Utilizing Student-Faculty Advisor Collaboration to Co-Create a New Advising Model for Teacher Preparation Programs
Date of Award
Ed.D. in Educational Leadership
Department of Educational Administration
The purpose of this mixed method phenomenological study is to examine a three-pronged problem of practice in the Notre Dame College (NDC) Division of Professional Education (DOPE). The study addresses that a) there is no specific advising model employed by DOPE, b) there is no codified expectation of the advisors' role and responsibilities, and c) there is a disconnect between student and faculty understanding of the advisor-advisee relationship. A15-item survey tool was administered to all students and faculty advisors in DOPE in early Fall 2021; the results of this survey were analyzed and used to facilitate a semi-structured focus group at the end of the Fall semester. The survey and focus group data revealed that faculty advisors and students had significantly different perceptions about their roles and responsibilities in the advising process, but that both parties desired stronger relationships and opportunities to engage outside of strictly academic events. Using these results, an action plan centered on increasing advisor-advisee engagement and providing faculty advisors with additional support and resources has been designed. While not enacted yet, this study concludes with an implementation plan for these events and resources, as well as expected results from its successful implementation.
Higher Education, Teacher Education, faculty advising, advising, advising model, teacher preparation advising, higher education advising
Copyright © 2022, author.
Johnson, Crystal L., "Utilizing Student-Faculty Advisor Collaboration to Co-Create a New Advising Model for Teacher Preparation Programs" (2022). Graduate Theses and Dissertations. 7171.