Publication Date

2022

Document Type

Dissertation/Thesis

First Advisor

Jaekel, Kathryn S.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling and Higher Education (CAHE)

Abstract

Guided pathways is a nationwide whole-college reform that aims to improve college completion rates and times for students, especially in the community college sector. This multisite case study sought to explore how pathways institutions supported students to better align with the right academic and career programs. Through individual semi-structured interviews, faculty members and advisors reflected on if and how they collaborated to better serve students in this capacity. Three themes emerged during data analysis and were reported in narrative form: a.) divergent faculty and advising attitudes about pathways reforms, b.) inconsistent perceptions on levels of collaboration, and c.) criticisms and suggested improvements from the participants. These findings indicated that a blended approach of cultural and structural changes could strengthen communication and collaboration between academic and student affairs. When institutions deliberately and comprehensively implemented these reforms, students are likely to be better engaged as they make the important decision of selecting a good-fitting academic or career pathway.

Extent

103 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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