abstract: To meet the increasing demands for more STEM graduates, United States (U.S.) higher education institutions need to support the retention of minoritized populations, such as first-generation Latinas studying engineering. The theories influencing this study included critical race theory, the theory of validation, and community cultural wealth. Current advising practices, when viewed through a critical race theory lens, reinforce deficit viewpoints about students and reinforce color-blind ideologies. As such, current practices will fail to support first-generation Latina student persistence in engineering. A 10-week long study was conducted on validating advising practices. The advisors for the study were purposefully selected while the students were selected via a stratified sampling approach. Validating advising practices were designed to elicit student stories and explored the ways in which advisors validated or invalidated the students. Qualitative data were collected from interviews and reflections. Thematic analysis was conducted to study the influence of the validating advising practices. Results indicate each advisor acted as a different type of validating “agent” executing her practices described along a continuum of validating to invalidating practices. The students described their advisors’ practices along a continuum of prescriptive to developmental to transformational advising. While advisors began the study expressing deficit viewpoints of first-generation Latinas, the students shared multiple forms of navigational, social, aspirational, and informational capital. Those advisors who employed developmental and transformational practices recognized and drew upon those assets during their deployment of validating advising practices, thus leading to validation within the advising interactions. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

abstract: 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. 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. 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. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

L'histoire des conseillers et conseillères agricoles offre la possibilité de relire à frais nouveaux le processus de modernisation de l'agriculture française de la Libération au début des années 1980. Etudier l'histoire de ce devenir professionnel singulier induit un double questionnement sur les moyens déployés dans le cadre du projet modernisateur après-guerre, ainsi que sur la professionnalisation du groupe des conseillers et conseillères, en refusant de faire de ces derniers de simples courroies de transmission des politiques publiques. Dans les années 1945-1959, de nouvelles formes d'encadrement des pratiques agricoles sont mises à l'essai, dans la perspective de planifier l'accroissement de la productivité du travail agricole. Pour inciter les agriculteurs à transformer leurs pratiques, les promoteurs de la vulgarisation du progrès technique imaginent des dispositifs inédits reposant sur la présence permanente d'un technicien aux côtés des agriculteurs. Ces premiers conseillers agricoles se placent progressivement sous la tutelle des organisations professionnelles agricoles, et des Chambres d'agriculture en particulier, pour affirmer leur autonomie vis-à-vis des services de l'État d'un côté, et des entreprises commerciales de l'autre. La notion d'économie morale de la modernisation du monde agricole permet de rendre compte de la convergence politique entre ces conseillers et les représentants de la petite et moyenne paysannerie en voie de modernisation. La première reconnaissance officielle accordée aux conseillers agricoles par les décrets de 1959 ouvre une seconde période, qui s'étend jusqu'au début des années 1970, marquée par la constitution d'un groupe professionnel spécifique des conseillers et conseillères agricoles. Ce processus de professionnalisation demeure pourtant inachevé, le passage de la vulgarisation au développement institué par le décret du 4 octobre 1966 initiant un contrôle plus resserré du conseil en agriculture. Appuyés sur les centres de formation, les services techniques des Chambres d'agriculture, les groupements techniques agricoles locaux, ainsi que sur leurs syndicats, les conseillers et conseillères parviennent néanmoins à forger un imaginaire professionnel attractif, qui devient un point de référence incontournable pour l'ensemble des intervenants d'un secteur para-agricole alors en pleine croissance. Le métier de conseiller se définit par un jeu constant sur la proximité et la distance aux agriculteurs, supposant une intelligence pratique des pratiques agricoles et une habileté particulière pour les détourner de leur cours habituel, dans la double perspective d'un accroissement continu de la productivité du travail agricole et de la promotion sociale des exploitants familiaux. En 1972, la crise de l'appareil de développement inaugure une troisième phase de l'histoire des conseillers agricoles. A l'aune des instruments introduits par le programme de Rationalisation des choix budgétaires, leur intervention est désormais critiquée pour son manque d'efficacité. Concurrencés par des agents de développement agricole toujours plus nombreux, conseillers et conseillères tendent à s'effacer comme groupe professionnel spécifique sur le plan national, tout en élaborant de nouvelles stratégies sur les plans local et départemental pour réinventer leur relation aux agriculteurs. L'organisation des États généraux du développement agricole en 1982-1983 entérine la coexistence de plusieurs logiques de développement là où le projet modernisateur était d'abord institué comme élan unitaire du monde agricole vers le progrès. Si le groupe professionnel des conseillers et conseillères se décompose progressivement selon les logiques propres aux différents métiers du conseil, empêchant une réelle transmission de leur identité collective, l'institution imaginaire du métier de conseiller continue d'irriguer les initiatives en matière de développement agricole et rural. / The history of agricultural advisers allow to reconsider the process of modernization of French agriculture from the Liberation until the early 1980s. Studying the history of this singular professional becoming leads to a dual inquiry on the means deployed to implement the postwar modernizing project, and the professionnalization of the group of the advisers, refusing to consider them as a transmission belt of public policies. During the years 1945-1959, in order to planning the increase of agricultural productivity labour, new forms of technical framework are tried. To encourage farmers to transform their own practices, promoters of agricultural extension test unprecendented devices based on the permanent presence of a technician on the side of the farmers. These first advisers place themselves progressively under the authority of professionnal agricultural organisations, Chambers of Agriculture in particular, to assert their autonomy from the administration control on the one hand, and the firms of the other. The concept of moral economy of the farming world modernization allows to understand the political convergence beetween these advisers and the small and medium modernizing peasantry representatives. First official recognition given to agricultural advisers by decrees of 1959 open a new period, wich extends until the early 1970s, marked by the formation of a specific occupational group of advisers. This professionalization process nevertheless remains unfinished, the passage of the extension development established by the decree of October 4, 1966 initiating a tighter control on agricultural extension. Relied on training centers, technical services of Chambers of Agriculture, local agricultural technical groups, and their own unions, advisers still manage to forge an attractive professional imaginary that becomes a point of reference for all the technicians in a para-agricultural sector while growing. The business adviser is defined by a constant game of proximity and distance to farmers, assuming practical intelligence of agricultural practices, with the dual aim of continuously increasing productivity agricultural labor and social advancement of family farmers. In 1972, the crisis of the national developing device opens a third phase in the history of agricultural advisers. Judging by the instruments introduced by the rationalization program budget decisions (Rationalisation des choix budgetaires), their involvement is now criticized for its lack of effectiveness. Competition from agricultural development workers increasingly numerous, advisers tend to disappear as specific professional group on a national level, while developing new strategies at the local and county to reinvent their relationship with farmers. The organization of the States General of the agricultural development in 1982-1983 confirms the coexistence of several logics of development where the modernizing project was first established as the agricultural unit impulse towards progress. If the occupational group of advisers gradually breaks down, preventing a real transmission of collective identity, the imaginary institution of their trade continues to irrigate agricultural and rural development initiatives before the end of the studying period.

A orientação pedagógica como campo de atuação profissional no contexto brasileiro se constitui como um processo cuja concepção, de alguma forma, confunde-se com a estruturação e consolidação do sistema educacional no Brasil. É possível encontrar, desde a educação jesuítica, a presença de um conjunto de ações administrativo-pedagógicas que indicam a necessidade de procedimentos articulados e distribuídos entre os diferentes níveis das hierarquias institucionais, sem os quais os propósitos organizacionais não seriam atingidos (FRANCA, 1952; AZEVEDO, 1976; CHAGAS, 1970; PRZYBYLSKI, 1982; 1985; SPERB, 1976). Diante desse cenário, questionam-se, no contexto atual, as funções e atribuições do orientador pedagógico. Assim, o presente estudo, utilizando-se de pesquisa descritiva-documental, investiga os elementos que caracterizam a orientação pedagógica nos pareceres e resoluções emanados pelos Conselhos de Educação. Busca-se, também, mapear os processos de definição das atribuições que compõem as funções orientadoras do ensino e revelar indicadores a partir dos quais se possa pensar a atuação e a formação dos orientadores. A análise de Pareceres e Resoluções permite perceber que as áreas explicitadas compõem a totalidade da escola para a organização efetiva do funcionamento pedagógico, no sentido de cumprir normas e manter a coerência entre os princípios e as finalidades da educação. Também revela o modo pelo qual a orientação pedagógica se insere no contexto da gestão democrática e da docência. / In the Brazilian context, Education Advising has been established as a professional field in such a way that it is hardly dissociated from the creation and consolidation of the educational system itself. Since the time of Jesuit education it has been possible to find a series of both administrative and pedagogical decisions that indicate that the organizational purposes would not be achieved without procedures which are articulated and distributed among the various levels of the hierarchical institutions (FRANCA, 1952; AZEVEDO, 1976; CHAGAS, 1970; PRZYBYLSKI, 1982; 1985; SPERB, 1976). Nowadays, education advisors functions and tasks are being questioned. Therefore, the present study, based on documentary and descriptive research, investigates the main features of advising in the official opinions and resolutions of the Education Boards. It also aims at mapping the processes by which education advising tasks have been defined and at showing some indicators to help reflection on advisors formation and work. The analysis of opinions and resolutions sheds light on the component areas of schools and their effective organization to ensure the pedagogical work with regulations and coherence between educational principles and objectives. It also reveals how education advising is in the context of democratic management and teaching.

A presente pesquisa tem por objetivo verificar o impacto do uso da estratégia de orientação didático-pedagógica denominada consultoria individual (al. Sprachlernberatung) como meio de promover a amenização da ansiedade de produção oral na língua estrangeira. O estudo compreende uma revisão da literatura sobre a relação entre a ansiedade de produção oral na língua estrangeira e o desempenho dos alunos no aprendizado da língua-alvo, tendo como ponto de partida a distinção entre ansiedade como um traço de personalidade e a ansiedade de produção oral na língua estrangeira como uma ansiedade específica. A partir de um levantamento via questionários escritos e orais dos fatores geradores da ansiedade de produção oral na língua estrangeira e da autoavaliação dos participantes, a pesquisa busca refletir sobre o efeito de variáveis afetivas como motivação, autoconfiança e ansiedade no aprendizado de uma língua estrangeira no ambiente acadêmico. O estudo de caso concentra-se no depoimento de dez alunos de um curso de Licenciatura em Letras com habilitação em Língua e Literatura Alemã. Através desse estudo, identificamos que a ansiedade de produção oral no alemão como língua estrangeira decorre da crença dos próprios alunos de que esta seria uma língua \"difícil\", bem como da pouca habilidade linguística que eles acreditam ter, o que acarretaria apreensão na comunicação em qualquer situação de produção oral espontânea. Outro fator em destaque é o valor atribuído pelos alunos ao erro no processo de aprendizagem decorrente de experiências frustrantes, anteriores, com o aprendizado da língua. A visão que se tem do erro leva os alunos ao sentimento de inferioridade diante dos colegas de sala e dos falantes nativos da língua alemã. Contudo, compreendemos ao final da análise que esses fatores decorrem em grande parte da deficiência dos hábitos de estudo desses alunos e de sua pouca preparação de estratégias de aprendizagem. Nesse contexto, a consultoria individual é apresentada com o objetivo de provocar a autorreflexão desses participantes perante seu processo de aprendizagem da língua alemã, instigando-os a agir ativamente sobre esse e outros empecilhos na aprendizagem da língua-alvo. / The aim of this thesis is to investigate the impact of the methodological instrument called academic advising (gm. Sprachlernberatung) as a resource to reduce oral production anxiety in a Foreign Language. The thesis then embraces a literature review about the relation of the oral production anxiety in a Foreign Language to the performance of students in the learning process of a target language, starting with the distinction between anxiety as a personality trait and the oral production anxiety in a Foreign Language as a specific type of anxiety. By focusing on both oral and written surveys on the trigging factors of the oral production anxiety in a Foreign Language and the self-assessment of students, this thesis reflects on the effect of affective variables such as motivation, self-confidence and anxiety in the learning process of a Foreign Language in the academic environment. Thus, the case study refers to the testimony of ten students from a Graduation Course on German Language and Literature. From the use of this method, it was possible to identify that the oral production anxiety in German as a Foreign Language comes from the belief that the language is difficult, as well as from the little linguistic proficiency that they believe to possess, which causes apprehension in communication in any spontaneous oral production situation. Another burning issue is the importance given to making mistakes in the learning process, which can derive from previous frustrating experiences with the language. As a result, the views that the students have on making mistakes make them feel inferior when facing classmates or German native speakers. Nevertheless, in the end of this analysis, it was possible to spot that these variables mostly come from the lack of study habits and the scarce learning strategies. In this context, the academic advising is presented in order to provoke self-reflection of these students in the learning process of the German language, instigating them to act more actively on this or any other barrier that can hinder their learning of a target language.

No description available.

Poor student achievement at some community colleges results in low retention and graduation rates. Addressing the problem of unpreparedness for college with good academic advising may help to improve student achievement. The purpose of this study was to determine whether there is a difference in the academic achievement of 1st year full-time (FYFT) community college students, based on having received 1 semester of any of 4 different academic advising methods (prescriptive, developmental, intrusive, proactive) while controlling for high school grade point average (GPA). Bandura's social learning theory was used as the theoretical framework. A quantitative research method, deploying 1 research question and 5 hypotheses, was used to guide the examination of a sample of 349 archived data records of Fall 2016 FYFT students at a community college in the northeastern United States. The study included a categorical (factor) and a metric (covariate) measures of variables; therefore, a 1-way ANCOVA was used to estimate the effect of the academic advising method on student achievement. The findings showed no significant difference in FYFT student GPA, based on having received academic advising in general or any method of academic advising, during the 1st semester of enrollment. Despite these findings, the literature supports academic advising as critical for improving GPA, implying that further research is needed to adequately determine trends in student achievement related to advising over more than 1 semester at the college studied. By understanding the difference in the academic achievement of FYFT students based on having received academic advising consistently, academic advisors will have information that can potentially enhance student achievement and increase students' chances of graduating, thus promoting positive social change.

This study examined the relationships between graduate student gender, advisor-advisee gender match, advisor selection methods, graduate student satisfaction with advising, overall satisfaction with graduate/professional programs, health and well-being. Graduate Student Experience in the Research University (GradSERU) public-use data collected from Purdue University and the administrative records of the 2019 Purdue University Graduate School were used in the study. A series of simple linear regression analysis in the Statistical Package for the Social Sciences (SPSS), version 26.0 and RStudio version 3.6.2, were used for all data analysis. Male graduate students reported significantly higher health and well-being scores than their female counterparts. The relationship between advisor-advisee gender match, satisfaction with advising, and overall satisfaction were found non-significant in this particular sample. Advisor selection method was a significant factor in graduate student satisfaction, health, and well-being. Implications, limitations, and recommendations for future research are discussed.

El presente proyecto consiste en la creación de un canal de contacto especializado para estudiantes de la comunidad universitaria UPC dentro de la red social Facebook, con la finalidad de que puedan encontrar un espacio online para realizar consultas y/o solicitar servicios sobre asesoramiento y mentoría en cursos de diversas facultades a otros estudiantes o egresados de la universidad, los cuales participarán bajo una modalidad de trabajo freelance. La elección de este mercado objetivo se obtuvo mediante una investigación realizada en un grupo cerrado creado en Facebook destinado para los estudiantes de la UPC, “¿Con qué profesor de la UPC debo matricularme?”. En este portal se detectaron publicaciones de diferentes estudiantes solicitando servicios de asesoría para reforzamiento en diversas materias, como también mentoría para los trabajos parciales y finales. Este grupo de personas comentaron que no es un canal adecuado para realizar dichas solicitudes y cuando han encontrado la “solución” este les llega por correo y en diferentes ocasiones han perdido tiempo, dinero y la calidad del servicio no fue buena. Sin embargo, ese grupo es el nexo que tiene la comunidad de universitarios y es el que más frecuentan. A partir de ello, se encontró la problemática de que los estudiantes de educación superior gastan demasiado tiempo y dinero en la búsqueda de freelancers, arriesgando la calidad de los servicios solicitados. Freelo resulta ser un proyecto viable debido a que los resultados obtenidos en la utilidad neta proyectada para los 3 años son los siguientes: primer año S/. 6,269, segundo año S/.33,400 y tercer año S/. 55,064. / This project consists of the creation of a specialized contact channel for students of the UPC university community within the social network Facebook, so that they can find an online space to make inquiries and / or request advisory and mentoring services in courses from various faculties to other students or graduates of the university, who will participate under a freelance job modality. The choice of this target market was obtained through research carried out in a closed group created on Facebook for UPC students, its name is "Which UPC professor should I enroll with?". In this portal, publications of different students were detected, requesting advisory services for reinforcement in various subjects, as well as mentoring for partial and final works. This group of people also commented that it is not the proper channel to make such requests and when they have found the “solution” it comes in the mail and on different occasions they have lost time, money and quality of service was not good. However, this group is the link that the university community has and is the one that they frequent the most. From this, the problem was found that higher education students spend too much time and money searching for freelancers, risking the quality of the services requested. Freelo turns out to be a viable project because the results obtained in the projected net profit for the 3 years are as follows: first year S /. 6,269, second year S / .33,400 and third year S /. 55,064. / Trabajo de investigación

Institutions of higher education have increased their efforts to improve retention and graduation rates by developing support services and programs targeted at specific student populations. The purpose of this descriptive case study was to describe and further understand the perspectives of students and academic coaches/administrators associated with the Academic Coaching and Career Enhancement for Student Success (ACCESS) Program at Florida Atlantic University (FAU) in Boca Raton, Florida. The program targets students who earned below a 2.0 grade point average (GPA) and were placed on academic probation. Data was collected through one-on-one interviews with previous ACCESS Program students and current ACCESS academic coaches/administrators. A document analysis was also conducted. The guiding research question for this study was: How useful, if at all, did participating students perceive the interventions of the ACCESS Program (e.g., meetings with an academic coach, tutoring, life skills workshops, meeting with a career advisor) in improving their academic performance (e.g., GPA) and why? The study also compared the perceptions of students to those of the ACCESS academic coaches/administrators about the interventions of the program and their usefulness. This study found that students and ACCESS academic coaches/administrators were most likely to find the academic coaching sessions to be the most useful intervention in helping students improve their academic performance and the academic workshops were found to be the least useful. Additionally, while there are elements of the program that can be improved, findings also suggest that those who had a positive overall experience in the program were more likely to perceive the program as useful because of the partnerships formed with their assigned academic coach/administrator/tutor/career counselor; the self-management skills they developed, such as accountability; and the academic and non-academic skills developed, such as improved writing and time management skills. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection