Description
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.
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.
Details
Title
- Utilizing academic advising to cultivate adaptability in students changing majors within the education field
Contributors
- Fong, Raquel (Author)
- Liou, Daniel Dinn-You (Thesis advisor)
- Koro-Ljungberg, Mirka (Committee member)
- Dawes, Mary (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2018
Subjects
- Education (Higher)
- Education
- Higher Education Administration
- Academic advising
- adaptability
- Ecology
- Education (Higher)
- Social Climate
- Transition
- Education--Study and teaching--Psychological aspects.
- Education
- College majors--Psychological aspects.
- College majors
- College students--Psychology.
- Counseling in higher education--Psychological aspects.
- Counseling in higher education
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ed.D., Arizona State University, 2018
- bibliographyIncludes bibliographical references (pages 168-177)
- Field of study: Leadership and innovation
Citation and reuse
Statement of Responsibility
by Raquel Fong