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ERIC Number: ED549347
Record Type: Non-Journal
Publication Date: 2012
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-6546-3
Faculty-Advisors' Perception of Their Advisory Role to First-Year Community College Developmental-Level Students
Brown, Hyacinth Naomi
ProQuest LLC, Ph.D. Dissertation, Capella University
Included in this qualitative study are role-perceptions of first-year developmental-level community college students' faculty-advisors. The study sample consisted of faculty-advisors from a suburban community college. The purpose of this study was to gain understanding concerning faculty-advisors' perceptions of their advisory role. The findings can facilitate professional development for faculty-advisors, and help to improve the quality of service they give to students. It can also help organizations to understand the implications of role perception of performance. The results supported previous research findings regarding leading factors that influence advising developmental-level community college students. They also indicated that faculty-advisors use multiple strategies when advising students. Faculty-advisors' role is multifaceted. There is a fine line between a counselor and an advisor. However, attempts to meet the needs of underprepared students can impact the advisors' role. The findings are harmonious with the literature review, which shows that collaboration, consistency and sustenance are attributes necessary to employ when advising first-year community college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A