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Traditional indigenous perspectives ...

Harper, Broderick.

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Traditional indigenous perspectives to assist peer advisors in nurturing motivation and retention in graduate students: An autoethnography.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Traditional indigenous perspectives to assist peer advisors in nurturing motivation and retention in graduate students: An autoethnography./
Author:	Harper, Broderick.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
Subject:	Native American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3445261
ISBN:	9781124543918

Traditional indigenous perspectives to assist peer advisors in nurturing motivation and retention in graduate students: An autoethnography.
Harper, Broderick.

Traditional indigenous perspectives to assist peer advisors in nurturing motivation and retention in graduate students: An autoethnography. - 133 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ed.D.)--Fielding Graduate University, 2011.

This dissertation discusses traditional Indigenous perspectives that may assist peer advisors in nurturing retention and motivation in graduate students. For many decades, student retention in higher education has been an important issue. In many institutions the implementation of peer advising is an acknowledged intervention with a history of some success; however, drop-out rates continue to increase. In doctoral programs a large percentage of enrolled students are lost to attrition each year. This study, a qualitative narrative utilizing autoethnographic methodology, presumes and demonstrates that current approaches for motivation and advising are rooted in the dominant Western worldview that remains mechanistic, individualistic, and extrinsic, in contrast to Indigenous approaches that are more relational, virtue-based, holistic, and intrinsic. I highlight Indigenous holistic approaches that align with the needs of students especially in distributed learning environments where the risks of dropping out or becoming unmotivated are high. Through autoethnographic representation I highlight how a generalized Indigenous worldview has transformed me personally, professionally, and as a student peer advisor, and explore implications for applying Indigenous wisdom in a peer advisement approach especially appropriate in a distributed learning setting.

ISBN: 9781124543918Subjects--Topical Terms:

626633
Native American Studies.

Traditional indigenous perspectives to assist peer advisors in nurturing motivation and retention in graduate students: An autoethnography.
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100 1 $a Harper, Broderick. $3 1677337
245 1 0 $a Traditional indigenous perspectives to assist peer advisors in nurturing motivation and retention in graduate students: An autoethnography.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
500 $a Adviser: Malcolm Bonner.
502 $a Thesis (Ed.D.)--Fielding Graduate University, 2011.
520 $a This dissertation discusses traditional Indigenous perspectives that may assist peer advisors in nurturing retention and motivation in graduate students. For many decades, student retention in higher education has been an important issue. In many institutions the implementation of peer advising is an acknowledged intervention with a history of some success; however, drop-out rates continue to increase. In doctoral programs a large percentage of enrolled students are lost to attrition each year. This study, a qualitative narrative utilizing autoethnographic methodology, presumes and demonstrates that current approaches for motivation and advising are rooted in the dominant Western worldview that remains mechanistic, individualistic, and extrinsic, in contrast to Indigenous approaches that are more relational, virtue-based, holistic, and intrinsic. I highlight Indigenous holistic approaches that align with the needs of students especially in distributed learning environments where the risks of dropping out or becoming unmotivated are high. Through autoethnographic representation I highlight how a generalized Indigenous worldview has transformed me personally, professionally, and as a student peer advisor, and explore implications for applying Indigenous wisdom in a peer advisement approach especially appropriate in a distributed learning setting.
590 $a School code: 1503.
650 4 $a Native American Studies. $3 626633
650 4 $a Education, Higher. $3 543175
690 $a 0740
690 $a 0745
710 2 $a Fielding Graduate University. $b The School of Educational Leadership and Change. $3 1670997
773 0 $t Dissertation Abstracts International $g 72-06A.
790 1 0 $a Bonner, Malcolm, $e advisor
790 1 0 $a Jacobs, Four Arrows $e committee member
790 1 0 $a Beaulieu, Rodney $e committee member
790 1 0 $a Cummings, Kathleen $e committee member
790 1 0 $a Stine, Linda J. $e committee member
790 $a 1503
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3445261