The graduate advising relationship in Canadian psychology programmes: Advisee perspectives.

2011 ◽  
Vol 52 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Daniel L. Peluso ◽  
R. Nicholas Carleton ◽  
Ashley A. Richter ◽  
Gordon J. G. Asmundson
Keyword(s):  
Advising Relationship ◽  
Graduate Advising

scholarly journals International Medical Graduate Advising Recommendations From the Council of Residency Directors in Emergency Medicine Advising Student Committee

Cureus ◽  
2020 ◽  
Author(s):  
Xiao Chi Zhang ◽  
Zachary J Jarou ◽  
Dimitry Danovich ◽  
Adam R Kellogg ◽  
Lucienne Lutfy-Clayton ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
International Medical Graduate ◽  
International Medical ◽  
Medical Graduate ◽  
Graduate Advising

scholarly journals How to share the process of graduate advising

FACETS ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 263-279
Author(s):  
H.H. Wagner ◽  
C. Boyd ◽  
R. Napper
Keyword(s):  
Graduate Students ◽  
Adult Learning ◽  
Conceptual Framework ◽  
Conflicts Of Interest ◽  
Companion Paper ◽  
Working Relationship ◽  
Next Generation ◽  
Effective Learning ◽  
Learning Centered ◽  
Graduate Advising

This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student’s learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.

scholarly journals The Ph.D. Advising Relationship: Needs of Returning and Direct-Pathway Students

2020 ◽  
Author(s):  
Erika Mosyjowski ◽  
Shanna Daly ◽  
Diane Peters ◽  
Steve Skerlos ◽  
Adam Baker
Keyword(s):  
Direct Pathway ◽  
Advising Relationship

International student perspectives on graduate advising relationships.

2009 ◽  
Vol 56 (3) ◽  
pp. 376-391 ◽  
Author(s):  
Kenneth G. Rice ◽  
Chun-Chung Choi ◽  
Yanmei Zhang ◽  
Jorge Villegas ◽  
Huan Jacqueline Ye ◽  
...  
Keyword(s):  
International Student ◽  
Student Perspectives ◽  
Graduate Advising

A qualitative examination of graduate advising relationships: The advisee perspective.

2003 ◽  
Vol 50 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Lewis Z. Schlosser ◽  
Sarah Knox ◽  
Alissa R. Moskovitz ◽  
Clara E. Hill
Keyword(s):  
Graduate Advising

scholarly journals Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

2015 ◽  
Vol 35 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Shawnda M. Schroeder ◽  
Katherine L. Terras
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Learning Environment ◽  
Learning Environments ◽  
Phenomenological Study ◽  
Older Students ◽  
Online Classroom ◽  
Graduate Advising ◽  
Traditional Institutions ◽  
Definition Of

Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were interviewed, 3 from each learning environment, to understand and explain the perceived advising needs and experiences within and among learning environments. Findings suggest that adult learners, regardless of learning environment, require complex and holistic advising. Five themes of good graduate advising are discussed. The need for immediate advisor response varied with respect to participants' learning environments. Implications for practice are discussed.

Coaching for Cognitive Presence

2013 ◽  
pp. 133-147 ◽  
Author(s):  
David S. Stein ◽  
Constance E. Wanstreet
Keyword(s):  
Community Of Inquiry ◽  
Action Learning ◽  
Higher Order ◽  
Cognitive Presence ◽  
Coaching Model ◽  
Advising Relationship ◽  
Community Of Inquiry Framework ◽  
Coaching Approach

This chapter presents a coaching approach to promote higher-order discussion skills in synchronous chats. Combining the Community of Inquiry framework with elements of the Co-Active Coaching Model has resulted in a guide for coaching interventions and discussion outcomes. The approach separates the discussion process coach’s role from that of the course instructor and complements the instructional work of the class. Learners have an opportunity to improve their performance in a voluntary advising relationship that promotes action, learning, and accountability.

STUDENT PREFERENCES FOR PERSONAL CONTACT IN A STUDENT-FACULTY ADVISING RELATIONSHIP

1987 ◽  
Vol 7 (2) ◽  
pp. 34-40 ◽  
Author(s):  
Lynda L. Fielstein
Keyword(s):  
Personal Relationship ◽  
Personal Contact ◽  
Developmental Advising ◽  
Faculty Advising ◽  
Student Preferences ◽  
Faculty Advisor ◽  
Advising Relationship

The author of this study states that its purpose is to “arrive at a clearer understanding of the type of relationship students want when interacting with a faculty advisor. “ Many researchers claim that a strong, personal relationship is preferred, but is this actually the case? Is developmental advising, which focuses on the integration of a student's social, physical, psychological, and cognitive needs, the form of advising students themselves prefer? The question is a significant one if we are to believe that advising – quality advising – plays a key role in student morale and retention.

A Qualitative Examination of Graduate Advising Relationships

2006 ◽  
Vol 34 (4) ◽  
pp. 489-518 ◽  
Author(s):  
Sarah Knox ◽  
Lewis Z. Schlosser ◽  
Nathan T. Pruitt ◽  
Clara E. Hill
Keyword(s):  
Graduate Advising
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