A Study of the Impact of Professional Development on Middle Level Advisors

Abstract

Middle level advisors are faculty members whose role is to develop meaningful relationships and to facilitate conversations with a group of 10 to 12 students on a regular basis regarding the students’ academic, personal, and social concerns. This study examines the impact of professional development on middle level advisors’ knowledge, skills, and practices in five New England middle level schools. Thirty-four advisors representing these five diverse schools were randomly assigned to three groups. Group One received professional development after the study was completed. Group Two participated in a three-credit course in advisor knowledge and skills. Group three participated in the course, and each advisor was coached individually for one hour a week for 24 weeks. Results showed improvements in (1) advisor knowledge and skills for both groups who received the course and (2) in practice for advisors who received both the course and the coaching. Mean score differences in the Advisor Knowledge Assessment pre- and post-test, used as a supportive measure, were revealed between the two groups receiving the training and the one which did not. The primary conclusion is that coursework plus coaching may represent a promising quality investment in the preparation of middle level advisors.