자료유형  

 학위논문

Control Number  

0016931618

International Standard Book Number  

9798379690946

Dewey Decimal Classification Number  

378

Main Entry-Personal Name  

Champlin-Scharff, Sarah.

Publication, Distribution, etc. (Imprint  

[S.l.] : Boston College., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(147 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

General Note  

Advisor: Martinez Aleman, Ana M. .

Dissertation Note  

Thesis (Ph.D.)--Boston College, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약Completion of a college degree has been highlighted as a prerequisite for opportunity (Obama White House Archives, February 24, 2009); necessary for a strong economy (Koropeckyj, et al., 2017). Yet, the rate of completion in the United States remains lower than desired, directing focus toward efforts to promote student success and degree attainment. Within this out-comes oriented climate, academic advising is often viewed solely in terms of its utilitarian value, a means for ushering students toward the final goal of college completion. Without a clear conceptualization of the role of academic advising within higher education, it will continue to be susceptible to political, institutional, and economic forces, making it difficult for either the practice or the scholarly field of study to progress. More importantly, the absence of clear theoretical foundation leaves the profession vulnerable, diminishing the potential to effectively support students. The dissertation will contribute to the theoretical literature on academic advising.Drawing on the work of Martin Heidegger (1927/1962) a contextually inclusive theory of academic advising is introduced, laying conceptual foundation in which interpretation is central, meaning and truth are iterative, and understanding is structured by the conditions of human existence. I maintain that effective academic advising involves recognition of how things have meaning, from where, within what context, and as impacted by the (dis)connections students have with others, over time. Such an attunement offers foundation for equitable practice, inclusive of all students, validating their experiences (Rendon, 1994; Rendon & Munoz, 2011), identifying obstacles that might impede their performance (NACADA, 2022), allowing them to feel a sense of belonging (Strayhorn, 2018), and providing a space for students to experience meaningful accomplishment. Overall, the dissertation argues that academic advising ought to be educationally driven, learning-focused, concerned with student completion, and informed by an understanding of the human being, the individual student, as a contextualized interpreter. This theory points us to reconsider advising caseloads, training, and institutional information sharing, in an effort to support the interpretive processes necessary for effective academic advising. Moreover, it offers a space to think deeply about the nature of academic advising, what it ought to entail, and how to effectively support students.

Subject Added Entry-Topical Term  

Higher education.

Subject Added Entry-Topical Term  

Educational philosophy.

Subject Added Entry-Topical Term  

Higher education administration.

Index Term-Uncontrolled  

Academic advising

Index Term-Uncontrolled  

Advising theory

Index Term-Uncontrolled  

College completion

Index Term-Uncontrolled  

Hermeneutics

Index Term-Uncontrolled  

Student success

Index Term-Uncontrolled  

Theoretical literature

Added Entry-Corporate Name  

Boston College LSOE - Educational Leadership and Higher Education

Host Item Entry  

Dissertations Abstracts International. 84-12A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:642683