Approaching Academic Advising of Undergraduate Students in HDFS through the Lenses of Identity Development Theories
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| Title: | Approaching Academic Advising of Undergraduate Students in HDFS through the Lenses of Identity Development Theories |
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| Language: | English |
| Authors: | Erin F. Boyd-Soisson |
| Source: | Family Science Review. 2024 28(2). |
| Availability: | Family Science Association. 15 Hidden Valley Drive, Newark, DE 19711. Tel: 720-891-3575; e-mail: journal@familyscienceassociation.org; Web site: https://www.familyscienceassociation.org/familysciencereview/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Advising, Undergraduate Students, Faculty Advisers, Teacher Student Relationship, Individual Development, Family and Consumer Sciences, Family and Consumer Sciences Teachers, Knowledge Level, Expertise, Universities, Small Colleges, Liberal Arts, Theories |
| Geographic Terms: | Pennsylvania |
| ISSN: | 1084-0524 2331-6780 |
| Abstract: | Many colleges and universities utilize faculty advisors for academic advising. In this model, faculty advise students in their discipline on curriculum requirements, as well as career and academic goals. Faculty often report feeling that they have had little training or support for their role as an academic advisor. Faculty advisors in the field of human development and family science (HDFS), however, are uniquely positioned for academic advising as they are trained experts in many of the known factors associated with effective advising. One area closely related to advising that HDFS faculty are highly knowledgeable about is identity development and exploration. Therefore, HDFS faculty can utilize their in-depth knowledge of Erikson's, Marcia's, and Arnett's theories of development to inform their role as advisors. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448877 |
| Database: | ERIC |
| Abstract: | Many colleges and universities utilize faculty advisors for academic advising. In this model, faculty advise students in their discipline on curriculum requirements, as well as career and academic goals. Faculty often report feeling that they have had little training or support for their role as an academic advisor. Faculty advisors in the field of human development and family science (HDFS), however, are uniquely positioned for academic advising as they are trained experts in many of the known factors associated with effective advising. One area closely related to advising that HDFS faculty are highly knowledgeable about is identity development and exploration. Therefore, HDFS faculty can utilize their in-depth knowledge of Erikson's, Marcia's, and Arnett's theories of development to inform their role as advisors. |
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| ISSN: | 1084-0524 2331-6780 |
