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Encouraging Student Self-Advocacy Skills

and get yourself to office hours

Tonja Brown and Laura HauckAcademic Advising Support Center

Seattle University

Introductions

Tonja Brown Laura Hauck

Definition and why this topic?

A review of theory

Supporting self-advocacy skill development

Take-away ideas

Questions and wrap-up

Overview

Defining Student Self-Advocacy

Self-Efficacy

Empowerment

Taking control of one’s life

Defining Student Self-Advocacy

What is self-advocacy in your opinion?

How do you define this in your role?

What D

oes It Look Like?

Self-Advocacy

Self-reliance

Take ownership of decisions

Proactive behavior

Understand policies/procedures

Career development and networking skills

Theory

Nevitt Sanfor

d

Challenge and Support

Vectors of

Identit

y Development

Developing Competence

Moving through Autonomy toward Interdependence

Arthur Chickering

Cross-Cultural Differences

Meet the student where they are at: worldview

Cultural lenses affect experience: holistic approach

Moving beyond transactional

What we do…

Student Self-Advocacy

Probing questions

Face to Face

Show vs. Tell

Informed decision making

Asking may open seemingly closed doors

What are you currently doing to encourage self-advocacy skill building with your students?

What do you do?

What might you implement/do in the future to promote student development?

Mentorship

Club Advising

Student Group Advocacy

Student Groups

New student orientations

Collaborative advising w. faculty

Residence life

Career services

Campus Collaboration

taking AWKWARD connecting with faculty and advisors

out of office hours

Team effort

Faculty involvement

Collaborative Process

Kathleen Horenstein Kelli Muilenburg

“Students are missing out on an extraordinary amount of benefits by not attending office hours.”

Seattle University Faculty Member

Faculty Quotes

Importance of building relationshipsKey Learning Points

“Unintended consequences are often a part of office hours visits. These consequences are usually very positive. Stopping by office hours allows the professor to get to know the student better and provides an opportunity for him or her to better understand the needs of that student and how best to address them.”

Seattle University Faculty Member

Faculty Quotes

Importance of building relationshipsKey Learning Points

Describe the process from start to finish

Who?

Importance of building relationshipsKey Learning Points

Describe the process from start to finish

Make the most of office hours: strategies and tips

Peer to peer sharing and discussion

Action plan for implementation

Feedback received

Student Involvement

Thank you!

Questions?Closing

Tonja Brownbrownt2@seattleu.edu

Laura Hauckhauckl@seattleu.edu

Contact Information

Bee, H. L., & Bjorklund, B. R. (Eds.). (2004). The journey of adulthood (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Boehman, R. (2011, April 28). Sanford’s Challenge & Support Theory. [Web blog]. Retrieved from http://imjoeboe.wordpress.com/2011/04/28/challenge-support/

Dalton, J., & Crosby, P. (2008). Challenging college students to learn in campus cultures of comfort, convenience and complacency. Journal of College and Character, 9 (3), 1-4.

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (Eds.) (1998). Student development in college: Theory, research and practice (1st ed.). San Francisco, CA: Jossey-Bass.

Lamont, Barbara J. (2005). East meets west - Bridging the academic advising divide. Retrieved March 12, 2012 from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/East-Meets-West.htm

Zhao, C. M., Kuh, G. D., & Carini, R. M. (2005). A comparison of international student and American student engagement in effective educational practices. The Journal of Higher Education, 76 (2), 209-231. Retrieved from http://www.nsse.iub.edu/pdf/research_papers/international.pdf

References

• General Suggestions– Don’t give students all of the answers. Have them do the work!– Challenge them to come to advising prepared.– Make them aware of what they have in their own corner and how they can use it.– Turn cultural differences into assets.– Treat each student as students who can reach their full potential.– In crisis, ask probing questions but still leave decision to the student. Calm them and get them to

laugh. – Refer students to speak with instructors; other departments (i.e. financial aid, admissions, etc).

• Having students learn to do things for themselves, even though it takes more time– Some of this comes with experience and comfort level in one’s own position.

• Group Advising:– Orientation: DARS (Degree Audit) Training– Major Planning Workshop for various concentrations– Graduation Workshop (Last two quarters + grad app)

• One-on-one advising:– Show resources online; have them do research; have them do their own DARS; have them update

their own requirement sheet.– Walk them through finding academic regulations. Introduce them to tools such as online catalogs

and Registrar’s published policies.– Teach them how to write a good email

• Academic Orientation:– Be your own advocate and locate resources.

• New student sessions – Do your best– Show up!– Seek help

• Leveraging Technology– Send weekly advising emails with tips on resources, events, etc.– Use websites and blogs, post tips on Facebook

Presentation D

ay: Peer Sharing