Academic Advising and First-Year Students: The Power of Purpose and Movement toward Self-Efficacy

Presenters: Hannah Byrd Rolando (Roly) Torres Carol B. Wilson Senior College Life Coach Senior College Life Coach Coordinator of Academic Advising Florida State University Florida State University Wofford College hbyrd@fsu.edu rtorres@fsu.edu wilsoncb@wofford.edu Overview Higher education professionals are called upon to recognize the new experiences students face as they transition into college during their first year. As students learn to think and act for themselves, instead of relying upon authority figures to prescribe their choices, they encounter increased responsibility for their own learning and growth. While navigating new academic systems, traditionally-aged students also move through the initial stages of Chickering’s 7 Vectors of psychosocial development. As new college students develop competence, learn to manage their emotions, and move through autonomy to interdependence, they can lay a strong foundation for academic success. In the NACADA Advising First-Year Students Community-sponsored webinar, the Presenters will consider ways to support students as they move through this important transition year, discovering new identities and setting goals for their personal and academic futures. Since students’ movements through these vectors are unique, advisors’ awareness of these stages fosters effective understanding of and communication with students in the first year. The Presenters will also discuss ways to facilitate the learning and reflection process, based on Baxter Magolda’s Theory of Self-Authorship (2004) and Kolb’s Experiential Learning Theory (1984), in a variety of student meeting settings. They will share strategies to promote the transformative power of guided reflection and value-exploration through activities that can influence student confidence in decision-making, comprehension of intrinsic and extrinsic motivational factors, and achievement of both personal and academic goals. Coaching skills that empower students to take ownership of all aspects of life and articulate their own vision for success will be explored. Academic Advising Core Competencies that will be addressed in this presentation include: C3 – Understanding of theory relevant to academic advising C4 – Understanding of academic advising approaches and strategies C6 – Understanding of how equitable and inclusive environments are created and maintained I5 – Knowledge of the characteristics, needs, and experiences of major and emerging student populations. R2 – Ability to create rapport and build academic advising relationships R3 – Ability to communicate in an inclusive and respectful manner R4 – Ability to plan and conduct successful advising interactions R6 – Ability to facilitate problem solving, decision-making, meaning-making, planning, and goal setting. Pre-Webinar Activity Suggestions Although the Personal Mission Statement activity included in the following pages is intended for use with students and will be discussed during the webinar, the presenters encourage participants to look it over prior to the broadcast and create the own personal mission statements.

PERSONAL MISSION STATEMENT

1) Review the list below for inspiration to help identify the values that best describe why you do what you do. Feel free to use your own words that are not listed. When you are ready, write your top 3 values in the boxes below.

ACHIEVEMENT ADVENTURE BALANCE BEAUTY CREATIVITY CURIOSITY FAITH FREEDOM FUN

GROWTH HARMONY HONESTY HOPE INTEGRITY JUSTICE KNOWLEDGE LOVE OPTIMISM

PEACE PLEASURE RESPECT SECURITY SERVICE STRENGTH TRUST USEFULNESS WEALTH

TOP 3 VALUES

1. 2. 3.

2) Review the list below for inspiration to help identify the words that best describe how you

want to live out your values (i.e. “by” or “through”). Feel free to use your own words that are not listed. When you are ready, write your top 2 words in the boxes below.

ADMINISTERING ADVOCATING ANALYZING BUILDING COLLABORATING CREATING DEVELOPING EDUCATING ENTERTAINING

EMPOWERING FACILITATING GIVING HELPING INVENTING LEADING MANAGING MOTIVATING OBSERVING

OPERATING ORGANIZING PLANNING PROVIDING REPRESENTING RESEARCHING RESTORING SOLVING STRATEGIZING

TOP 2 WAYS TO LIVE OUT YOUR VALUES

1. 2.

3. Review the list below for inspiration to help identify the word that best describes the desired result of implementing your values. Feel free to use your own word. When you are ready, write your top word in the box below.

AWARENESS CREATIVITY CONNECTION EDUCATION EMPOWERMENT EQUALITY EXCELLENCE FREEDOM HAPPINESS

HEALTH HUMAN RIGHTS HOPE INCLUSION INDEPENDENCE INSPIRATION LEADERSHIP MINDFULNESS MOTIVATION

POSITIVITY REFLECTION SAFETY SECURITY SOCIAL JUSTICE SUSTAINABILITY UNITY WELLNESS WISDOM

TOP “RESULT” OF IMPLEMENTING YOUR VALUES

1.

4. Review the list below for inspiration to help identify the word that best describes who or

what you want to impact by implementing your values. Feel free to use your own word. When you are ready, write your top word in the box below.

ALL ANIMALS ATHLETES BUSINESSES CHILDREN CHURCHES COLLEGE STUDENTS

COMMUNITIES EDUCATION SYSTEMS THE ENVIRONMENT FAMILIES IMMIGRANTS LEGAL SYSTEMS MEDICAL SYSTEMS

MEN POLITICAL SYSTEMS SOCIAL SERVICES VETERANS VICTIMS WOMEN YOUTH

TOP “WHO” OR “WHAT” YOU WANT TO IMPACT

1.

MY MISSION STATEMENT

I am driven by a passionate belief in __________ , __________ , & __________.

(Insert answers from Question #1.)

I plan on living these values by/through ______________ & ______________ ...

(Insert answers from Question #2.)

... to achieve ______________ ...

(Insert answer from Question #3.)

... that impacts ______________ .

(Insert answer from Question #4.)

EXAMPLE

I am driven by a passionate belief in love, hope, & balance.

I plan on living these values by helping & empowering... ...to achieve wellness...

...that impacts all.

Post-Webinar Activity Suggestions Activity Goals/Learning Outcomes Participants will

• Review Chickering’s 7 vectors • Understand the first 3 vectors as important in the first year of college • Explore the vectors’ importance in

o Identifying competencies that enhance student success o Identifying emotions that impact the transition into college and academic performance o Understanding students’ advantages and challenges in establishing autonomous decision-making o Supporting students in collaborative relationships o Shaping advisors’ communication with advisees

Activity #1: small group: Developing Competence In small groups, identify broad areas of the college experience in which first-year students need to develop competence. Add to these examples: Time-management & Accessing necessary information _____________________________________________________________________________________________ _____________________________________________________________________________________________ In small groups, identify more specific competencies—intellectual, physical & manual, interpersonal--that are important as students navigate college well: Add to these examples: Keeping advising appointments & Using degree audit software to understand graduation requirements _____________________________________________________________________________________________ _____________________________________________________________________________________________ Activity #2: small group: Managing Emotions In small groups, identify emotions or emotional situations students will navigate in college: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Activity #2: large group observations: How can managing emotions impact the development of competencies?

Academic Advising and First-Year Students

Activity #3: small group: Autonomy With a nearby partner, suggest how the development of autonomy matters for college students. Can it be negative as well as positive? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Activity #4: large group: Interdependence What does successful interdependence by college students look like? In what behaviors does it manifest? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Scenarios: Intersections of Vectors:

• How do these vectors—Developing Competence, Managing Emotions, & Moving Through Autonomy to Interdependence--intersect in these 2 situations students and advisors navigate?

• What might be our first, quick response? • If we consider student development, what else might we see? • How might knowledge of student development shape or contribute to our response?

1. A student has stopped by to ask a question about registration times, an easy-answer question. As you ask about the semester’s coursework, after her reassurances that it’s “going OK,” right before she leaves, she says, “Can you tell me what happens if a professor drops a student from a class for missing too many classes?”

2. A first-semester advisee has appeared for a registration advising meeting unprepared. He says, “I didn’t have time to look at the master schedule of classes, and I don’t have any idea what courses I should take.”

Academic Advising and First-Year Students

References Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass Publishers. Evans, N.J.(2003). Psychosocial, cognitive, and typological perspectives on student development. In Komives, S.R. and Woodard, D.B., Jr. Student services: A handbook for the profession (4th ed.). San Francisco: Jossey-Bass. Gardner, John N. “Seven Principles of Good Practice for Student Success Partnerships.” John N. Gardner Institute for Excellence in Undergraduate Education. FEB 24, 2014. http://www.jngi.org/education-insights/seven-principles-of-good-practice-for-student-success-partnerships-2/ Accessed. June 17, 2016. Web. Hagen, P.L., & Jordan, P. (2008). Theoretical foundations of academic advising. In V. N. Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic Advising: A Comprehensive Handbook (2nd ed.). San Francisco, Jossey-Bass. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Kuh, George D.. “Advising for Student Success.” Academic Advising: A Comprehensive Handbook. Ed. Virginia N. Gordon. Wesley R. Habley. Thomas J. Grites. 2nd edition. San Francisco: National Academic Advising Association, 2008. 68-84. Print. Magolda, M.B.B., & King, P.M. (2004). Self-authorship as the common goal of 21st century education. Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 1- 35). Sterling, VA: Stylus Publishing, LLC. Tinto, Vinto. (1999) Taking Retention Seriously: Rethinking the First Year of College. NACADA Journal: Fall, Vol. 19, No. 2, pp. 5-9. https://doi.org/10.12930/0271-9517-19.2.5

Academic Advising and First‐Year Students: The Power of Purpose and Movement 

toward Self‐Efficacy 

Hannah Byrd & Rolando TorresFlorida State University

Carol WilsonWofford College

Copyright 2018  ~  All Rights Reserved

• Outline 3 theories that enhance advising practice

•Arthur Chickering’s 7 Vectors of Student Development (1993)

•Baxter Magolda’s Theory of Self‐Authorship (2004)

•WHO Kolb’s Experiential Learning Theory (1984)

• Illustrate guided reflection and value exploration appropriate for first–year students’ goal‐setting and academic discernment.

Objectives

Goals

Provide resources and approaches to enhance advisors’ pedagogy as they

• support students as they move through the first year

• facilitate students’ learning and reflection processes

• promote students’ values exploration

• empower students to take ownership of 

their personal & academic goals

• assist students  in articulating their own vision for success

1. Developing Competence2. Managing Emotions3. Moving through Autonomy toward 

Interdependence4. Developing Mature Interpersonal 

Relationships5. Establishing identity6. Developing purpose7. Developing integrity

Chickering and Reisser (1993)

DEVELOP COMPETENCE

ESTABLISH IDENTITY

DEVELOP PURPOSE

Developing Competence

Managing Emotions

Moving through Autonomy 

toward Interdependence

Using Chickering’s First 3 Vectors in Advising First‐Year Students

Icon courtesy of Flaticon

Students develop personal and academic competence in the first year.

Think about broad academic, personal, interpersonal, professional, & other competencies students need or develop in college.

Managing time well

Accessing information efficiently  

Making appropriate decisions    

Prioritizing responsibilities     

Setting goals   

Living harmoniously with others 

Vector 1:  Developing Competence

Photo courtesy of rawpixels.com, Pexels

Keeping advising appointments 

Using degree‐audit software 

Fulfilling graduation requirements

Negotiating disagreement

Getting to class on time

Remembering to submit assignments

Learning a language or math

Photo courtesy of Christina Morillo, Pexels

Consider more specific competencies

Students’ emotions impact the transition into college and academic performance.

Think of academic and personal situations in which students are learning to manage emotions.

Graphics courtesy of Smashicons

Vector 2:  Managing emotions

New love relationshipNew friendshipsJob promotion

Interpersonal conflictAcademic failure

Death of loved one

Students  need to establish autonomous decision‐making as a foundation for academic success in 

• Registration decisions

• Declaration of major

• Social choices

• Use of time: attending class, sleep

• Self‐care: health care and nutrition

Vector 3: Moving through autonomy to interdependence

Photo courtesy of Pixabay, Pexels

The advising relationship requires collaboration between student and advisor.  

Their work is interdependent: requiring advisor and advisee to

• prepare for meetings• communicate effectively • think expansively and critically

Vector 3:  Moving through autonomy to interdependence

Marcia Baxter‐Magolda

SELF‐AUTHORSHIP

“The internal capacity to define one’s beliefs, identity, and relations with others” (p.8)

Magolda, M. B. B., & King, P. M. (2004). Self‐authorship as the common goal of 21st century education. Learning partnerships: Theory and models of practice to educate for self‐authorship.

INTENTIONAL LEARNINGSelf‐awareness > intentional action > purpose and self‐direction

Marcia Baxter‐Magolda

Magolda, M. B. B., & King, P. M. (2004). Self‐authorship as the common goal of 21st century education. Learning partnerships: Theory and models of practice to educate for self‐authorship.

Kolb’s Experiential Learning Theory

“Learning is the process whereby knowledge is created through the transformation of experience.”

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. (p.38). 

Kolb’s Learning Cycle

McLeod, S. (2017). Kolb ‐ learning styles. 

Experience (Feeling)

Experience (Feeling)

Observation (Watching)Observation (Watching)

Conceptualization (Thinking)

Conceptualization (Thinking)

Experimentation (Doing)

Experimentation (Doing)

Personal Mission Statement Activity

• Purpose:

–to identify, prioritize, and apply values

• Preface:

–"This is about and for you!"

–"This is a process."

Photo courtesy of rawpixel.com, Pexels

VALUES: why you do what you do

ACHIEVEMENT GROWTH PEACE

ADVENTURE HARMONY PLEASURE

BALANCE HONESTY RESPECT

BEAUTY HOPE SECURITY

CREATIVITY INTEGRITY SERVICE

CURIOUSITY JUSTICE STRENGTH

FAITH KNOWLEDGE TRUST

FREEDOM LOVE USEFULNESS

FUN OPTIMISM WEALTH

ACTIONS: how you want to live out your values

ADMINISTERING EMPOWERING OPERATING

ADVOCATING FACILITATING ORGANIZING

ANALYZING GIVING PLANNING

BUILDING HELPING PROVIDING

COLLABORATING INVENTING REPRESENTING

CREATING LEADING RESEARCHING

DEVELOPING MANAGING RESTORING

EDUCATING MOTIVATING SOLVING

ENTERTAINING OBSERVING STRATEGIZING

EFFECT: your desired result

AWARENESS HEALTH POSITVITY

CREATIVITY HUMAN RIGHTS REFLECTION

CONNECTION HOPE SAFETY

EDUCATION INCLUSION SECURITY

EMPOWERMENT INDEPENDENCE SOCIAL JUSTICE

EQUALITY INSPRIATION SUSTAINABILITY

EXCELLENCE LEADERSHIP UNITY

FREEDOM MINDFULNESS WELLNESS

HAPPINESS MOTIVATION WISDOM

PEOPLE or THINGS: who or what you want to impact

ALL COMMUNITIES MEN

ANIMALS EDUCATION SYSTEMS POLITICAL SYSTEMS

ATHLETES THE ENVIRONMENT SOCIAL SERVICES

BUSINESSES FAMILIES VETERANS

CHILDREN IMMIGRANTS VICTIMS

CHURCHES LEGAL SYSTEMS WOMEN

COLLEGE STUDENTS MEDICAL SYSTEMS YOUTH

Personal Mission Statement

I am driven by a passionate belief in _______ , _______ , & _______ .

(Insert answers from Question #1, about VALUES.)

I plan on living these values by/through _______ & _______ ...

(Insert answers from Question #2, about ACTIONS.)

... to achieve _______ ...

(Insert answers from Question #3, about EFFECT.)

... that impacts _______ .

(Insert answers from Question #4, about PEOPLE or THINGS.)

Personal Mission Statement

EXAMPLE

I am driven by a passionate belief in love, hope, & balance.

I plan on living these values by helping & empowering...

...to achieve wellness...

...that impacts all.

Holding Student's Agenda

• What?

–HSA allows the student to navigate theconversation in a way that is comfortable

Holding Student's Agenda

• Why?

–it reinforces the beliefthat the student is theauthor of their own life

Photo courtesy of Pedro Riberio Simoes, Creative Commons

Holding Student's Agenda

• What if this skill is not used and/or is misused?

–Prescriptive fixing/no accountability

Holding Student's Agenda

• How?

–What's been on your mind today?

–What has been consuming your thoughts?

– Tell me more about that!

–What do you want to accomplish today?

Empowering Questions

• What?– prompts that encourage reflection

• open‐ended– "Who?", "What?", "When?", "Where?", "How?"

• neutral• moderated

Photo courtesy of Magda Ehlers, PexelsPhoto courtesy of Pixabay, Pexels

(And don't forget  to actively listen!) 

Photo courtesy of Magda Ehlers, Pexels

Empowering Questions

• Why?

–critical thinking

• self‐awareness

> intentional action

> purpose & self direction

•meaning making

Photo courtesy of Rodolfo Clix, Pexels

Empowering Questions

• What if this skill is not used and/or is misused?

REFLECTION

Empowering Questions

• How?

–What are you learning about yourself through thisactivity?

–How can your Personal Mission Statement impacthow you...(think, feel, or act) in your life?

–What led you to that conclusion?

–How can you find out more about that?

Solution Focused

• What?

–supporting student‐driven plans to move forward

•positive

•present and future focused

Photo courtesy of Riccardo Bresciani, Pexels

Solution Focused

• Why?

–action

•motivation and confidence

• accountability

Photo courtesy of Pixabay, Pexels

Solution Focused

• What if this skill is not used and/or is misused?

MOVEMENT 

FORWARD

Solution Focused

• How?

– So, what is your next step?

–When can you act on this?

–What will motivate you to accomplish this?

–On a scale of 1‐10, how confident do you feel in your plan?

–What obstacles do you foresee?

Collaborating within a

framework of student

development allows 

advisors and students 

to identify and address

students’ goals as they

grow and achieve the

success they want.

Advising Practice Grounded in Sound Theory

Photo by rawpixel.com from Pexels

© 2018 NACADA: The Global Community for Academic Advising

The contents of all material in this presentation are copyrighted by NACADA: The Global Community for Academic Advising, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and NACADA: The Global Community for Academic Advising are service marks of the NACADA: The Global Community for Academic Advising

Academic Advising and First-Year Students: The Power of Purpose and Movement toward Self-Efficacy Presenters:Hannah Byrd, Senior College Life Coach, Florida State University Rolando (Roly) Torres, Senior College Life Coach, Florida State University Carol B. Wilson, Coordinator of Academic Advising, Wofford College