Professional Development in an Uncertain Profession: Finding a Place for Academic and Career Advisors

Huggett, Kathryn N.

doi:10.12930/0271-9517-20.2.46

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…Defining the field. Statements articulating advising as an educative venture helping students to discover their passions, talents, and capabilities abound (Danis & Wall, 1987Huggett, 2000;Schulenberg & Lindhorst, 2008;Trombley & Holmes, 1981), but ultimately, ''the definitions of academic advising equal the numbers of postsecondary institutions'' (Cate & Miller, 2015, p. 41). Articulation of one central and succinct, yet comprehensive, definition has proven a very difficult endeavor for scholars in the field.…”

Section: Characteristics Of Professionalizationmentioning

confidence: 99%

The Professionalization of Academic Advising: A Structured Literature Review

McGill

2019

NACADA Journal

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Practitioners and scholars of academic advising have long grappled with the professional status of the field. To better understand the characteristics of professionalization and the obstacles that stand in the way of professionalizing the field, a structured review of the literature from 1980 to 2016 was conducted. Three characteristics of professionalization were discussed in the advising literature: issues with scholarship, expansion of graduate programs, and community. Obstacles to professionalization discovered through the review were the need to define the field further, role of the professional association, training and education required to perform the advising role, personal and occupational autonomy, and lack of a consistent administrative home for advising. Suggestions for future research are offered.

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Section: Characteristics Of Professionalizationmentioning

confidence: 99%

The Professionalization of Academic Advising: A Structured Literature Review

McGill

2019

NACADA Journal

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“…An asterisk designates ERIC descriptors identical to those used in the Cumulative Subject Index; when no ERIC descriptor matched those in the Cumulative Subject Index, the closest related ERIC descriptor was added to the listing in parentheses after the term. responses to Burns B. Crookston Borgard, 1981Borgard, /2009Hemwall & Trachte, 1999Grites & Gordon, 2000Huggett, 2000;Banta, Hansen, Black, & Jackson, 2002;Smith, 2002;Huggett, 2004;Demetriou, 2005;Lan & Williams, 2005;Lowenstein, 2005Lowenstein, /2009Weir, Dickman, & Fuqua, 2005;Hurt, 2007 responses to Terry O'Banion Borgard, 1981Borgard, /2009Burton & Wellington, 1998;Hemwall & Trachte, 1999Banta, Hansen, Black, & Jackson, 2002;Huggett, 2004…”

Section: Cumulative Subject Index To Volumes 16-30 Of the Nacada Journalmentioning

confidence: 99%

“…Shaffer, 1998b Richardson, Cregler, & Meyer, 2000;Miller & Woycheck, 2003 Organizational death, process model of Maher, 2006 Outcomes of education (*) (educational outcomes or instructional outcomes or learner outcomes) Macaruso, 2007 P Paradigm shift (paradigms) Schreiner & Anderson, 2005 Paradigms, scientific (paradigms) Hagen, 2005;Schreiner & Anderson, 2005 Parents of college students (parents) Paul, Manetas, Grady, & Vivona, 2001;Keeling, 2003;Firmin & MacKillop, 2008;Simmons, 2008;Joslin, 2009 helicopter parents Simmons, 2008 Pedagogy ( Peer personality Keeling, 2003 Leigh S. Shaffer Severy, Lee, & Polson, 1996;Smerglia & Bouchet, 1999;Reinarz & Ehrlich, 2002;Smith, 2002;Lynch, 2004;Demetriou, 2005;Propp & Rhodes, 2006;Smith & Allen, 2006;Simmons, 2008;Wrench & Punyanunt-Carter, 2008;Barnes, Williams, & Archer, 2010;Museus & Ravello, 2010 Persisters Huggett, 2000;Begley & Johnson, 2001;Lynch, 2002aLynch, , 2002bWaters, 2002;Donnelly, 2004;Leonard, 2004;Barnett, Roach, & Smith, 2006;Smith & Allen, 2006;Steele, 2006;...…”

Section: Opportunity Costs Of College Education (College Costs [Incurmentioning

confidence: 99%

Cumulative Subject Index to Volumes 16–30 of the NACADA Journal

Shaffer

2010

NACADA Journal

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“…Only recently has the development of student affairs professionals grown prevalent in the literature. Huggett (2000), speaking specifically about academic and career advising, explained that the continued specialization of student affairs practice not only demands increasing the knowledge of practitioners, but inherently moves student affairs into the realm of professional work (p. 48). How and what forms this professional development should occur continue to be debated by scholars and practitioners of student affairs.…”

Section: Ongoing Training and Developmentmentioning

confidence: 99%

Changing the approach: promoting student affairs competencies in EOP professional development

Hogan

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Educational Opportunity Program (EOP) professionals work to support low-income and first-generation college students prepare for, enroll in, and complete college. However, while other student affairs practitioners often take part in extensive formalized training, EOP professionals typically do not. This action research study sought to address this challenge through the implementation and evaluation of a four-part training program for new EOP professionals. Qualitative data was collected from multiple interviews and written reflections collected from four research participants who participated in the training program. Research participants included professions with fewer than three years of experience who joined the state association for EOP professionals. The results of this study are situated in the literature surrounding the training and onboarding of EOP professionals, ongoing training needs, and the impact on student outcomes. The study provides implications for practice for the state association as a training provider and for individual opportunity programs in training new staff.

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Professional Development in an Uncertain Profession: Finding a Place for Academic and Career Advisors

Cited by 4 publications

References 7 publications

The Professionalization of Academic Advising: A Structured Literature Review

The Professionalization of Academic Advising: A Structured Literature Review

Cumulative Subject Index to Volumes 16–30 of the NACADA Journal

Changing the approach: promoting student affairs competencies in EOP professional development

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