A Qualitative Examination of Graduate Advising Relationships: The Advisor Perspective

Nineteen counseling psychology faculty members were interviewed regarding their advising relationships with doctoral students. Advisors informally learned to advise from their experiences with their advisor and their advisees and defined their role as supporting and advocating for advisees as they navigated their doctoral program. Advisors identified personal satisfaction as a benefit and time demands as a cost of advising. Good advising relationships were facilitated by advisees’ positive personal or professional characteristics, mutual respect, open communication, similarity in career path between advisor and advisee, and lack of conflict. Difficult relationships were affected by advisees’ negative personal or professional characteristics, lack of respect, research struggles, communication problems, advisors feeling ineffective working with advisees, disruption or rupture of the relationship, and conflict avoidance. Implications for research and training are discussed

Improving Kindergartener’s Initiative to Problem Solve Through Integrated STEM

Many teachers are familiar with students who are scared to try to solve a problem and instead look to adults for specific answers. Students need to be prepared to solve problems independently and collaboratively. One of the necessary skills to solve a problem is to first try, or take initiative. The purpose of this action research was to identify Kindergarten students’ initial initiative to problem solve by formal evaluation of student learning-related skills, taken from the Cooper-Farran Behavioral Rating Scale (1991). In this study, students were provided opportunities to take the initiative to problem solve through a series of integrated STEM and Habits of Mind lessons. The students were then observed during the lessons. These observations helped the teacher to prepare appropriate lessons and evaluate students on their learning-related skills. This research suggests that, when a student shows a high level of personal interest in an integrated STEM topic or Habits of Mind lesson, they are more motivated to take the initiative to problem solve. Students were also more likely to participate and persevere through a task when their interest was piqued. Teachers could use students’ personal interests in STEM education as a strategy for supporting future success. Advisor: Amanda Thoma

Community College Graduates’ Perceptions of the Effect of Cocurricular Involvement on Their Academic Success and Career Skill Development

This phenomenological, qualitative study explored community college graduates\u27 perceptions of their cocurricular involvement and its effect on their academic success and career development through the lens of The City University of New York\u27s Accelerated Studies in Associate Programs (ASAP). Besides the low graduation rates among community college students, the available literature regarding cocurricular involvement and its positive effect on students’ retention is not representative of non-traditional students who attend community colleges. Given ASAP’s success in supporting community college students through graduation by providing students with socialemotional and financial support, this study sought to gain insights into how to improve engagement and retention for community college students. Participants of this study were randomly selected among graduates of the ASAP program from fall 2018 and spring 2019. Pre-interview questionnaires were used to collect demographic data and to select interview participants. The data was collected via in-depth semi-structured interviews and was analyzed by developing codes, categories, and themes. The data revealed eight factors that contributed to the graduate’s academic success and career skill development. These factors are: (a) career readiness, (b) personal development, (c) social integration, (d) advisor mentorship, (e) structured environment, (f) appreciative practices, (g) academic integration, and (h) financial support. The recommendations to stakeholders include student-advisor assignment, outcome-driven cocurricular activities, and structured, supportive environment

Navigating the obstacles of college transition: student perceptions of advising offered in the context of a community-college success course

Community college graduation rates have grown increasingly concerning because the changing economy demands post-secondary credentials for up to two-thirds of all jobs (Lumina Foundation, 2019). Numerous studies have indicated that advising is a critical tool that can effectively support students\u27 academic persistence (Grites & Gordon, 2000; Heisserer & Parette, 2002; Light,2001; Pascarella & Terenzini,2005). Building upon this research, the present study explored student perceptions of an advising model offered in the context of the student-success course. The study was designed to show the range of impact of the advising model, based on students\u27 levels of incoming barriers and their varied degrees of participation in the advising program. Secondly, the study explored how the advising experience influenced participants\u27 overall transition-to-college experiences, if at all. The qualitative study\u27s findings indicate that even participants with the highest levels of incoming barriers experienced meaningful support through the advising model. Most of the six participants viewed the advising experience as beneficial since it contributed toward a welcoming atmosphere, provided academic-planning guidance, connected students to a network of support, and enhanced students\u27 self-confidence. Participants viewed the advisor as a member of a wider network of faculty, staff, and peers who influenced their transition-to-college experiences. Participants also described a sense of personal transformation that colored their first-year experience. While some described it as an expansion of their academic interests, others pointed to a growing sense of identity as a student, personal sense of agency, or expanded social connection. The study\u27s findings suggest a range of adaptations to existing advising models. Most models, including prescriptive, developmental, proactive, advising-as-teaching, sense-of belonging, and validation, focus primarily on the one-to-one relationship between advisee and advisor. Key findings of the study suggest that a wider lens should be used to interpret the relationship: A primary feature of the advising role is to help the student connect with a wider network of faculty, staff and peers. Advisors also should be counseled to watch for signs of personal transformation among college students. Noticing and supporting this nascent sense of personal change could provide the vital support needed to help students to persevere toward academic achievement

A critical examination of the effectiveness of faculty-based student learning support

This thesis presents an investigation into the effectiveness of faculty-based student learning support and comprises three volumes. Volume 1 provides an overview of the background literature, research methodology, ethical and reliability considerations linked to two projects whose overarching theme is the support and improvement of the student experience. The overview begins with an outline of the aim of this thesis, followed by a synopsis of the literature concerning student support in higher education and the use of technology to support learners. The methodological framework is then discussed and a brief introduction to the projects is provided. The overview concludes with an exploration of the effectiveness of faculty-based student learning support and the presentation of a new blended approach to the organisation, delivery and typology of advising. This seeks to demonstrate the strength of a blended approach and thus makes a contribution to the practice, theory and method of supporting student learning. Volume 2 discusses the Advice Shop project and considers the processes, methods and ethics of this student learning support. A summary of eight interventions is presented together with details of how the project was subsequently rolled out across the University. A consideration of the organisational model and personnel involved in student advising is also offered. The volume concludes with student and staff feedback and a discussion of how the project aims have been achieved. Evidence of the research output and components of practice relating to Project 1 can be found in Volume2 Part 2. Volume 3 presents a discussion of Project 2 - the use of technology to support learners. The project presents two technology-enhanced interventions - an electronic student attendance monitoring scheme, and the development of two online learner support tools using QuestionMark Perception as the delivery software. The methods and ethical considerations used to establish and implement these interventions are present together with feedback from students and staff. The volume concludes with a discussion of how the aims of the project have been achieved. Evidence of the research output and components of practice relating to Project 2 can be found in Volume 3 Part 2

Service-oriented coordination platform for technology-enhanced learning

It is currently difficult to coordinate learning processes, not only because multiple stakeholders are involved (such as students, teachers, administrative staff, technical staff), but also because these processes are driven by sophisticated rules (such as rules on how to provide learning material, rules on how to assess students’ progress, rules on how to share educational responsibilities). This is one of the reasons for the slow progress in technology-enhanced learning. Consequently, there is a clear demand for technological facilitation of the coordination of learning processes. In this work, we suggest some solution directions that are based on SOA (Service-Oriented Architecture). In particular, we propose a coordination service pattern consistent with SOA and based on requirements that follow from an analysis of both learning processes and potentially useful support technologies. We present the service pattern considering both functional and non-functional issues, and we address policy enforcement as well. Finally, we complement our proposed architecture-level solution directions with an example. The example illustrates our ideas and is also used to identify: (i) a short list of educational IT services; (ii) related non-functional concerns; they will be considered in future work

Understanding a ‘career in careers’: learning from an analysis of current job and person specifications

The Career Development Institute (CDI) is developing a career progression pathway for the career development sector. This report provides evidence which can inform the creation of such a framework. It is based on an analysis of 214 job and person specifications. These were drawn from all four UK nations and reflect the five CDI constituency groups as well as higher education and the welfare to work sector. Key findings include the following: It was possible to identify six levels of vacancies in the career development sector: entry level; practitioner; advanced practitioner; manager and senior manager; and research and technical support. There were careers vacancies in every UK nation and in every English region. Nearly half of the vacancies were located in London and the South East. Over three-quarters of the job opportunities for the career development workforce were located within careers companies and the education sector. Just less than three quarters of the vacancies were full time positions. A clear majority of vacancies (69%) were permanent positions. Three-quarters of vacancies specified a careers qualification. Many job and person specifications either did not specify the level of the qualification or suggested diverse careers qualifications at different levels. A minority of vacancies did not require any qualifications and a small number did not require any specific careers qualifications. Job and person specifications set out a wide range of duties for careers workers. The most common were providing one to one career information, advice and guidance and organising and delivering group sessions. The behaviour, knowledge and skills most likely to be specified were interpersonal skills, the use of ICT and electronic systems (including CRM systems) and the ability to manage paperwork and work to targets. Salaries varied from £13,400 to £65,000 although the overwhelming majority of those that specified a salary were between £15,001- £35,000. Salary varied according to the level of the job, the sector it was based in and the qualifications that were required. The analysis revealed 103 different job titles. This is a significant increase on the 2009 mapping by LLUK which identified 43 job roles. Careers adviser/advisor was the job title most commonly cited.Career Development Institut

Inclusion and the Ethic of Care: Our Responsibility as Christian Special Educators

This essay explores one teacher\u27s motivation to advocate for more inclusive practices for students with IEPs as a Christian response to applying the ethic of care in public school settings. Additionally, it charges teacher education programs at Christian universities to prepare teacher candidates to apply the ethic of care to their work with students with special needs in response to their faith. Special educators, who listen, show up, and advocate can make a profound difference for their students