High-touch and High-tech? Community College Advisors' Perceptions of Integrating Technology Into Quality Academic Advising PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download High-touch and High-tech? Community College Advisors' Perceptions of Integrating Technology Into Quality Academic Advising PDF full book. Access full book title High-touch and High-tech? Community College Advisors' Perceptions of Integrating Technology Into Quality Academic Advising by Meredith Lea Coughlin. Download full books in PDF and EPUB format.
Author: Meredith Lea Coughlin Publisher: ISBN: Category : Languages : en Pages : 171
Book Description
The purpose of this study was to explore advisors' perceptions of integrating technology into quality academic advising. Interviews conducted with six community college advisors from across the United States focused on (a) how advisors define and operationalize quality academic advising and (b) how they use technology for quality academic advising. Initial data analyses followed Moustakas' (1994) methods for transcendental phenomenological analysis followed by open coding processes as described by Creswell (1998). Findings were presented in two ways. First, the advisor profiles provided in-depth descriptions of each advisor's experiences including her organizational context, primary responsibilities, beliefs about advising, and technology use in advising. Then the overarching themes within experiences across advisors were provided. This study found that the high-touch profession of academic advising is being impacted by advisors' and students' reliance on technology resulting in a new component critical to providing quality academic advising: fostering student independence through empowering practices. A discussion of the findings as related to previous research literature, implications for advisors and administrators, and recommendations for future research are included.
Author: Meredith Lea Coughlin Publisher: ISBN: Category : Languages : en Pages : 171
Book Description
The purpose of this study was to explore advisors' perceptions of integrating technology into quality academic advising. Interviews conducted with six community college advisors from across the United States focused on (a) how advisors define and operationalize quality academic advising and (b) how they use technology for quality academic advising. Initial data analyses followed Moustakas' (1994) methods for transcendental phenomenological analysis followed by open coding processes as described by Creswell (1998). Findings were presented in two ways. First, the advisor profiles provided in-depth descriptions of each advisor's experiences including her organizational context, primary responsibilities, beliefs about advising, and technology use in advising. Then the overarching themes within experiences across advisors were provided. This study found that the high-touch profession of academic advising is being impacted by advisors' and students' reliance on technology resulting in a new component critical to providing quality academic advising: fostering student independence through empowering practices. A discussion of the findings as related to previous research literature, implications for advisors and administrators, and recommendations for future research are included.
Author: V. Barbara Bush Publisher: Charles C Thomas Publisher ISBN: 0398094276 Category : Education Languages : en Pages : 192
Book Description
This book is a valuable resource for graduate students in student affairs preparation programs and anyone working in the field of student affairs. It provides readers with a comprehensive guide to the integration of technology in student affairs, drawing on the expertise of leading scholars and practitioners in the field. The chapters in this book explore the many ways in which technology can be used to enhance student engagement, support, and learning outcomes. The topics include the history of technology in student affairs, digital identity, integrating high-tech with high touch on campus, ethical issues with technology, technology and risk management, consideration of the need for social media liaisons in student affairs, technology competency and adaptability, and case study on technology decision-making. Whether you are a seasoned professional or a new practitioner, you can gain a wealth of insights on how to use theoretical models to address digital identity, convert traditional campus functions to technological approaches, apply a conceptual framework for ethical technological practices, enhance campus and community engagement through the development of a social media liaison, navigate technological competency and adaptability issues on campus as well as to identify legal issues arising in daily practice and learn risk management skills. The knowledge, skills, and wisdom provided in this book will guide you not only to incorporate technology into your work but also empower you to leverage technology in innovative ways to better serve the needs of your students and advance the field of student affairs.
Author: Toumic Asatorrian (Graduate student) Publisher: ISBN: Category : Business intelligence Languages : en Pages : 0
Book Description
Abstract: Technology and data have become integral components of the higher education landscape. These tools and stores of information are readily available to staff, administrators, and faculty. Despite this permeation of technology and data, there remains opportunities for growth and gaps in usage, particularly in the critical work of academic advising. The purpose of this case study was to examine the perceptions of academic advisors on the utilization of technology and data in the delivery of advising services at a midsize state university in California. The findings of this study are based on interviews (n=11) of academic advisors and 10 hours of observations of advising sessions. Bertalanffy’s General Systems Theory (GST) was utilized to guide this study and frame the findings, which focused on positioning the lived experiences of academic advisors within a larger higher education structure and to determine how these structures supported or hindered the use of technology or data in advising services. The findings explored the pathways that advisors take to come into the profession, the extent to which they support students by helping build agency and by providing advocacy support. Also, the findings revealed how advisors felt deeply about being misunderstood, undervalued, and underappreciated by the campus community. Finally, the findings concluded that while success and adaptability in technology and data usage was present, there exists a need for greater training and support from the campus community to fully utilize the support software available and the skills possessed by advisors. Recommendations to bridge the technology and data gap included the development of a fully integrated, first-year experience program that is grounded in a community of care, a renewed emphasis on marketing the work of advisors, and added training around technology and data usage.
Author: Laura Louise Duncan Stermer Publisher: ISBN: Category : Languages : en Pages :
Book Description
Perceptions of online undergraduate students on academic advising experiences were informed by the community of inquiry (COI) theoretical framework and categorized by a modified COI survey. The COI framework focused on students' perceptions of their online learning environment, and acknowledged both the organizational (structural), transactional (collaborative view of teaching and learning), and social (isolation versus connected) challenges within online education. Indicators of COI included a decision-making process, open communication, shared personal meaning, and focused discussion. Thirty-four Likert-style survey items were used to measure student perceptions of three constructs within the COI framework: teaching presence, social presence, and cognitive presence. Cognitive presence included several stages: a sense of puzzlement, information exchange, connecting ideas, and resolution. Surveys were completed by online degree-seeking undergraduate students (N = 374, n = 87, response rate 23.3%) enrolled in spring one 2018 at a research one, land-grant institution. The analysis explored if COI was perceived in academic advising experiences. Perception of COI was categorized through self-reported preference of communication technologies (phone/TDD and web conferencing), demographic factors, and importance ranks on each COI item. Participants reported COI items as important, with variances between somewhat important and very important. Participants confirmed their perception of COI within academic advising with survey and open-ended comments. Analysis of data was conducted using a comparison of descriptive statistics, non-parametric tests, and qualitative coding of open-ended comments. Results of the data analysis revealed no significant differences (desirable) between advising technology (phone and web conferencing) and perception of COI. Descriptive characteristics revealed an increase in social presence with increased time with advisor and increased experience in completed online courses. This academic advising COI study found social presence was the highest perceived presence. Analysis of comments revealed themes confirming the rank of presence in the following order: social presence, teaching presence, and cognitive. The discussion of results focused on connections to current literature, as well as implications for future research and practice. Also, the new academic advising COI instrument (modified from original) offered a valid assessment tool for online advising, with the potential for use with a variety of advisor types, models, and institutions. Keywords: community of inquiry (COI), academic advising, higher education, online, assessment, web conferencing, social presence, teaching presence, cognitive presence, technology, online learning, student success, retention, and importance.
Author: Kate S. Wolfe Publisher: Springer ISBN: 3030170381 Category : Education Languages : en Pages : 209
Book Description
This book uses a mix of personal narratives, anecdotal evidence, and research-based findings to tell the story of a small, urban community college’s efforts to develop and nurture a Community of Practice (CoP) that would galvanize the campus’ adoption of Educational Technology. Located in one of the poorest congressional district in the United States, Hostos Community College, a Hispanic-serving institution and part of the City University of New York (CUNY), has a unique history rooted in activism, advocacy, and community outreach, and has built a reputation for technology innovation. This book is a collection of writing from faculty and staff members whose decades of experience integrating technology into the classroom pre-dates many of the official initiatives now in place at CUNY.
Author: Virginia N. Gordon Publisher: John Wiley & Sons ISBN: 1118045513 Category : Education Languages : en Pages : 614
Book Description
One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate how advising practices have been put to use.
Author: Tod Treat Publisher: John Wiley & Sons ISBN: 111816167X Category : Education Languages : en Pages : 141
Book Description
Gain a greater understanding of technology management and what it means to the community college campus today. Effective planning, directing, control, and coordination of technological capabilities can shape and help accomplish your institution's strategic and operational objectives. Editor Tod Treat, assistant professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, and contributing authors explore community college technology management from a variety of vantage points. They argue that technology management should be a strategy on par with physical, human and fiscal management. They demonstrate how technology can be used to reach students; how it plays a critical role in institutional research; how it impacts faculty and staff and how it continues to shape broad trends in teaching and learning. This is the 154th volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: Columbia University. Community College Research Center Publisher: ISBN: Category : Languages : en Pages : 4
Book Description
The rubric aims to help community colleges and broad-access four-year colleges assess their work on technology-mediated advising and student support, sometimes referred to as Integrated Planning and Advising for Student Success (iPASS). This work involves moving from a model of advising focused on information provision or course registration to one in which advising is sustained, strategic, integrated, proactive, and personalized (SSIPP)--in which students have a dedicated advisor who can connect them to a coherent, institution-wide network of services. It also outlines the core components of technology-mediated advising and student support identified by CCRC's research, which are divided into two levels. This is a companion piece to CCRC's "Implementing Holistic Student Support: A Practitioner's Guide to Key Structures and Processes." While the practitioner's guide focuses on the specifics of designing and delivering advising and student support services, this rubric offers guidance on broader institutional structures and processes that support a holistic advising model. In addition, while the practitioner's guide is designed to help institutions identify which pieces of holistic student support are already in place and to make plans for implementing those that are not, the rubric is designed to allow institutions to assess how well they are doing in providing holistic student support. Together, these tools offer a comprehensive blueprint for redesigning advising and student support. [To view "Implementing Holistic Student Support: A Practitioner's Guide to Key Structures and Processes," see https://ccrc.tc.columbia.edu/media/k2/attachments/implementing-holistic-student-support-practitioner-guide.docx.].
Author: Meredith Lea Coughlin
Author: Meredith Lea Coughlin
Author: V. Barbara Bush
Author: Toumic Asatorrian (Graduate student)
Author: Laura Louise Duncan Stermer
Author: Kate S. Wolfe
Author: Virginia N. Gordon
Author: Kamala Anandam
Author: Tod Treat
Author: Columbia University. Community College Research Center
Author: Linda Yolanda Solis