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Utilizing Academic Advising to Cultivate Adaptability in Students Changing Majors within the Education Field

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... (more)
Created Date 2018
Contributor Fong, Raquel (Author) / Liou, Daniel Dinn-You (Advisor) / Koro-Ljungberg, Mirka (Committee member) / Dawes, Mary (Committee member) / Arizona State University (Publisher)
Subject Higher education / Education / Higher education administration / academic advising / adaptability / ecology / higher education / social climate / transition
Type Doctoral Dissertation
Extent 215 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Leadership and Innovation 2018
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis