Advising [microform] : Supporting the Academy / Howard C. Kramer.
Ways that academic advising can be used to foster cohesion in the college are addressed. Advising is assumed to contribute to the primary mission of the institution, the pursuit of scholarship. The question at issue concerns the types of efforts directed toward differentiation and specialization in...
Saved in:
| Online Access: |
Request ERIC Document |
|---|---|
| Main Author: | |
| Format: | Microfilm Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1985.
|
| Subjects: |
MARC
| LEADER | 00000nam a22000002u 4500 | ||
|---|---|---|---|
| 001 | b6201819 | ||
| 003 | CoU | ||
| 007 | he u||024|||| | ||
| 008 | 850701s1985 xx |||| b ||| | eng d | ||
| 005 | 20241104190309.6 | ||
| 035 | |a (ERIC)ed272062 | ||
| 040 | |a ericd |c ericd |d MvI | ||
| 099 | |f ERIC DOC # |a ED272062 | ||
| 100 | 1 | |a Kramer, Howard C. |0 http://id.loc.gov/authorities/names/n83068932 |1 http://isni.org/isni/0000000384754493 | |
| 245 | 1 | 0 | |a Advising |h [microform] : |b Supporting the Academy / |c Howard C. Kramer. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 23 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 20490101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 500 | |a ERIC Document Number: ED272062. | ||
| 520 | |a Ways that academic advising can be used to foster cohesion in the college are addressed. Advising is assumed to contribute to the primary mission of the institution, the pursuit of scholarship. The question at issue concerns the types of efforts directed toward differentiation and specialization in contrast to efforts designed to increase integration in the institution. To better link people in the college and increase cohesion and community at the institution, it is necessary to characterize the people and culture that constitutes the faculty, and to identify faculty needs. Reasons that faculty may voluntary participate in the advising program are discussed, including satisfaction from the helping role, feeling the competence needed in coping with advising students, changing work functions, establishing peer relationships that provide a forum for mutual exchange, and mid-career realignments. Five levels or types of interaction described by Fry and Pasmore in their work with executives may be used to characterize different types of interactions between advisors: single-frame, multiple-frame, frame-linking, frame-sharing, and frame-breaking. These types of interaction characterize a process by whch changes in thinking and action can occur. (SW) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 650 | 1 | 7 | |a Academic Advising. |2 ericd |
| 650 | 1 | 7 | |a College Environment. |2 ericd |
| 650 | 1 | 7 | |a Faculty Advisers. |2 ericd |
| 650 | 0 | 7 | |a Helping Relationship. |2 ericd |
| 650 | 0 | 7 | |a Higher Education. |2 ericd |
| 650 | 1 | 7 | |a Interpersonal Relationship. |2 ericd |
| 650 | 1 | 7 | |a Interprofessional Relationship. |2 ericd |
| 650 | 0 | 7 | |a Teacher Characteristics. |2 ericd |
| 650 | 0 | 7 | |a Teacher Participation. |2 ericd |
| 650 | 1 | 7 | |a Teacher Student Relationship. |2 ericd |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
| 907 | |a .b6201819x |b 01-18-22 |c 10-10-10 | ||
| 944 | |a MARS - RDA ENRICHED | ||
| 998 | |a pas |b 10-10-10 |c f |d m |e - |f eng |g xx |h 0 |i 1 | ||
| 956 | |a ERIC | ||
| 999 | f | f | |i 315c3531-3674-5349-b506-46274e2ca26e |s 520b43cc-4839-59b2-b73e-6c9c91b3e5ad |
| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED272062 |h Other scheme |i microfiche |n 1 |