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INJECTING WARM FUZZIES INTO COLD SYSTEMS:
DEFINING, BENCHMARKING, AND ASSESSING HOLISTIC,
PERSON-CENTERED ACADEMIC ADVISING
by
Holly Brooke Ferguson
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2010
Copyright 2010 Holly Brooke Ferguson
Object Description
| Title | Injecting warm fuzzies into cold systems: defining, benchmarking, and assessing holistic, person-centered academic advising |
| Author | Ferguson, Holly Brooke |
| Author email | hferguso@usc.edu; hferguson80@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-12 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-09-13 |
| Advisor (committee chair) | Hirabayashi, Kimberly |
| Advisor (committee member) |
Venegas, Kristan M. Lucido, Jerry |
| Abstract | This study examines if and how holistic, person-centered academic advising, based on an integrative framework of educational psychology (Bronfenbrenner), sociology (Weber), and counseling (Rogers) theories, can be fostered, implemented, and assessed at a research university. The study design uses the coding of qualitative data and its translation into numeric results to understand how training in the tenets of integrative theory would affect the quality and quantity of advising content at a key juncture for student retention, persistence, and graduation. The analysis of the data is based on benchmarks culled from the theoretical framework, incorporated into the training, and defined by criteria regarding holistic reviews of student records, evidence of strengths-based, person-centered guidance, personalized and individualized student contact, referrals, and follow-up, and the quantity and timing of advisor contacts. Results indicate that there is a relationship between training in ecological systems and person-centered theories and performance on a benchmarked assessment, particularly when assessing for the quality of advising content. The relationship was more pronounced within the sample of college student records than for those in the professional schools, leading to further research questions regarding the specific implications of organizational infrastructure and systems on performance outcomes. Additional questions regarding the link between advisor motivation, training, and performance also surfaced. Overall, the study provides a model for developing enrollment initiatives and educational programs that are not only rooted in theory and driven by data, but are also holistic, strengths-based, and aligned to training curriculum, benchmarked standards, and outcome-based assessments. |
| Keyword | holistic; person-centered; strengths-based; Rogers; Bronfenbrenner; Weber; counseling theory; systems; student retention, persistence, graduation; benchmarked assessment; training curriculum; advising; theory into practice; enrollment initiatives; educational programming |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3435 |
| Contributing entity | University of Southern California |
| Rights | Ferguson, Holly Brooke |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Ferguson-4070 |
| Archival file | uscthesesreloadpub_Volume32/etd-Ferguson-4070.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | INJECTING WARM FUZZIES INTO COLD SYSTEMS: DEFINING, BENCHMARKING, AND ASSESSING HOLISTIC, PERSON-CENTERED ACADEMIC ADVISING by Holly Brooke Ferguson A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2010 Copyright 2010 Holly Brooke Ferguson |
