THE ONE-YEAR RESIDENCE PROGRAM FACULTY ADVISING PROJECT: A STUDY OF INNOVATIONS IN ADVISING ROLES AND STRUCTURES.
Item
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Title
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THE ONE-YEAR RESIDENCE PROGRAM FACULTY ADVISING PROJECT: A STUDY OF INNOVATIONS IN ADVISING ROLES AND STRUCTURES.
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Identifier
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AAI8319802
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identifier
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8319802
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Creator
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STARR, ROSE ZWEIG.
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Contributor
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Irwin Epstein
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Date
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1983
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Language
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English
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Publisher
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City University of New York.
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Subject
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Social Work
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Abstract
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What do experienced working students in a part-time work-study M.S.W. degree program view as supports and obstacles to professional education? How do they perceive their dual role obligations as employees and students? What roles and functions do their faculty advisors perform? These questions were explored in the One-Year Residence Program Faculty Advising Project, a formative research study and demonstration in which innovative faculty advising models for part-time and residence year students were implemented and evaluated.;Guided by the principle that the structure and content of advising should be adapted to the particular needs and problems of work-study students, the innovation in the part-time phase incorporated the advising function into the classroom teacher's role in a required social policy course. For residence year students, the innovative program was characterized by continuity in advisor between the part-time and full-time phases of the Program, small group advising, and early advising assessment and intervention to prevent field work problems and improve employee-students' learning opportunities.;Comparative evaluation of project and regular advising program students' perceptions indicated that project students were more satisfied than contrast groups with the structure and content of their respective advising programs. Project advising appeared to stimulate student interaction and assistance, and provided a mechanism for the identification and resolution of systems-wide problems. Project advisors valued the project's focus on early assessment, problem prevention and the identification of special needs students.;The empirical study of advising roles and activities corroborated other research findings suggesting a gap between theory and practice re: the advisor's perceived integrative teaching function. In the residence year, advisors performed an educational facilitation function through information provision, supportive counseling, problem-solving, systems negotion and educational monitoring activities.;Study findings indicated that work-study students irrespective of advising intervention of Program phase perceived themselves as employees rather than students. Excessive work load and time constraints rather than incompatible role obligations were the primary source of role strain. These data highlight the importance of the agency in successful work-study programs, and suggest a different pattern for the professional socialization of experienced working students in alternative M.S.W. programs.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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D.S.W.
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Program
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Social Welfare
