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Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field./
作者:	Fong, Raquel.
面頁冊數:	1 online resource (215 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355952001

Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field.
Fong, Raquel.

Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field. - 1 online resource (215 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Arizona State University, 2018.

Includes bibliographical references

In college, students are continuously learning and maturing, prompting transitions, as they grow to enhance their academic, vocational, and personal development. As such, institutions of higher education must also consider how to support students in these transitions. At the Teachers College at Southwestern University, 59% (N=86) of students in Educational Studies, a non-certification major, transitioned from teacher certification majors. In an ecology that centralizes students pursuing teacher certification, students majoring in Educational Studies do not receive the adequate support, particularly in addressing their concerns and curiosities regarding their future career trajectories.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355952001Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field.
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245 1 0 $a Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Daniel Dinn-You Liou.
502 $a Thesis (Ed.D.)--Arizona State University, 2018.
504 $a Includes bibliographical references
520 $a In college, students are continuously learning and maturing, prompting transitions, as they grow to enhance their academic, vocational, and personal development. As such, institutions of higher education must also consider how to support students in these transitions. At the Teachers College at Southwestern University, 59% (N=86) of students in Educational Studies, a non-certification major, transitioned from teacher certification majors. In an ecology that centralizes students pursuing teacher certification, students majoring in Educational Studies do not receive the adequate support, particularly in addressing their concerns and curiosities regarding their future career trajectories.
520 $a This qualitative study drew on Bronfenbrenner's ecological models of human development and Moos' ecology model as the theoretical underpinnings to examine how students cultivated adaptability amidst the transition of changing majors. On the forefront of support as students change majors, this study utilized academic advising to highlight a career advising program designed with an ecological approach to reimagine academic advising support in proactive and responsive ways.
520 $a Findings from a grounded theory approach suggested students adapted through a network of support, network of information, and network of self-concept. The career advising program designed to draw upon multiple systems in one's ecology capitalized on the reciprocal dynamic between an individual and their ecology. Cultivating adaptability addresses economical, societal, and personal goals and needs, economical, societal, and personal needs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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