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049 a| EREE;

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100 1 a| Hill, Lisa Anne,e| author.?| UNAUTHORIZED;

245 10 a| Using a participatory process to create a faculty advising model /c| by Lisa Anne Hill.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2021.;

300 a| 146 pages :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1015 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2021.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: David Siegel;

500 a| Title from PDF t.p. (viewed October 27, 2021).;

520 3 a| This qualitative study aimed to explore whether and how faculty were empowered by a participatory experience in the design, development, and implementation of a new faculty-driven academic advising model. This study focused on a core team of full-time faculty volunteers with an assigned advising load within the Arts and Sciences division of a rural community college. Using Donnan's (2005) 5-D Cycles of Appreciative Inquiry, the goal of this process was to build capacity among faculty to assist in future problem-solving tasks. The theory of actionguiding this study was that if faculty members were fully engaged in all aspects of the design and implementation of a community college advising program, then there would be measurable gains in faculty satisfaction and an enlargement of the capacity of faculty to address problems of practice in their institutional contexts. The results suggest that core team faculty overwhelmingly support the participatory process used. They appreciated the thorough, yet positive, tone and felt relieved by the opportunity to be heard in a safe environment. Some expressed the tone as therapeutic and reported having a sense of procedural justice. Most acknowledged feeling empowered to make decisions, and they described the importance of having a process to follow and knowing how the process would unfold. This empowerment to make decisions created a sense of ownership of the advising process.;

504 a| Includes bibliographical references.;

650 0 a| Community collegesx| Faculty.=| ^A81778;

650 0 a| Faculty advisors.=| ^A351525;

650 0 a| Education, Rural.=| ^A126735;

650 0 a| School improvement programs.=| ^A193278;

653 a| Participatory process;

653 a| advising model;

700 1 a| Siegel, David J.,d| 1966-e| degree supervisor.=| ^A755705;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/9140;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636940-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/22/2021x| ETDz| HERESOURCE;

Using a participatory process to create a faculty advising model / by Lisa Anne Hill.

Author/creator	Hill, Lisa Anne author.
Other author	Siegel, David J., 1966- degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2021.
Description	146 pages : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Community colleges--Faculty. Faculty advisors. Education, Rural. School improvement programs.

Summary	This qualitative study aimed to explore whether and how faculty were empowered by a participatory experience in the design, development, and implementation of a new faculty-driven academic advising model. This study focused on a core team of full-time faculty volunteers with an assigned advising load within the Arts and Sciences division of a rural community college. Using Donnan's (2005) 5-D Cycles of Appreciative Inquiry, the goal of this process was to build capacity among faculty to assist in future problem-solving tasks. The theory of actionguiding this study was that if faculty members were fully engaged in all aspects of the design and implementation of a community college advising program, then there would be measurable gains in faculty satisfaction and an enlargement of the capacity of faculty to address problems of practice in their institutional contexts. The results suggest that core team faculty overwhelmingly support the participatory process used. They appreciated the thorough, yet positive, tone and felt relieved by the opportunity to be heard in a safe environment. Some expressed the tone as therapeutic and reported having a sense of procedural justice. Most acknowledged feeling empowered to make decisions, and they described the importance of having a process to follow and knowing how the process would unfold. This empowerment to make decisions created a sense of ownership of the advising process.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: David Siegel
General note	Title from PDF t.p. (viewed October 27, 2021).
Dissertation note	Ed.D. East Carolina University 2021.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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