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Utilizing Student-Faculty Advisor Collaboration to Co-Create a New Advising Model for Teacher Preparation Programs

Johnson, Crystal L
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1659361410781107

Abstract Details

2022, Doctor of Education , University of Dayton, Educational Leadership.
The purpose of this mixed method phenomenological study is to examine a three-pronged problem of practice in the Notre Dame College (NDC) Division of Professional Education (DOPE). The study addresses that a) there is no specific advising model employed by DOPE, b) there is no codified expectation of the advisors’ role and responsibilities, and c) there is a disconnect between student and faculty understanding of the advisor-advisee relationship. A15-item survey tool was administered to all students and faculty advisors in DOPE in early Fall 2021; the results of this survey were analyzed and used to facilitate a semi-structured focus group at the end of the Fall semester. The survey and focus group data revealed that faculty advisors and students had significantly different perceptions about their roles and responsibilities in the advising process, but that both parties desired stronger relationships and opportunities to engage outside of strictly academic events. Using these results, an action plan centered on increasing advisor-advisee engagement and providing faculty advisors with additional support and resources has been designed. While not enacted yet, this study concludes with an implementation plan for these events and resources, as well as expected results from its successful implementation.
Matthew Witenstein (Committee Chair)
122 p.
Higher Education; Teacher Education
faculty advising; advising; advising model; teacher preparation advising; higher education advising

Recommended Citations

Citations

  • Johnson, C. L. (2022). Utilizing Student-Faculty Advisor Collaboration to Co-Create a New Advising Model for Teacher Preparation Programs [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1659361410781107

    APA Style (7th edition)

  • Johnson, Crystal. Utilizing Student-Faculty Advisor Collaboration to Co-Create a New Advising Model for Teacher Preparation Programs. 2022. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1659361410781107.

    MLA Style (8th edition)

  • Johnson, Crystal. "Utilizing Student-Faculty Advisor Collaboration to Co-Create a New Advising Model for Teacher Preparation Programs." Doctoral dissertation, University of Dayton, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1659361410781107

    Chicago Manual of Style (17th edition)

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© 2022, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.