Shining a Light in the Labyrinth: the Impact of Professional Development on Faculty Advisors and Their Work With Rural, First Generation College Students
Year: 2017
Type: article
Abstract: The purpose of this Action Research study was to investigate the impact of the first iteration of a training and development program for faculty academic advisors. The program intends to assist faculty advisors to enhance and refine the academic advising strategies they employ when working with first generation, rural college students at Clarion University’s Venango Campus. This study first explored, through focus groups, the experiences and perceptions of faculty advisors and first generation rural college students related to academic advising. Findings from that exploration served as a basis for the development and implementation of a campus specific academic advising training and development program for faculty, with an emphasis on the advising and self-efficacy needs of the first generation, rural college student. The study found that advisors who have access to training and development opportunities, and institutional support for their advising work with students are better able to employ developmental advising approaches that help to successfully guide the first-generation, rural college student through the transition to the academic environment. Faculty advisors who do not receive regular training and development, or are unclear as to the institutional advising philosophy, struggle to provide advising services that extend beyond the prescriptive and may feel underprepared to help students transition successfully.
Author: Emily Aubele
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2759740205