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Undergraduate students evaluated one of their professors on sensitivity to students' needs, quality of teaching, course structure, and treatment of designated group members (e.g., visible minorities). Found differences related to student gender and academic discipline; ratings also correlated with how often a professor met with students outside of class, when the class was scheduled, and class size. (EV)

Analyzed college students' (N=193) opinions regarding the academic and career advising they had received from high school guidance counselors, high school teachers, university guidance counselors, and university professors. Results indicate that students perceived advice from high school and university guidance counselors as less useful than high school teachers' and university professors' advice. (RJM)

This study expanded and tested Furnham and Bochner's (1982) model of culture shock, employing a sample of 156 male international students in a Canadian university. Path analysis was used to assess the effects of cultural differences, size of co-national group, family status, cross-cultural experience, and social interaction with hosts on culture shock. Results suggested that social interaction with hosts plays an important role in international students' adjustment.

Information provided to high school students by their guidance counsellors and teachers can affect how students view university or college, as well as their expectations and level of preparation for the academic demands of higher education. This article describes two studies conducted with high school students that examined the type of information provided to students by high school teachers and counsellors, the perceived importance and usefulness of the advice, and students' reasons for attending university or college. Results showed that the majority of students expressed an intention to pursue higher education primarily to fulfill career-oriented goals. Parents and friends were rated as more important influences on student decisions than either high school teachers or guidance counsellors. High school personnel encouraged students to further their education and provided them with information on application procedures. The role of high school guidance counsellors and teachers is discussed in light of the findings. (Contains 2 tables.)

Examined the relationship between student characteristics (e.g., gender, educational orientation) and the advising that students received and preferred from professors. Findings indicate that students were not receiving the type of advising they preferred and that students' gender, grades, educational orientation, and previous advising experiences predicted students' advising preferences. (Author/RJM)

148 undergraduate students completed the LOGO-II scale, a measure of educational orientation, i.e., learning-oriented and grade-oriented attitudes and behaviors, and were asked to report their current and expected grades, as well as their self-assessed academic skill. Generally, learning orientation was positively correlated with academic performance, but grade orientation was negatively correlated with performance. Learning orientation and grade orientation predicted academic performance for men but not women. Implications of these findings, including the possibility of encouraging students to assume a more learning-oriented approach to their education, are discussed.

One hundred and forty-eight undergraduate students at the University of Windsor completed a survey assessing their views about the purpose of a university education, as well as their perceptions of the current university environment. To determine their overall approach to higher education, students also completed a scale to measure their degree of learning orientation and grade orientation. Findings show that students believed the purpose of university to be concerned with learning and career preparation and that they perceived the university environment to be impersonal and costly. Learning orientation was related to students' general values, to the perceived purpose of university, and to their views about the university environment. Implications of these findings for helping students to develop a higher level of appreciation for the university experience are outlined. [ABSTRACT FROM AUTHOR]