Date of Award

Summer 2010

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educ Foundations & Leadership

Program/Concentration

Community College Leadership

Committee Director

Dana Burnett

Committee Member

Edward E. Raspiller

Committee Member

Jennifer Green

Abstract

Computer assisted guidance systems may adapt well to various models of academic advising, and they have the ability to address the challenge of meeting the diverse advising needs of community college students without sacrificing the integrity of academic advising (Fowkes & McWhirter, 2007). The purpose of this qualitative case study was to assess current advisor and student use of a specific computer assisted guidance system and to recommend strategies to effect optimum utilization of current generation software. The objective was to create a model for using the computer assisted guidance system as an academic and career planning tool for community college students.

The researcher triangulated methods and sources of data collection to ensure the credibility of this study. Data were collected using three methods: interviews, focus groups, and a short survey. Interviews with six counselors who provide academic advising and six focus groups with students who had experienced the computer assisted guidance system were used to collect data. An anonymous survey was provided to the six counselor participants.

Findings from this study suggest counselors utilize the computer assisted guidance system in the provision of academic advising support to students in the classroom as a component of a first-year experience course. The counselors do not regularly use the computer assisted guidance system in their private offices in the provision of academic advising support to students. Students utilize the computer assisted guidance system because it is a required course assignment.

The utilization of the computer assisted guidance system could be improved with the implementation of several strategies. Counselors and advisors must receive training on computer assisted guidance system intervention strategies. Counselors and advisors recommending the computer assisted guidance system to students should employ a developmental approach to academic advising when doing so. The computer assisted guidance system should be a required course assignment in a first-year experience course. A link to the computer assisted guidance system should be placed prominently on the front page of the college Web page. The computer assisted guidance system icon seen on college Web portals should include a descriptive statement about the system. A brochure should be created to market the computer assisted guidance system. The public school system should utilize the computer assisted guidance system.

DOI

10.25777/zvvp-y729

ISBN

9781124271323

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