Assessing the Impact of an Academic Counselor Training Program: The Development of Faculty One Step Beyond the Role of Advisor.

Autor/in	Kapraun, E. Daniel
Titel	Assessing the Impact of an Academic Counselor Training Program: The Development of Faculty One Step Beyond the Role of Advisor.
Quelle	(1992), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Advising; College Faculty; College Freshmen; Counselor Training; Educational Counseling; Faculty Advisers; Higher Education; Program Descriptions; Program Evaluation; Skill Development; Student College Relationship; Teacher Education Programs; Training Objectives + Suchen Sie Ihr Suchwort? Akademischer Rat; Fakultät; Studienanfänger; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Kompetenzentwicklung; Qualifikationsentwicklung; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This paper describes a model in-service training program for assisting faculty members in functioning as academic counselors (as differentiated from their traditional role as academic advisors) during a pre-enrollment freshman counseling and advising program: the first stage of academic advisement. A model for assessing the impact of the training program is also presented. The in-service training program is designed to sensitize faculty to the diverse academic abilities, interests, and aspirations of entering students. A major program objective is enhancing student success by facilitating a better understanding of each student's unique characteristics, thus encouraging a more individualized approach to instruction and academic advisement as a result of the faculty member's successful completion of the training program. It is noted that faculty who serve as academic counselors in a freshman counseling and advising program will be better prepared to assist in development of a campus-wide retention program that places special emphasis on student experiences during their critical first 6 weeks on campus. The criteria used to select academic counselors, the counselor's orientation conference for participating faculty, and the strategies that can maximize program impact are discussed. The paper concludes with a brief review of several assessment designs. Contains 73 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01