electronic text in higher education that are described include computer-aided instruction, computer-assisted registration, and electronic versions of discussion groups, "office hours," student advising, catalogs, course scheduling, course syllabi, bookstores, libraries, campus box offices, student record services, admissions screening services, "invisible colleges," and conventions and journals. A causal model is explained that allows, through laboratory simulations, the study of the relationship between perceptions that affect the adoption or the rejection of electronic text as an innovation. Eighteen references are listed.

The article describes initial research toward the development of a screening instrument to identify individuals who have the bet potential for being helped by a computer-assisted guidance program such as (SIGI) the System of Interactive Guidance and Information.

This paper outlines a presentation on the applications of microcomputers to day-to-day aspects of faculty responsibilities. A table displays a classification scheme that matches the faculty work categories of research, service, managing, advising, and instructing against available computer software packages for word processing, filing/retrieving, calculating, scheduling, graphics, and communication. Following a brief overview, the computer software family packages PFS and Micropro are described, including the PFS programs FILE, REPORT, GRAPH, and WRITE, and the Micropro programs for word processing (Wordstar, Spellstar, Mailmerge, Starindex), filing and retrieving (Infostar, Formgen, Datastar, Reportstar, Formsort, Supersort), calculating (Calcstar, Planstar), and integrating (Starburst). For each software family the description covers the costs, package strengths and limitations, learning time, and applications and examples. Using the edit and/or enter capability in Wordstar and the searching/updating capability of Infostar are specifically described. A summary outlines lessons learned in using software, and additional promising possibilities for the applications of microcomputers are noted.

As a solution to the problem of serving large numbers of students with a small staff, the Community College of Rhode Island (CCRI) has adopted three new technologies to advise and register students and respond to telephone inquiries. The first of the technological innovations is TELUS, a telephone voice response registration system offered as an option to in-person and mail-in registration and designed to make registration a simple, efficient, cost-effective process. The second is ON COURSE, an automated degree audit/advisement system, designed to provide for the delivery of consistent, quality advisement relative to degree requirements and course selection. The third technology is PhoneMaster, an automated telephone notification and call routing system designed to place routine calls while personnel concentrate on calls that demand individual attention. A fourth tool, currently under consideration, is Schedule 25, a software package designed to automate space allocation for courses. This description of CCRI's new technologies provides for each: (1) an overview of the function of each technology; (2) the methods under which the college operated prior to the procurement of the technology; (3) the current method of operation; (4) the current versus prior levels of productivity; (5) the costs to procure the system; and (6) cost-benefit projections as a result of the procurement.

This study compares the effectiveness of computer assisted counseling as compared to personal counseling. A group that received counseling using computers viewed their experience as less effective than did a group counseled personally; however, no differences were found on outcome measures.

This article describes a computer network that allows individuals to take credit courses from colleges and universities all around the United States using only a microcomputer and a modem. Discusses the registration procedure and the broad range of courses offered.

The desirability of using computer scheduling to assign students to classes (lectures, seminars, and practicums) for courses requested, and the possibility of integrating the scheduling onto the enrollment process, are discussed.

In order to help assess the effectiveness of the academic advising system at Houston Baptist University, an "Advisor Perception Inventory" was used to add information to the computer data bank. The two summary reports generated are discussed.

Suggests that advisement program problems can be overcome through computer usage, especially in performing time-consuming clerical tasks. Discusses problems with academic advisement, types of information and services provided, and evaluation of computer-assisted advisement.

The DISCOVER computerized career guidance program was found to have a positive effect on career self-efficacy and career decision making in a sample of undecided undergraduate students.

In exploring the impact of microcomputers and the future of the university in 1985 and beyond, a distinction should be made between computing literacy--the ability to use a computer--and computer literacy, which goes beyond successful computer use to include knowing how to program in various computer languages and understanding what goes on mathematically, logically, and/or electronically inside the computer. Though computer uses in higher education in the future are difficult to predict given the propensity of the educational system to resist change, some of the possible current and future uses include word processing, submission of manuscripts to textbook editors, teacher student communication, faculty work at home, online access to library holdings, interactive computer network conferences, student advising and schedule planning, use of videodiscs as interactive "textbooks," and artificial intelligence applications. The university must promote and encourage computing literacy in order to survive. While the initial cost for providing computers may seem unrealistic, the potential savings could significantly reduce administrative overhead. Computing will become more central to the function of professionals, and, because information is power, will increase the power of the individual.

A private college's computer-managed preregistration system considers the degree of student interest in or need for enrollment in a specific course and helps provide optimal course schedules and course access. The rates of improvement in course registration for students at all levels are noted.

This bibliography on academic advising presents 351 annotated citations grouped in 10 areas. Though some older, classic articles and books are mentioned, most of the citations are from the 1980s and 1990s. Topical areas were chosen so that users could examine the literature based on their interest and need. Citations from areas related to advising are also included. Each section's citations are listed alphabetically by author. Chapter 1 covers organizational and delivery systems (general approaches, faculty advising, departmental advising, computer-assisted advising, peer advising, and residence hall advising). Chapter 2 treats developmental advising. Chapter 3 addresses special populations (adult students, student athletes, commuter students, disabled students, graduate and professional students, high-ability students, transfer students, and undecided students and major changers). Chapter 4 is on culturally diverse students (African American, Asian American, Hispanic American, Native American, and international students). Subsequent chapters cover adviser training, career advising, retention, legal issues in advising, advising as a profession, evaluation and assessment, and academic advising books. Includes author and subject indexes.

A prototype computerized expert system was designed to advise high school or first-year college students who are uncertain about a particular college or major. On-demand consultation gathers information about student grades, interests, test scores, and aptitudes, assesses admission qualifications for a variety of majors, then recommends curricula and courses for consideration.

This report defines the functions of computer-managed learning (CML) as (1) test generation, correction, and analysis; (2) record keeping and reporting; (3) routing learners through a set of learning activities; and (4) charting learner progress for a variety of purposes. It then describes the hardware characteristics and configuration of three types of CML systems, including a stand alone system (the basic model), the timesharing system, and the distributed system, together with such additional devices as printers, digital pads or graphics tablets, touch sensitive screens or lightpens, mark sense readers, and videodisc, videotape, and other instructional media. The five major software programs required to fulfill the four functions are also described--a supervisor program and the registration, testing, prescription, and scheduling modules. The use of CML for the four functions noted in the definition is then detailed. Other factors that may present problems in implementing CML are also discussed, including cost, size of the learning program, accessibility, security, inappropriate use of computer testing, organizational issues, staff knowledge and skills, teacher attitudes, and isolation of learners. Guidelines and a checklist are provided for the selection of a suitable system and several available systems are described. Key factors in the successful implementation of a CML system and a brief consideration of the future of CML conclude the report. Six figures and a glossary of terms are included.

At Colorado Mountain College (CMC), academic advising is based upon a comparison of students' basic skills with the skill requirements of individual courses. Students who enter CMC to obtain a degree must take placement tests in writing, reading, math, and study skills before they can enroll in classes. The placement test battery includes a writing sample; the Stanford Diagnostic Reading Test; a CMC-developed math test; and the Learning and Study Strategies Inventory test. An academic adviser uses placement test scores to advise students not only as to the appropriate math and composition classes, but also to help students select all of their other classes. Course selection is facilitated by an advising matrix, which indicates the reading level of course textbooks, prerequisite courses, and recommended minimum writing and math levels. The advising matrix is constructed from information provided by instructors on the requirements for the successful completion of their courses. Each term, instructors are surveyed regarding prerequisites, written work, tests, quizzes, homework, projects, oral work, experiments, textbooks, writing skills, reading skills, math skills, and lecture style. Their responses are entered into a database program, and the resulting advising matrix can be printed out in either a short or long version. Once the matrix is ready, brief training sessions are required to explain its purposes and uses to advisors. Attachments include testing and advising flow charts; instructions for constructing the Advising Matrix; sample letters to instructors and an instructor questionnaire; copies of the long and short forms of the advising matrix; and information on finding the reading level of textbooks.

A system developed to standardize an academic measurement for documenting structured non-college credit. This system allows for recognizing and recording individual effort in the pursuit of continuing education.

Begun in 1988 to address issues of technology and education, the Maricopa County Community College District's (MCCCD's) Ocotillo program has expanded to provide a forum for faculty and staff to address general issues of the quality of learning and instruction in MCCCD through year-long committees on subjects of interest. This document features the year-end reports for 1993-94 of the following nine Ocotillo committees: (1) the Authoring Languages Committee, highlighting the need for college and district support of faculty programming activities; (2) the Emerging Technologies Committee, reviewing its efforts on the Internet and indicating that meeting attendance was poor; (3) the External Networks Committee, discussing the status of District networks, user training, newsgroup access, policy needs, and user expectations of MCCCD faculty; (4) the Information Literacy Committee, describing the group's activities and plans for implementing an information literacy curriculum; (5) the Intellectual Rights Committee, reviewing the efforts of the committee to increase copyright law awareness, define copyright guidelines for multimedia, and develop a policy on proprietary rights; (6) the Mechanisms for Technology and Evaluation and Implementation Commission, identifying the methods in which technology may be integrated into college systems; (7) the Open-Entry/Open-Exit Committee, describing issues related to education that does not follow traditional timelines; (8) the Technology-Based Testing Committee, describing its efforts to identify models for a technology-based testing system; and (9) the Technology Training Committee, discussing its plan to train faculty to use current computer technologies.

Florida Community College at Jacksonville's (FCCJ's) "A Learning Enhancement and Retention Tracking" (ALERT) system is a computerized retention program which collects and utilizes a range of retention-related information to help students achieve their goals. Upon application for admission, students complete an ALERT Advising and Retention Information (ARI) sheet, which collects data on goals, employment plans, enrollment intent, and learning preferences. ARI data is used with the student record and test scores to generate an ALERT orientation profile that counselors can use to advise students on course selection and recommend intervention activities. Faculty are provided with a student profile for each course, listing enrollees, their goals, employment, and program of study. By the fifth week of classes, faculty are required to complete progress report scansheets for each student evaluating academic progress. Scansheet data are used to generate reports summarizing students' initial academic progress, and are presented to students directing them to recommended intervention resources. Specific ALERT intervention strategies include learning labs for students with academic skills deficiencies, study skills instruction, education/career planning, and withdrawal intervention. The handbook includes a copy of the ARI questionnaire, sample orientation profiles and student profiles, copies of the student progress report scansheet and a sample student report, a calender of ALERT activities during the 1990 pilot project, a list of retention and intervention strategies, and a list of faculty who participated in the pilot project.

Talks about the future of computers and predicts its power as a guidance tool. Data on high user acceptance, the computer's ability to perform certain tasks, increase in vocational maturity and cost feasibility support the basis for this prediction.

College advisors can use the internet to communicate daily and exchange information with colleagues around the world, through a user-friendly academic advising forum. Basic instructions for joining an academic advising forum on the internet are provided.

Two-year college students in Ohio can use a comprehensive system of specific guidelines to aid them in transferring to any of Ohio University's six campuses. The articulation system uses a computerized method for converting course listings on the student's transcript into corresponding courses at the university.

The 36 papers contained in this collection from the College and University Computer Users Conference (CUMREC '93) are grouped under six topic areas. The main subject areas and examples of the topics covered are: (1) computer-based student support systems, including telecounseling and recruiting, a student advising system, the assignment of housing, academic planning assistance, food service, and a graduate student degree and progress tracking system; (2) student information systems, including the use of interactive voice response technology, electronic transcripts, an online student credit system, a system for managing personal identification numbers, and the exchange of electronic transcripts; (3) finance and administration, including implementation of a paperless workplace, electronic forms processing, and financial management information solutions; (4) information resources management, including education and training, steps toward distributed data access, implementing data administration and strategic data planning, and campus wide information systems; (5) emerging technologies, including open systems, the networking revolution, evolution of smart card technology, image processing, interactive multimedia, and computer downsizing; and (6) strategic planning and management, including improved data access, business reengineering, and a survey on information technology issues in the 1990s.

The paper provides a context for understanding the properties of computer based systems and theoretical approaches. The evolution of computer-based career information systems is given.

A computer program developed to assist students and advisors in career planning and to monitor students' progress toward a degree. The program categorizes total credits into transfer credits, pass/non-pass basis, etc. Input of courses proposed but not taken indicates deficiencies and course placement in degree program.

Electronic versions of college catalogs, viewbooks, and applications are used successfully as tools for college student recruitment. High school guidance counselors and community college advisors can be given access to special information services, students can both obtain and provide information on diskette, and the approach is cost effective for everyone.

The paper demonstrates how the computer can be used to help select students who are in need of specific individual contact because of questionable enrollments and provide data which make individual interviews more productive.

The article gives a concise overview of the structure and content of SIGI. It also gives a summary of findings from an extensive field test and evaluation.

A study found that using consumer behavior and decision models to guide students to a major can be useful and enjoyable for students. Students consider many of the basic parameters through multi-attribute and decision-analysis models, so time with professors, who were found to be the most influential group, can be used for more individual and special-situation discussions.

This paper describes Miami-Dade Community College's (MDCC's) Academic Alert and Advisement System (AAAS), which uses a powerful and sophisticated computer system called Response System with Variable Prescriptions (RSVP) to provide students with information about their progress in a course midway through the term. The paper begins by outlining the educational problems facing community colleges and the curricular and policy changes undergone by MDCC in response to these challenges. Next, it explains the RSVP system and its place in the three-level design of AAAS. The paper notes that at the first level, sources of student data for the system were delineated; at the second, the relevant student attribute and course information from the database were identified; and at the third, the selected pieces of information were combined to form meaningful groups of students for variable computer-generated feedback statements. Charts are provided to illustrate the formation of the student groups to receive specific types of progress reports, advisement for future registration, reports on previous term status, and statements of progress in the current term. After describing the developmental phases of AAAS and its implementation, the paper offers information on AAAS's favorable reception by faculty and students and other outcome data. Appendices provide MDCC's Standards of Academic Progress and summary reports from the faculty and student evaluations.

Discusses "Socrates", a computer student schedule program at Michigan State University. The program eliminated much delay and confusion of course scheduling and provided students with their first choice of schedules seven out of ten times.

Holyoke High School MA, Saint Michaels College VT. Describes a partnership between Vermont's Saint Michael's College and Massachusetts' Holyoke High School to increase student retention. Describes advising provided by university faculty to the high school students and a summer institute to introduce students to college life. Focuses on the use of the Internet in the project. (AJL)Notes Part of a special section entitled "Partnerships with Higher Education."

A study was conducted to validate the Army's Computerized Adaptive Screening Test (CAST), using data from 2,240 applicants from 60 army recruiting stations across the nation. CAST is a computer-assisted adaptive test used to predict performance on the Armed Forces Qualification Test (AFQT). AFQT scores are computed by adding four subtest scores of the Armed Services Vocational Aptitude Battery (ASVAB): word knowledge, arithmetic reasoning, paragraph comprehension, and half of the numerical operations subtest. The validity of CAST's paper-and-pencil counterpart, the Enlistment Screening Test (EST), was also examined in this study, using a smaller sample of 688 applicants. Analyses indicated that both CAST and EST were good predictors of AFQT performance; correlations with AFQT scores were .82 and .79, respectively. CAST scores accounted for 67 percent of AFQT validity and EST, 62 percent. Results also indicated that optimal efficiency was achieved with a CAST test length of 10 word knowledge items and 5 arithmetic reasoning items. Administration of the current CAST required 12 minutes. Small race and sex differences existed. Additional research was recommended in order to provide cutoff guidelines for recruiters in advising applicants on their predicted ASVAB success.

Discussion of changes in classrooms as a result of communication networks focuses on teachers' roles in future educational settings. Topics include teachers as information consultants, as team collaborators, as facilitators, as course developers, and as academic advisors; and the computer and communication skills needed by teachers.

The president's address, delivered at the 1989 annual meeting of the National Academic Advising Association, outlines four steps to prepare the academic advisor for harmonious entry into the 1990s, including use of computer technology, developmental principles, program planning and evaluation, and professional development opportunities.

Brigham Young University (Utah) creates a personalized student profile based on high school academic records, American College Testing data, and student interests and concerns. The profile leads to an individualized letter recommending a first-year course of study and sources of additional help. Faculty freshman advisors are trained in use of the profile. Examples are appended.

The Brigham Young University (Utah) Academic Information Management program, a computer-based academic information and planning system, is described. The system provides students with critical and timely academic planning information, assesses and provides access to student academic information for the academic community, and facilitates individualization.

This chapter discusses the uses of computer technology in academic advising. In addition to describing the landmark developments in computer-assisted advising, computer-assisted models are outlined. The analysis and design of computer files for a curriculum management system are critical elements of an effective program. Integrated information files updating requirements and tracking academic requirements are also important. Eight recommendation for any institution contemplating the development of a computer-assisted program are given. The Brigham-Young University program is detailed as an example.

Discusses "REFLEX," a software package for scheduling. Explores the program's applications in preparing a departmental class schedule. Explains that "REFLEX" includes a filter function and some attributes of a spreadsheet but lacks the ability to interact with other databases. Concludes that the program can make scheduling easier and more accurate.

Describes the development of the Course Advising Tool (CAT), a microcomputer-based information retrieval program that uses hypermedia and visual programming tools to help students develop their course schedules. The use of graphical cues and nonsequential navigation is discussed, and possible extensions to the system are described.

Efforts were made by the Career Center at Florida State University to implement the localization options in the DISCOVER and System of Interactive Guidance and Information (SIGI) PLUS computer-assisted career guidance (CACG) systems in 1991-1992. A review of the literature and current use of localization suggested that localization was a complex, underutilized extension of CACG software. Use of the localization feature raised issues about the nature of the desired client outcomes, the type of information to be included, the processes and costs for installing and using the feature, and who in the organization should be responsible. To determine what types of information to include in localization, career advising staff were surveyed, two staff meetings were held, and user feedback on the two CACG systems was examined. It was decided to emphasize local information that would accomplish the goals of providing instructions to improve client interactions with the CACGs and reduce client confusion, and of linking clients with other Career Center resources and activities. Primary localization efforts were directed toward DISCOVER because the software design was more compatible with the two program goals. This report includes a discussion of project findings in relation to localization issues, i.e., clarifying the purposes of localization, the influence of system design on localization functioning, the impact of localization on CACG system effects, and the impact of localization on staffing and training.

Building on the example of computer software designed to help calculate grade point averages, the next generation of such programs is examined and the definition of computer-assisted advising is expanded to additional examples of interactive, student-centered advising software, some still under development. A comprehensive computer-assisted advising system is the goal.

Cyber Adviser software aids course planning by checking entrance requirements, automatically recommending courses, automatically designing a curriculum that can be manually modified, and automatically planning a student's course sequence for up to three years. Describes how the advising staff at Valencia Community College (FL) uses Cyber Adviser to provide efficient and consistent advising.

Two components in making decisions about selecting courses are examined: course descriptions by instructors and evaluation of instruction by students. Faculty attitudes toward student evaluations in general and their attitudes about evaluations being used for instructional improvement, administrative decisions, and course selection are discussed, based on findings reported in the literature. In addition, a project at the University of Minnesota that incorporates student evaluations of faculty and courses with instructor course descriptions into a system for helping students to select courses is described. The Student Course Information Project (SCIP) was a cooperative enterprise among students, faculty, and administration to provide information for advising students about selecting courses. After a pilot study conducted during spring quarter 1979, SCIP began operating in the academic year 1979-1980. The procedure included collecting information and disseminating it in printed materials. Participating faculty members completed an authorization/identification form and a Course Information Profile (CIP). Specific details about the course included responsibilities of teaching assistants, types of instructional aids used, types and formats of examinations, grading, intended student audience by type of academic program, out-of-class learning activities, and methods of instruction. Students completed Course Opinion Profiles which involved ratings of the instructor, the course, and the student's learning and efforts. Information on students and on the student's use and opinion of the SCIP materials for program planning and course selection were included. Faculty and student views about SCIP are reported.

In a Stockton State advising program focusing on career planning and personal development as well as academic programs, a project undertaken by students in the Information and Systems Sciences program helped improve the student data delivery system and save time. Sample records, flow charts, and costs are provided.

Lane Community College's Computer Assisted Advising Tool (CAAT) is used by counselors to assist students in developing a plan for the completion of a degree or certificate. CAAT was designed to facilitate student advisement from matriculation to graduation by comparing degree requirements with the courses completed by students. Three major sources of data are used to generate CAAT reports: (1) the degree program description file, which stores official degree and certificate requirements using a general structure of "areas" (i.e., conceptual groupings for major requirements, minor requirements, and electives) and "tables" (i.e., listings of courses that may be used to satisfy a requirement according to specific rules); (2) student course waivers, which are applied to the fulfillment of specific programs; and (3) student transcripts, which include students' grades and current course enrollments. An online degree evaluation program compares a student's transcript, including waivers and course substitutions, with the stored requirements profile for a selected degree program. A report is then generated, listing all requirements arranged by areas, and indicating which requirements the student has completed and which remain unsatisfied. The CAAT report is arranged in a chronological fashion, providing the student and the counselor with a suggested schedule for completion of any given degree program from matriculation to graduation. The CAAT system has particular benefits for advising students with complicated transcripts or students wishing to change their major; for advising students prior to registration; and for students planning to transfer to a four-year institution. Information on the CAAT files and sample reports are appended.

The article discusses the initial objectives for a computer-based program implemented at Richland College, Dallas, Texas. Results from using the program are given.

Detailed descriptions are given of the five computer-generated reports of the Student Advising Information Package provided to advisors for each advisee: (1) Family of Patients; (2) Clinic Activity and Patient Management; (3) Student Procedure Progress by American Dental Association Code; (4) Delinquent Appointments; and (5) Student-Patient Appointment Summary.

Presents background information that describes the major components of an embedded performance support system, compares levels of functionality, and discusses some of the required technologies. Highlights include the human-computer interface; online help; advisors; training and tutoring; hypermedia; and artificial intelligence techniques.

This Digest discusses computer assisted advisory practices currently in use in community colleges, outlining the types of data collected and how they are used, including the use of tracking to plan interventions for at-risk students. Enhanced computer technology has improved the effectiveness of academic advising by enabling more thorough and efficient data collection and analysis. Florida Community College has utilized an innovative application of computerized data systems to allow tracking of student progress and improve retention. Entering students must submit an outline of their goals and fields of study, which are periodically scanned for progress. Intervention strategies can then be employed to improve performance and retention. Portland Community College in Oregon utilizes their computerized database to review transcripts and course offerings to help students plan their upcoming schedules. The goal, again, is to increase academic success and retention. Midlands Technical College in South Carolina pairs computerized transcript information with staff training initiatives of developmental academic advising to reduce attrition, increase utilization of services, and involve students in orientation and advising programs. Miami Dade Community College in Florida provides students with mid-semester progress reports so that they can take action to improve if need be. Little consensus has been reached on the overall effectiveness of computer-based academic intervention strategies. They do, however, appear to be most successful when technology is paired with human resources.

The features of Higher Education Abstracts that make it an important resource for academic advisors are outlined. HEA compiles summaries of journal articles, conference papers, books, monographs and research reports about college students, faculty, administration, and related topics in higher education.

The Course Sequencing Pathways Computer Support System was developed at Miami-Dade Community College (MDCC) to aid students and advisors in selecting appropriate courses based on test scores, MDCC graduation requirements, the university of choice (if applicable), and the student's major. A student report, which is calculated on-line, is available as part of the Advisement Graduation Information System and as a separate report created for first-time-in-college students when they complete basic skills testing. The report has several features: (1) a list of suggested and required courses in the English and math sequences, the General Education core, the General Education distribution courses, electives, required courses for the major, and physical education requirements; (2) a list of all of the pre- and co-requisites for the courses listed; (3) a list of all registration holds that the student will encounter when attempting to register; and (4) career information related to the student's major, including a general statement on career opportunities in the field and information particular to the campus. These reports are available for use as part of the advisement process by the time that students have completed their testing and orientation program. Samples of Course Sequencing Pathways Reports are included.

Part of a systematic, in-depth assessment of Miami-Dade Community College's (MDCC's) educational programs, student support systems, and selected campus-level activities, this volume of the college's institutional self-study report examines the impact and effectiveness of student information systems and performance standards. This report presents results of evaluative research on MDCC's three computerized systems designed to increase effectiveness in student academic support. First, an introduction to MDCC's student information and academic performance reforms is provided, including an overview of the Advisement and Graduation Information System (AGIS), the Academic Alert, and the Standards of Academic Progress (SOAP). This section offers a discussion of the stages of development of each of the systems, their current scope, and evaluation needs. A section on methodology and a review of general findings are followed by evaluation results for each system. Finally, a summary section presents collective findings and conclusions, including: (1) faculty need more familiarization with AGIS; (2) though the AGIS system is effective in meeting its intended objectives, certain components should be modified for clarity and better communication regarding AGIS usage should be instituted; (3) the Academic Alert system has had a positive impact on student performance; and (4) students and personnel need a better understanding of SOAP policies.

Kent State University's College of Education implemented a computer-controlled advising system for undergraduate education students, providing information including program descriptions, deadlines and applications, student teaching, and other topics. Preliminary evaluation shows the system able to answer most-asked questions.

The use and acceptance of computerized counseling systems have increased in recent years. In this study the authors compared students' satisfaction with DISCOVER relative to the amount of money paid for such a service. No significant differences were found.

An overview is provided of the development of the statewide computer-assisted Student On-Line Advisement and Articulation (SOLAR) system in Florida. After providing background information on the history and current status of articulation and transfer in Florida and on a 1986-87 pilot study of the feasibility of implementing the SOLAR system, the paper explains the three major categories of information that have been incorporated into the system: (1) an overview of information on the transfer process, including guidelines applicable to all universities, application procedures, and the benefits of transferring with an associate degree; (2) general admissions requirements, including information on contacts for student admissions, housing and financial aid, estimated student costs, acceleration mechanisms, application deadlines, admission requirements, and a listing of programs with special admission requirements; and (3) course and admission requirements for a major, which offers students information on general education and upper-level requirements for any combination of community colleges and universities. The next section explains the features of the state's computer system on which SOLAR is mounted. After explaining the seven steps involved in collecting and verifying information for SOLAR from the community colleges and universities, the paper considers database maintenance and the three-year schedule under which SOLAR is being implemented. Finally, concluding comments highlight the accomplishments to date of the SOLAR system.

Discussion of the development of an expert system that will serve as the primary advisor for individual course sequencing in a graduate program focuses on the characteristics and selection of an expert system shell (i.e., software that facilitates expert system development). Advantages, disadvantages, and prices of several commercial products are listed, and vendor addresses are provided.

Discusses the development and evaluation of the Academic Counselling Expert (ACE) system designed to replace the faculty advisor and provide requisite advice to aviation students at San Jose State University (California). This computer-based counselling system was accessed by 65 students (Spring 1996 semester); most students acquired appropriate advice and saved faculty advisors over 30 hours of consultation time.

Telecommunicated learning has been available since the 1930s, with the use of radio for instruction. Research has been conducted on its effectiveness, but little that focuses on the specifics of language learning. In the past two decades, language telecourses have proliferated and are used widely for adult education. This article reports on the experience with language telecourses at Catonsville Community College (Maryland), comparing the success of telecourse students (the number who earn a grade of "C" or better) to that of students in regular courses. More studies need to be conducted on the proficiency of telecourse students versus that of regular students.

Because of concern to provide students with accurate, up-to-date academic information, computer-assisted advising has been on the agenda for computer development. The state of art of computer-assisted advising is reviewed, and characteristics of leading programs in the country are analyzed.

Background information on University of Denver's computerized degree check and advising system, the Academic Progress Report (APR), is presented. The APR program, which was implemented for undergraduates in fall 1976, is discussed in terms of the need for the program, its development, implementation, problems, and future directions. The system provides a computerized statement of degree requirements and student records to help with academic advising. Department heads were given a listing of major and minor requirements obtained from college bulletins and asked for corrections. A pilot check of the system was undertaken with six departments. A positive outcome has been that faculty can spend more time talking with students about their future and career goals. It was found that academic rules programmed in the computer have been more reliable than an employee's memory of rules. Important components of the project include communicating changes in degree requirements and ongoing discussion of the project and problems among staff. Appendices provide specific information on the computer and the software languages and a list of possible computer messages regarding violations of regulations for earning credits.

A telephone registration system for first year students implemented at Alma College (Michigan), involves having freshmen confer with advisors during orientation week, then having the registrar's office contact the advisors. Despite limitations, the low-tech solution works well at extremely low cost.

This article discusses how students interact with computer assisted guidance.

The article discusses the DISCOVER field trial that was conducted under the sponsorship of the U.S. Office of Education. The purpose of the study was to answer questions in an effort to elicit constructive suggestions for improvement.

A set of advisement packages designed to educate both advisor and advisee with information to enhance the quality of their dialogue. "Exploring Academic Options" and "Designing Individualized Programs" allow a student to be led from an expressed interest to a particular major. "General Academic Information" provides both faculty and students access to a core of information containing items commonly found in a university catalog.

This study was conducted in 1989 to analyze the registration processes used in Florida's public community colleges and universities, focusing on procedures, staffing, technologies used to facilitate registration, the relationship between student automated advisement systems and existing registration processes, and institutional procedures for determining a registration master schedule. Two surveys were distributed to the 37 postsecondary registrars in Florida, and a survey was disseminated to 1,000 students at 5 community colleges and 3 universities to gauge student satisfaction with institutional registration and advisement policies and procedures. Surveys were returned from all registrars and 794 students. Six on-site visits were conducted to interview registration personnel and to observe registration procedures. Study findings included the following: (1) all 9 state universities used interactive real time data input registration systems, with 7 using on-line terminal registration, one using interactive scanners, and 6 using touchtone telephone registration; (2) 67% of the university student survey respondents indicated that they registered by phone for fall 1989 classes, and the same percentage reported that they were satisfied with their registration experience; (3) all 28 community colleges used on-line terminal registration for at least one phase of registration, and 6 community colleges used touchtone telephone registration; and (4) only 17% of the community college respondents registered by phone in fall 1989, however, 73% were satisfied with registration. Recommendations for improving registration are included in the study report, along with a discussion of state-level centralization or decentralization of registration in California, Tennessee, Maine, North Carolina, New York, and Georgia. Selected survey results are appended.

Blue Ridge Community College (BRCC) in North Carolina has developed a multimedia recruitment program using Asymetrix ToolBook software. Combining text, graphics, and pictures, the program provides curriculum and admissions information to prospective students. By taking an interactive multimedia tour, prospective students can become immediately acquainted with programs that interest them. The product can be used in-house, at high schools, mall exhibits, and industry visits. Topics outlined in the program include application procedures, tuition costs, financial aid, placement tests, counseling and advising, and registration day. Curriculum topics include course and program descriptions, job opportunities, and faculty biographies. This program can be used to present information about BRCC's curriculums to advisory committees or local civic organizations using an overhead projector with an LCD projection panel. The program helps create a high-tech image for the institution. Over 200 working hours have been invested in developing the program. While the current focus of the program is on curriculum and admissions, it will be expanded to include a personnel directory and a section explaining various functions of the personnel in the Student Services area. Other possible sections include continuing education, small business center, and industry training partnerships. Format samples, technical specifications, and costs for implementing the program are included.

This study assessed the effectiveness of interaction with a computerized career guidance system among college students of differing intellectual development levels. The model is guided by the idea that college students have a conceptual system for career decision, and that this system focuses on a search for career commitment that is appropriate for that individual. Advanced work with the system allows for the student to develop a broader sense of possible careers, and provides better tools with which to analyze perspectives.

An attempt was made to increase dislocated worker's self-esteem and decrease their anxiety through implementation of a technical retraining program that included teaching employability skills and counseling. The program was offered by a community college to 23 dislocated workers. Self-esteem and anxiety were measured three times during the program with a survey and counselor's notes. Results of midcourse surveys spurred such program changes as increased counseling and support staff, technical skills practice, and problem-solving time. During the program, some anxiety was always present and at times could be healthy for promoting change in people. Cause of anxiety shifted from worrying about returning to school after many years at the beginning of the program to worrying about obtaining a job at the end of the program. Evaluation at the end of the program showed a slight increase in self-esteem and a slight decrease in anxiety. (Eleven references are included. Sixteen appendices form the bulk of the document: counseling form; survey form; application for admission; child care referral form; material and book voucher; employment development plan; attendance form; financial aid form; job application form; job search skills test; interview "do's and don'ts" test; sample resume; sample cover letter; career planning chart; job retention questionnaire; and employment verification form.)

A management information system that monitors course enrollments during an institution's registration cycle is described. The registration cycle includes pre-registration demand, pre-registration scheduling, cancellation for nonpayment of bill, in-person registration, and add/drop. The information system utilizes the course registration process as an empirical data source for curriculum decision making. The system provides the academic manager with information for making short and longer term decisions regarding enrollment trends, program migration, and institutional flexibility. The methodology consists of collecting student enrollment data, on a course-by-course basis, at each phase of an institution's registration cycle. From a computer implementation perspective, benchmark processing requires the merging of course enrollment files at each phase of the registration cycle. An updated management report is produced at each phase. The system provides improvements in report structure, including advantageous ordering of information, selection of data elements, and temporal integration of information. In addition to semester planning, multi-semester benchmark comparisons can be used in enrollment trend analysis and long-range forecasting.

In winter 1982-83, a survey was conducted of registration and assessment procedures used in California's community colleges. The survey, which was sent to 106 institutions, sought information on the colleges' procedures in the areas of course advising and registration, orientation, counseling, course changes, computer usage, testing requirements and uses. Study findings, based on responses from 99 colleges, included the following: (1) in 98 colleges, course advising was done by counselors and in 20 colleges by faculty; (2) the most common registration procedures were "arena" style (55 colleges), by mail (37 colleges), through individual conferences (33 colleges), and in large groups (20 colleges); (3) 84 colleges required or recommended orientation for at least some students; (4) 42 colleges required students to have a conference with a faculty member or counselor prior to registration; (5) 20 colleges required assessment for matriculation, and 32 recommended it; and (6) of the 62 colleges with a testing center, 41 indicated that it was open throughout the college year or calendar year.

The authors describe the institutional use of DISCOVER and SIGI, two computer-assisted career guidance systems, in terms of services provided, staffing, management, and implementation.

At San Juan College, the effectiveness of student basic skills assessment and course placement advisement was significantly improved through the implementation of Computerized Placement Testing (CPT). The CPT lab houses 15 personal computers and is staffed by professional counselors and student services aides. Students are not allowed to leave the testing area with their results until a counselor or advisor has reviewed their scores and computerized placement recommendation with them. The system allows for assessment results to be immediately available on-line at other college offices involved in the assessment and placement process. In addition to the reading, mathematics, and English skills placement tests, students complete an on-line questionnaire soliciting student demographic and educational goals information. Benefits of the system include the following: (1) the CPT system permits on-demand testing as well as scheduled testing for both individuals and groups; (2) it increases accuracy in assessing student's entry-level skills for the entire range of skills covered by the test instrument; (3) it provides immediate on-line scoring feedback to students, counselors, and advisors; (4) it reduces student frustration with re-testing by generating appropriate questions based upon a student's previous responses; (5) it reduces anxiety associated with timed testing; (6) it is less time-consuming than paper and pencil tests; and (7) it allows for easy equating of test norms to other on-line testing instruments and data. This report includes a glossary of assessment terms; a sample student placement report with test results and course recommendations; a copy of the demographic data questionnaire; and results of a survey of CPT users.

Describes Miami-Dade Community College's computer-based Advisement and Graduation Information System (AGIS), which provides students with accurate, up-to-date information on their progress toward meeting graduation requirements and on courses recommended for transfer. Describes AGIS's six-phase development. Reviews AGIS's management applications, distribution of AGIS reports, and system benefits.

Describes a computerized partial degree auditing system, MAPP (Monitoring Academic Progress Policy), developed at the University of Florida to monitor students' progress into appropriate majors and apply institutional policy concerning degrees. The system generates letters directing students to advisors when needed. Discusses advantages for different student groups and makes recommendations for institutions considering implementation of similar systems.

Participation by disabled students in a computer-based program led to improved academic performance. Results indicate that disabled students benefit from computer facilities combined with basic student support services.

This report offers information on Hawkeye Institute of Technology's (HIT's) existing student services and plans for the development of a centralized Educational Services Center (ESC) to provide comprehensive support services to HIT students from initial contact with the college beyond graduation. Examples of ESC services include assessment, career planning, financial aid advising, orientation, tutoring, study skills courses, academic advising, job referrals, and transfer services. The report includes: (1) introductory information on the administrative charge and development team vision that underpin the student services plan; (2) a profile of the services provided to special needs students during the 1990-91 school year; (3) a discussion of the impact of the Carl D. Perkins Vocational and Applied Technology Act of 1990; (4) a glossary of terms; (5) charts illustrating the planned collaborative support system; (6) a detailed discussion of the ESC's purpose, services, procedures, administrative structure, components, availability, and reporting mechanisms; (7) a list of potential sources of financial support; (8) information on staffing and personnel needs and requirements, including job descriptions; (9) an overview of space needs for the ESC; and (10) a suggested expense budget. Appendixes include a report on a Perkins compliance site visit conducted by the Iowa Department of Education, raw results from student surveys on counseling needs and reasons for dropping out of HIT, reports on the utilization of on-campus special needs staff and on the implementation of Asset assessment testing, space and budgetary information, and Success Center enrollments.