Strengthquest: Discover and Develop Your Strengths in Academics, Career, and Beyond

The purpose of this study is to understand the relationship between pre-transfer advising and the development of transfer student capital (TSC) for students who have transferred from community college to a four-year university. Using TSC as a framework, this qualitative case study seeks to identify the roles that pre-transfer advisors at community colleges and universities have in students' transfer processes. In this study, we find that advisors can play a critical role in building students' TSC and supporting students' self-efficacy. We also find that students indicate that advisors sometimes provide conflicting information or that advising can often be inaccessible to students, which can lead to self-advising. Implications and recommendations are discussed.

/pdf/the-role-of-academic-advisors-in-the-development-of-transfer-1dpg7s9bo4.pdf

The Role of Academic Advisors in the Development of Transfer Student Capital.

Leadership as part of school counselor competence remains under-addressed in supervision. Grounded in prior research models, we introduce the Model for Supervision of School Counseling Leadership (MSSCL) which is a 10 x three x three framework. We provide examples for each of the 90 different leadership x Focus x Role combinations through an appendix that can be used in supervision, discuss the use of the MSSCL, and identify implications for practice, training, and future research. 

The model for supervision of school counseling leadership

Community College Stigmatization: Perceptions of Vertical Transfer Students at the University Level

Articulation arrangements. Some new articulation models viewed high schools as part of the continuum, often allowing students to earn college credits prior to enrollment. Other models developed licensure pathways that included early identification of twoyear students who planned to transfer to a specific four-year institution. Cohort bridge programs allowed students to obtain a bachelor degree from the fouryear partner onsite at one of the two-year colleges, and leveling bridge courses worked to remedy course differences between the twoand four-year levels. Early Childhood Education (ECE) 2+2 articulation agreements and holistic Associate of Applied Science (AAS) transfer programs were also used to allow transfer students to complete a bachelor degree in an additional two years. Alignment of assessments. One of the most ambitious assessment innovations implemented through this project was the cross-institutional assessment system, which incorporates the Gateways Credentials as well as other state and national standards. Bridge assessments were also used to match competencies being taught at the twoand four-year levels. The City Colleges of Chicago each use similar course documentation in order to align assessments and facilitate the completion of Gateways Credentials. One partnership used shared assignments to ensure that courses at the community college were aligned with those at the four-year program.

/pdf/innovations-for-high-quality-aligned-early-childhood-48pfx31zk6.pdf

Innovations for High Quality, Aligned Early Childhood Educator Preparation. IERC 2016-3. Research Highlights.

The transfer rate from community college to four-year institutions has been dropping for the past 70 years. In the most recent statistics, the national rate of transfer is 23% (Cohen & Brawer, 2008). In the state of Alabama the transfer rate is approximately 4%, and in the rural counties of Alabama the transfer rate hovers around 1%. Many studies have been conducted on the transfer process, but none have focused on the transfer process from a theoretical perspective. Most studies focus attention on disparate pieces of the transfer puzzle. To date, there is no overarching theory of the transfer process that will bring coherence to this field of study. This study views the transfer process through the experience of nine transfer advisors who serve students in 11 community colleges located in rural counties in the state of Alabama. The findings establish a substantive theory that will provide a contextual framework for researchers who wish to study specific features of the transfer process. The Influence The...

The Influence Theory: Factors That Influence the Transfer Advising Process.

Small sample field study:The effects of team-based recognition on employee engagement and effort

ABSTRACT Performance goals are used pervasively by organizations to motivate individual effort, and feedback about goal progress is often available on a highly frequent basis. While feedback can be beneficial, there is evidence that frequent unfavorable feedback can be demotivating. We use expectancy theory to predict that compared to infrequent feedback, frequent unfavorable feedback about goal progress will reduce effort by negatively impacting individuals’ expectancy of goal attainment. We also predict that these negative effects will be mitigated when accompanied by a goal attainability reminder that bolsters the expectancy of goal attainment. Results from two experiments support both predictions and also show that a goal attainability reminder does not reduce the effort when early frequent feedback is favorable. These findings have practical implications as we demonstrate that a simple and readily implementable reminder about the attainability of assigned goals can mitigate the negative motivational effects of frequent unfavorable performance feedback. 

Mitigating the Demotivating Effects of Frequent Unfavorable Feedback about Goal Progress

Researchers conducted a qualitative, phenomenological investigation of the clinical supervision experiences of nine early career school counselors using semi-structured interviews. Researchers disc...

A Phenomenological Study of Early Career School Counselor Clinical Supervision Experiences

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Papers

The Influence Theory: Factors That Influence the Transfer Advising Process.

Small sample field study:The effects of team-based recognition on employee engagement and effort

Mitigating the Demotivating Effects of Frequent Unfavorable Feedback about Goal Progress

A Phenomenological Study of Early Career School Counselor Clinical Supervision Experiences