Academic Advising in Individualized Major Programs: Promoting the Three I’s of General Education

2015 ◽  
Vol 64 (2) ◽  
pp. 75-89 ◽  
Author(s):  
Kevin Egan
Keyword(s):  
General Education ◽  
Academic Advising

scholarly journals The Effects of Academic Advising on Juniors and Seniors of English Department at Balkh University

2021 ◽  
Vol 8 (3) ◽  
pp. 7
Author(s):  
Sayed Mustafa Zewary
Keyword(s):  
General Education ◽  
Academic Advising ◽  
Educational Outcomes ◽  
Academic Development ◽  
English Department ◽  
Academic Advisors ◽  
Course Selection ◽  
Career Plans ◽  
Long Run ◽  
Students Success

Academic advising is the process between the students and academic advisors who exploring the value of a general education, reviewing the services and policies of the institution, discussing educational and career plans to make appropriate course selection goals for their students. Some studies have been conducted on academic advising and its effects on students’ academic development. Therefore, the present paper is an attempt to contribute the previous studies by presenting the factors that academic advising has an impact on students’ academic development. Thus, this paper will explore whether academic advising is efficient to the students or not. For this purpose, previous studies were reviewed, and the questionnaire was shaped. The participants were selected randomly who are the juniors and seniors (61% females and 39% males) of English Department at Balkh University. In the long run, the analysed data revealed that the functions of academic advising have impact on students’, success, development, educational outcomes, students’ satisfactions and students’ retention.

scholarly journals The Developmental Advising Inventory: A New Approach to Academic Advising

1991 ◽  
Vol 11 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Gary L. Dickson ◽  
Timothy R. McMahon
Keyword(s):  
General Education ◽  
Academic Advising ◽  
Developmental Advising ◽  
Learning Centers ◽  
Faculty Advising ◽  
Research Committee ◽  
New Approach ◽  
Faculty Advisors ◽  
Life Planning ◽  
Peer Advising

The Developmental Advising Inventory is based on the premise that academic and faculty advisors have an important role in extending the human development mission of the college. The inventory contains 135 value-biased items addressing nine dimensions of development: Intellectual, Life Planning, Social, Physical, Emotional, Sexual, Cultural, Spiritual, and Political. This article discusses the theoretical and research foundations of the instrument. However, emphasis is given to applications in such academically related settings as (a) faculty advising, (b) advising centers, (c) general education classes, (d) learning centers, (e) peer advising, and (f) major field advising. The development of the Developmental Advising Inventory was supported by a 1988 grant from the NACADA Research Committee.

Response-ability in Practice

2018 ◽  
pp. 219-238
Author(s):  
Florence D. Amamoto
Keyword(s):  
Higher Education ◽  
General Education ◽  
Academic Advising ◽  
Religious Tradition ◽  
Usual Sense ◽  
Institutional Identity ◽  
General Education Curriculum ◽  
Education Today ◽  
The Individual ◽  
Diverse Context

This chapter explores what it means for a person from one religious tradition (Buddhism) to work at an institution committed to a different tradition (Christianity). In what ways can the individual and the institution make space for each other, and what might transpire as a result? The author begins by presenting her own story of negotiating these issues, demonstrating that attention to both diversity and institutional identity is necessary to provide for meaningful interfaith encounters. The chapter then provides two concrete examples of the advantages that can accrue in the vocationally significant areas of academic advising and teaching the general education curriculum. The chapter’s overall theme is that of “response-ability”: not simply responsibility in the usual sense, but an ability and a willingness to respond thoughtfully in all situations—and particularly in the religiously diverse context of higher education today.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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