This study considers how advising ePortfolios are uniquely situated to address a current challenge in the application of educational technologies: using the right tool for the right job for the right reason at the right time. The particular problem identified for investigation lies at the intersection of two central issues: first, in the age of accountability in higher education, academic advisors lack both a tool and a metric for assessing advising; second, the current ePortfolio field struggles to prove methodological validity with regard to design, development, delivery, and evaluation. These ePortfolios were systematically studied using an approach that provided a workable method for conceptualizing the advising ePortfolio, its design, and its development to improve faculty-student engagement with first-generation students. The sample was composed of 10 first-generation first-year students at the University of Notre Dame. The overall methodology followed design and development research for product/tool use and evaluation. Data were gathered using surveys, interviews, and observations. This study answered the following questions: What procedures were undertaken to facilitate the design and development of a validated advising ePortfolio tool? In what ways is the advising ePortfolio prototype practical in meeting the requirements specified for the target group--first-year first-generation students? To what extent is the advising ePortfolio effective in impacting student engagement, particularly with first-year first-generation students? Key findings indicate that the advising ePortfolio was easy to learn, easy to use, and highly enjoyable. In addition, participants reported that the advising ePortfolio improved the effectiveness of the advising process and, as a result, had a clear impact on increasing student engagement. Beyond the overall positive impact on student engagement, two significant outcomes and contributions emerged: first, the development of the blended advising model, which uses the ePortfolio to deepen the engagement cycle; second, enhanced assessment, learning analytics, and data triangulation models which qualitatively and quantitatively data mines the ePortfolio to create next generation learning analytics that could measure student engagement.

This dissertation is a theoretically driven empirical analysis of instructional communication in academic advising. It explores the effects of perceived advisor accommodation on advisee learning. Specifically, it examines whether academic advisors employ accommodation communication that influence affect, cognitive learning, and behavioral learning outcomes in advisees. Four hundred and seventeen students were asked to report on their perceptions of learning through an online cross-sectional survey that addressed communication accommodation strategies employed in the advisor/advisee experience. Results show that behavioral learning (measured by intentions) was significantly predicted by advisor inquiry of school-related content (β = .391, p < .01); advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p < .01); and cognitive knowledge (β = .244, p < .01)].

There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among academic advisors decreases significantly their efforts towards professionalization. Also, professional standards construct results suggest that the utilization of CAS standards for academic advising as an evaluation tool may enhance an academic advisor’s knowledge of professional standards within the field.

No description available.

Crée en 1944, la Banque Internationale pour la Reconstruction et le développement entre en activité en 1947. Parmi les premières activités auxquelles elle se consacre au cours des années quarante, les missions et prêts de la Banque Mondiale en Colombie représentent un moment clef dans l’évolution de cette institution vers la forme d’organisation, l’articulation des procédures et la définition des objectifs qui la caractérisent encore aujourd’hui. Notre recherche porte sur ce processus, en se concentrant en particulier sur la mission organisée en 1949 et sur les conséquences de cette celle-ci sur l’évolution de la Banque, ainsi que sur la politique économique colombienne. Nous avons étudié l’ensemble des pratiques liées à l’évolution des politiques de la Banque mondiale dans les premières années d’activité, en soulignant en particulier le caractère émergent de cette organisation. Dans cette évolution, les missions représenteraient un moment d’interaction entre experts internationaux et experts locaux, fondamental pour comprendre l’évolution de l’action de la Banque mondiale. À partir de cette hypothèse, le défi principal de la recherche a été celui d’élaborer une méthode d’analyse permettant de saisir les stratégies et les pratiques mises en place au cours des missions de la Banque Mondiale et de les mettre en relation avec les résultats de ces missions. Pour saisir ces stratégies nous avons analysé les liens mises en place entre les acteurs, locaux et transnationaux, au cours des missions et en observer l’évolution dans le temps. La reconstruction de ces liens nous a permis de mieux comprendre l’émergence de certaines institutions à la base de la demande et de la gestion des prêts, ainsi que des critères d’évaluation et d’intervention des experts internationaux dans les pays en développement. Nous essayons donc d’étudier un phénomène transnational par une approche micro historique. / The International Bank for Reconstruction and Development was founded in 1944 and began its operations in 1947. Among the first activities the Bank carried out in the 1940s, the missions and loans in Colombia represented a key moment in the evolution of this institution towards the form of organization, the articulation of procedures and the definition of the objectives that characterize the Bank still today. Our research focuses on this process, focusing in particular on the General Survey mission organized in 1949 and its implications for the evolution of the Bank, as well as Colombian economic policy. Through this mission, we examined the practices related to the evolution of the World Bank's policies during the first years of activity, highlighting in particular the emergent nature of this organization. These missions, analyzed as a moment of interaction between international experts and local experts, are fundamental to understanding the evolution of the World Bank's work. Based on this assumption, one of the main challenge of the research was to develop a method of analysis to capture the strategies and practices developed during the World Bank missions and to relate them to the results of these missions. In order to understand these strategies, we analyzed the links established among the actors, local and international, and observed their evolution over time. Crafting and studying these links allowed us to better understand the emergence of certain institutions related to the demand and management of the loans, as well as the criteria the Bank established for the evaluation and intervention of international experts in developing countries. This implied the study of a transnational phenomenon by a micro-historical approach.

The main aim of the course advising system is to build a course recommendation path for students to help them plan courses to successfully graduate on time. The recommendation path displays the list of courses a student can take in each quarter from the first quarter after admission until the graduation quarter. The courses are filtered as per the student’s interest obtained from a questionnaire asked to the student. The business logic involves building the recommendation algorithm. Also, the application is functionality-tested end-to-end by using nightwatch.js which is built on top of node.js. Test cases are written for every module and implemented while building the application.

The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies were conducted. Study #1 was a structured literature review of higher education, student affairs, and academic advising to understand how these fields have conceptualized their professional status, especially with respect to clearly defining disciplinary boundaries given significant overlap with one another, and having insufficient knowledge bases. Findings were organized by field and revealed three themes in each. Obstacles for higher education concerned the diversity and rigor of its scholarship, the (mis)conception of being a singular field, and confounding the field with the industry of higher education. Themes that emerged from the student affairs literature were scholarship, professional preparation and development, and community. For academic advising, obstacles were scholarship, expansion of graduate programs, and community. Implications for the professionalization for these three fields are: loose boundaries separating the fields, interconnectedness between educational programs, practitioner’s credential lacks currency, inconsistent language used in fields, autonomy, and demonstrating effectiveness. Study #2, a phenomenological ethnography, sought to further clarify defining functions of academic advising and to elucidate how further definition of the scope of academic advising will help professionalize the field. To acquire a description of the essence of academic advising, approaches from phenomenological and ethnographic methodologies were used. The analysis revealed that through academic advising, students learn and develop, make meaning, and connect with a caring institutional representative. The findings from this dissertation will help inform NACADA: the Global Community for Academic Advising, to help move academic advising toward professionalization, further develop academic advisors and position them to be better scholars, to educate our constituents, and to add to the body of literature on professionalization in any field.

Effective academic advising may be perceived or experienced differently depending on a person’s involvement (student, advisor, or administrator). In addition, a person’s understanding and description of effective advising depends on how it is identified (process, outcome, or approach) or the context in which it is encountered. Results from multiple studies of the relevant literature have demonstrated how the quality of advising influences students in regard to retention, academic and social integration, decision-making processes in selecting academic programs and careers, overall student satisfaction, and success (Banta et al., 2002; Cuseo, 2004, Hunter & White, 2004). However, research on effective advising and the assessment of advising has received very little attention in the literature. Although awareness of the importance of institutional assessment has increased, assessment of academic advising today is – if conducted at all – is piecemeal and consists of simple student satisfaction surveys that may be neither adequate of useful. Even when assessment measures are conducted, advising units are often inept at utilizing the results to create positive change within their programs. Understanding effective advising requires a closer look at the participants, the advising programs, and the assessment practices of programs along with exploring student learning outcomes. The overarching area of inquiry in the research study is: What is effective advising (how is it manifested and in what ways is it measured at the University)? Within this context, the goals for this study were to uncover the following: how academic advising is administered and supported across a specific institution; how perceptions about advising differ among system participants; what valued characteristics are found among effective advisors and advising programs; what assessment of academic advising looks like at the institution; what advisors and advising programs do to contribute to quality and improvement. To achieve these objectives, the study utilized a multi-faceted case study of undergraduate academic advising and the participants within a large public research institution which contained several academic advising centers. Understanding effective advising and the advising system required a comprehensive and multi-dimensional approach that involved the collection and analysis of many different forms of data from a variety of sources and over an extended period of time. A mixed methods, action-research design utilized the collection and review of numerous assessment and advising documents, descriptive and quantitative SPSS analysis of several longitudinal data sets yielded from electronic survey systems of seven colleges, numerous original interviews and focus groups with students, staff, and administrators, and a year’s worth of detailed field observations (journals and critical reflection) of the advising process and the advising system. / text

My dissertation consists of three chapters that focus on the economics of education. In particular I look at public school financing, gender discrimination in advising, and the effectiveness of out-of-school-time programs for disadvantaged schools. The first chapter analyzes the effect of an extremely large funding shock on Wyoming public schools in the 2006-07 school year. The effect of the shock is estimated on high school graduation rates and NAEP math and reading scores via synthetic control methods. The funding shock in Wyoming, which was the largest increase in education expenditure for any state in the nation from 1998-2008, is shown to have been largely unsuccessful in raising graduation rates and test scores. The second chapter uses a field experiment to analyze college advising differentials by student and advisor gender. Advisors assess the expected performance of students in both mathematics and English and recommend one of the two subjects to the student. Surveys are randomly assigned, and the experiment is designed such that student gender is the treatment. Advisors are found to discount the ability of female students relative to males in both mathematics and English. Additionally, male advisors recommend mathematics with much greater likelihood than do female advisors. The final chapter analyzes the effect of the 21st Century Community Learning Centers program on disadvantaged schools. Using a regression discontinuity design, it is found that 21CCLC has a more positive effect on middle schoolers than on elementary school students, but that results vary widely depending on the cohort and grade level. The program seems to have potential for significant improvement in school outcomes, but also has potential to have negative effects. There is some evidence from 2007-2011 that the program is improving over time.

Orientador: Ana Maria Falcão de Aragão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T16:39:42Z (GMT). No. of bitstreams: 1 Pierini_AdrianaStella_D.pdf: 4987846 bytes, checksum: 0b35a7e5e7be72ca4ce3f5209827a898 (MD5) Previous issue date: 2014 / Resumo: Na defesa da escola como lugar privilegiado de formação profissional, é pressuposto deste trabalho que a atuação da coordenadora/orientadora pedagógica é a de corresponsável pela organização e realização de ações intencionais com o intuito de possibilitar experiências de aprendizagem aos sujeitos que exercem a docência e aos que, de alguma maneira, aí atuam como educadores. Esta pesquisa constitui-se de narrativa tecida a partir de vivências específicas de um grupo de coordenadoras/orientadoras pedagógicas em espaços de conversa ¿ encontros que foram intencionalmente planejados e coordenados para serem oportunidades de refletir e construir conhecimento sobre o próprio trabalho e pautados por princípios como o diálogo, a autoria, a autonomia profissional e a indissociação entre pessoalidade e profissionalidade. A partir das experiências aí compartilhadas, algumas propostas se revelaram muito formativas para essas profissionais, o que faz supor serem também formativas no trabalho com os professores e demais profissionais das escolas. Emergem da pesquisa considerações sobre procedimentos formativos em espaços coletivos como a produção e leitura de escrita reflexiva, a expressão por experiências sensíveis outras, modos de instituição de relações entre os saberes dos profissionais e os saberes pedagógicos e científicos, bem como sobre diferentes dimensões da ação da propositora do grupo. Nesse sentido, as principais contribuições trazidas pela pesquisa dizem respeito a possibilidades metodológicas que potencializam o desenvolvimento pessoal-profissional dos sujeitos e favorecem sua transformação pela aprendizagem, especialmente por considerá-los protagonistas nesse processo. Deste trabalho despontam, também, reflexões sobre o percurso vivenciado pela pesquisadora ao revelar suas aprendizagens no decorrer da pesquisa sobre/no/com o cotidiano e durante a escrita sobre esse processo / Abstract: In defense of school as a privileged place of professional formation, this work assumes the acting of the pedagogical advisors as the corresponsible for the organization and realization of intentional actions with the intent of making learning experiences possible, for those who teach and for those who, somehow, act as educators. This research is built of a narrative written from specific experiences of a group of pedagogical advisors in talk spaces ¿ meetings that were intentionally planned and coordinated to become opportunities to reflect and build knowledge on work itself, guided by principles like dialogue, authorship, professional autonomy and the association between personality and professionalism. From those shared experiences, some propositions ended up being also formative for those professionals, what makes us suppose they are also formative in the work with teachers and other professionals of education. From this research, some considerations emerge about formative procedures in collective spaces, like the production and reading of reflective writing, the expression of other sensitive experiences, modes of institution of relations between the knowledge of professionals and pedagogical and scientific knowledge, as well as different dimensions of the acting of the group¿s creator. In this sense, the main contributions brought by the research talk about the methodological possibilities that potentize the personal-professional development of people and favor their transformation through education, especially because they are considered protagonists in this process. From this work also rise reflections about the trajectory experienced by the researcher when she shows what she learned during the research about/in/with the everyday work and during the writing about the process / Doutorado / Psicologia Educacional / Doutora em Educação