Abstract
This study evaluated student perceptions of a course-embedded faculty advising model within an online MA program. Faculty advising contributes to student degree completion and career success. Instructor presence, community, the incorporation of synchronous sessions, and the use of web-conferencing software impact student engagement, which leads to increased student satisfaction and retention. The course-embedded structure of model contributes to reduced resource needs and high levels of sustainability. Structured, individual synchronous faculty advising sessions were built into 4 courses and student experience was assessed utilizing a survey. Results are discussed in the context of relevant theories and best practices.
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