Advising as Teaching Advising as Teaching and Learningand Learning

Dr. Nancy S. KingDr. Nancy S. King

Kennesaw State UniversityKennesaw State University

Advising is Advising is NOTNOT::

Primarily an administrative function Primarily an administrative function or or paper relationshippaper relationship

Obtaining a signature or a PIN Obtaining a signature or a PIN number number to schedule classesto schedule classes

A conference held once a year -- A conference held once a year -- “The “The 1,000 mile check-up”1,000 mile check-up”

A judgmental process or a A judgmental process or a dictatorshipdictatorship

Personal counselingPersonal counseling Supplementary to the educational Supplementary to the educational

mission of the institutionmission of the institution Something Something anyone can or should do anyone can or should do

without some specific trainingwithout some specific training

Goals of Academic AdvisingGoals of Academic Advising

Helping students clarify their values Helping students clarify their values and goalsand goals

Leading students to better Leading students to better understand the nature and understand the nature and

purpose of higher educationpurpose of higher education Providing accurate information Providing accurate information

about educational options, about educational options, requirements, policies and requirements, policies and

proceduresprocedures

Planning an educational program Planning an educational program consistent with a student’s interests consistent with a student’s interests

and abilitiesand abilities Assisting students in a continual Assisting students in a continual

monitoring and evaluation of their monitoring and evaluation of their educational progresseducational progress

Integrating the many resources of the Integrating the many resources of the institution to meet the student’s institution to meet the student’s special educational needs and special educational needs and

aspirationsaspirations

Advising Related to Advising Related to Teaching and LearningTeaching and Learning

Teaching contributes to individual growthTeaching contributes to individual growthLearning can be measuredLearning can be measured

Advising as Teaching Advising as Teaching Focuses on Student Focuses on Student

GrowthGrowthIn the ability to identify realistic In the ability to identify realistic

academic and career goals as well academic and career goals as well as a as a program to achieve themprogram to achieve them

In the ability to make connections among In the ability to make connections among courses in the curriculum and to courses in the curriculum and to

integrate learningintegrate learningIn the self-awareness of the relationship In the self-awareness of the relationship

between one’s education and one’s between one’s education and one’s lifelife

Advisor-as-TeacherAdvisor-as-Teacher

Facilitator of communicationFacilitator of communicationCoordinator of learning experiencesCoordinator of learning experiencesReferral agent who connects Referral agent who connects

students students with all of an with all of an institution’s resources institution’s resources and and cocurricular opportunities that cocurricular opportunities that can can help them be successfulhelp them be successful

Advisors Teach StudentsAdvisors Teach Students

To value the learning processTo value the learning processTo apply decision-making strategiesTo apply decision-making strategiesTo put the college experience into To put the college experience into

perspectiveperspectiveTo set priorities and evaluate eventsTo set priorities and evaluate eventsTo develop thinking and learning skillsTo develop thinking and learning skillsTo make informed choicesTo make informed choices

Core Values, Core Values, NACADANACADA

Characteristics of Effective Characteristics of Effective Teaching and AdvisingTeaching and Advising

I. I. SkillsSkillsTeachingTeachingKnowledge of subject Knowledge of subject

mattermatter

Planning and Planning and organization of organization of course materialcourse material

AdvisingAdvising Knowledge of Knowledge of

institutional institutional policies, procedures, policies, procedures, programs of study, programs of study, referral sourcesreferral sources

Preparing for advising Preparing for advising meetingsmeetings

TeachingTeaching

Engaging students in Engaging students in actual participation in actual participation in their learningtheir learning

Giving students Giving students feedback on their feedback on their progressprogress

Helping students learn Helping students learn to analyze and problem to analyze and problem solvesolve

AdvisingAdvising

Guiding students to be self-Guiding students to be self-directed and autonomousdirected and autonomous

Working together the Working together the advisor and student advisor and student regularly evaluate the regularly evaluate the student’s goals and student’s goals and progress toward those progress toward those goalsgoals

Assisting students in Assisting students in decision-making skillsdecision-making skills

II. II. CommunicationCommunication

TeachingTeaching Clarity of presentation Clarity of presentation

of subject matterof subject matter

Establish dialogue with Establish dialogue with students in the students in the classroomclassroom

Demonstrating Demonstrating excellent listening excellent listening skills, not simply a skills, not simply a “talking head” “talking head”

AdvisingAdvising

Sharing information Sharing information in a clear mannerin a clear manner

Leading students to Leading students to question and question and interact with the interact with the advisoradvisor

Listening both to Listening both to what advisees are what advisees are saying verbally and saying verbally and non-verballynon-verbally

III. Attitudes for both III. Attitudes for both Teaching and AdvisingTeaching and Advising

Treats students with respect and Treats students with respect and concernconcern

Is accessible and available to Is accessible and available to students students outside the classroomoutside the classroom

Offers regular encouragementOffers regular encouragementActs as a role model for students in Acts as a role model for students in

the higher education processthe higher education process

Exercise: Advising StylesExercise: Advising Styles

GurusGurus

GatekeepersGatekeepers

GuidesGuides

Developmental Theories Developmental Theories Related to AdvisingRelated to Advising

Psychosocial theoriesPsychosocial theoriesCognitive developmental theoriesCognitive developmental theoriesMaturity modelsMaturity modelsTypology modelsTypology modelsStudent-Environmental interactionStudent-Environmental interaction

Chickering’s Seven VectorsChickering’s Seven Vectors

Developing competenceDeveloping competence Developing autonomyDeveloping autonomy Developing purposeDeveloping purpose Managing emotionsManaging emotions Establishing identityEstablishing identity Developing mature interpersonal Developing mature interpersonal

relationships relationships Developing integrityDeveloping integrity

Theories Related to Theories Related to Student-Environmental Student-Environmental

InteractionInteractionNevitt Sanford (1966) -- Theory of Nevitt Sanford (1966) -- Theory of

Challenge and SupportChallenge and Support Three conditions enhance student Three conditions enhance student

growth and development: readiness, growth and development: readiness, challenge, and support.challenge, and support.

Alexander Astin (1984) -- Theory of Alexander Astin (1984) -- Theory of InvolvementInvolvement

A belief that for student learning to A belief that for student learning to occur, students must become actively occur, students must become actively involved in the college environment.involved in the college environment.

Nancy Scholssberg (1989) - - Theory ofNancy Scholssberg (1989) - - Theory of

MatteringMattering A sense of belonging is an influential A sense of belonging is an influential

factor in whether a student succeeds factor in whether a student succeeds and develops in college.and develops in college.

Excellent academic advising can Excellent academic advising can impact all of these theories.impact all of these theories.

Developing an Advising Developing an Advising SyllabusSyllabus

The Advising CurriculumThe Advising Curriculum

An advising syllabus should include:An advising syllabus should include:Mission/Purpose of Academic Mission/Purpose of Academic

AdvisingAdvisingResponsibilities of AdvisorsResponsibilities of AdvisorsResponsibilities of AdviseesResponsibilities of AdviseesLearning OutcomesLearning Outcomes

Responsibilities of AdvisorsResponsibilities of Advisors

Be accessible to meet with studentsBe accessible to meet with studentsCommunicate university policy and Communicate university policy and

proceduresproceduresHelp students define and develop Help students define and develop

realistic realistic goalsgoalsMatch students’ needs with available Match students’ needs with available

resources and make appropriate resources and make appropriate referralsreferrals

Assist students with planning programs Assist students with planning programs consistent with their abilities and consistent with their abilities and

interestsinterests

Assist students in understanding Assist students in understanding decision-making skillsdecision-making skills

Monitor students’ progress and offer Monitor students’ progress and offer encouragementencouragement

Discuss linkage between academic Discuss linkage between academic preparation and world of workpreparation and world of work

Maintain confidentialityMaintain confidentiality

Responsibilities of AdviseesResponsibilities of AdviseesSchedule regular appointmentsSchedule regular appointmentsBe on time for appointmentsBe on time for appointmentsGather all relevant decision-making Gather all relevant decision-making

information prior to meeting with information prior to meeting with the advisorthe advisor

Clarify personal values and goalsClarify personal values and goalsBecome knowledgeable about college Become knowledgeable about college

programs, policies, and programs, policies, and proceduresprocedures

Be an active learner by participating Be an active learner by participating fully in the advising experiencefully in the advising experience

Ask questions if you do not Ask questions if you do not understand understand an issue or have a an issue or have a specific concernspecific concern

Accept responsibility for decisionsAccept responsibility for decisionsFollow through with referrals made Follow through with referrals made

by by the advisorthe advisorKeep a personal record of your Keep a personal record of your

advising advising meetingsmeetings

Learning OutcomesLearning Outcomes

Begin by identifying the questions Begin by identifying the questions students need to address:students need to address:

Who am I?Who am I?Need for self-reflection and Need for self-reflection and

behavorial behavorial awarenessawarenessPersonality/interest inventoriesPersonality/interest inventoriesValues clarificationValues clarification??

What do I want to do with my life?What do I want to do with my life?

Goal-setting - short-term and long-Goal-setting - short-term and long-termterm

Career explorationCareer explorationProgram of study explorationProgram of study exploration??

What do I need to do in order to What do I need to do in order to meet my goals?meet my goals?

Decision-making skillsDecision-making skillsMajor selectionMajor selectionTime management skillsTime management skillsStudy skillsStudy skills??

How can this institution help me How can this institution help me reach my goal?reach my goal?

Referral servicesReferral servicesCampus involvementCampus involvementInteraction with facultyInteraction with faculty??

Examples of Learning Examples of Learning OutcomesOutcomes

What a student should What a student should know/understand:know/understand:

Campus policies/proceduresCampus policies/proceduresGeneral education curriculumGeneral education curriculumResources availableResources availableSteps in the decision-making processSteps in the decision-making process??

What a student should be able to What a student should be able to do:do:

Demonstrate the characteristics of Demonstrate the characteristics of a prepared adviseea prepared advisee

Navigate registration systemNavigate registration systemSelect appropriate coursesSelect appropriate coursesConduct a major/career searchConduct a major/career search??

What a student should What a student should value/appreciate:value/appreciate:

The nature and purpose of higher The nature and purpose of higher educationeducation

The skills developed through the The skills developed through the General General Education curriculumEducation curriculum

The connections among courses in the The connections among courses in the curriculumcurriculum

The role of the academic advising The role of the academic advising process process in their college experiencein their college experience

??

Developing an Advising PortfolioDeveloping an Advising Portfolio

A student’s advising portfolio may A student’s advising portfolio may include:include:

““Responsibilities”Responsibilities”List of learning outcomes and List of learning outcomes and

evidence/documentation they evidence/documentation they are being metare being met

Four-year academic plan (unless Four-year academic plan (unless undeclared/exploratory)undeclared/exploratory)

Research on potential majors Research on potential majors (for (for undeclared/exploratory)undeclared/exploratory)

Summaries of advising meetings Summaries of advising meetings (i.e., (i.e., topics discussed, referrals)topics discussed, referrals)

List of referrals and summary of follow-up List of referrals and summary of follow-up resultsresults

““My role as a teacher changes very little from My role as a teacher changes very little from that of an advisor. In both roles I feel a that of an advisor. In both roles I feel a responsibility to students for matters responsibility to students for matters contributing to their success that involves contributing to their success that involves much more than mere mastery of the subject much more than mere mastery of the subject matter. In the teacher role, I advise, refer, matter. In the teacher role, I advise, refer, listen and encourage. Perhaps it is the listen and encourage. Perhaps it is the meshing of the advising-teaching roles that meshing of the advising-teaching roles that creates the mentoring relationship.”creates the mentoring relationship.”

Dr. Beverly MitchellDr. Beverly Mitchell

Kennesaw State University Kennesaw State University ProfessorProfessor

Suggestions for Maximizing Suggestions for Maximizing Interaction with Your Interaction with Your

StudentsStudents

Use the student’s name when Use the student’s name when addressing him or her.addressing him or her.

““A man’s name is to him the sweetest A man’s name is to him the sweetest and most important sound in any and most important sound in any language.” language.”

Dale CarnegieDale Carnegie

Be enthusiastic in your dealings with Be enthusiastic in your dealings with students; enthusiasm is students; enthusiasm is contagious.contagious.

““Nothing great was ever achieved Nothing great was ever achieved without enthusiasm.”without enthusiasm.”

Emerson Emerson

Clarify the goals or objectives for Clarify the goals or objectives for each meeting. Is today’s goal to each meeting. Is today’s goal to solve a problem? Or to discuss an solve a problem? Or to discuss an issue?issue?

““He flung himself from the room, He flung himself from the room, flung himself upon his horse and flung himself upon his horse and rode madly off in all directions.”rode madly off in all directions.”Stephen LeacockStephen Leacock

Listen carefully to the student to learn Listen carefully to the student to learn his/her unique frame of reference. his/her unique frame of reference. Half the time what you hear is not Half the time what you hear is not exactly what the student really exactly what the student really means. Ask the student to means. Ask the student to elaborate.elaborate.

““That is not what I meant; That is not what I meant; that is not it at all.”that is not it at all.” T. S. EliotT. S. Eliot

Regard your students as individuals Regard your students as individuals who are experts in areas in which who are experts in areas in which you may know little.you may know little.

““Every man I meet is in some way Every man I meet is in some way my superior; and in that I can learn my superior; and in that I can learn of him.”of him.” EmersonEmerson

Students have a need to confirm their Students have a need to confirm their worth. You can affirm them by worth. You can affirm them by listening attentively, using their listening attentively, using their names and respecting their names and respecting their opinions.opinions.

““The deepest principle in human The deepest principle in human nature is the craving to be nature is the craving to be appreciated.”appreciated.”

William JamesWilliam James

Allow periods of silence to occur. The student Allow periods of silence to occur. The student may be thinking.may be thinking.

““Deliberating is not delaying.” Deliberating is not delaying.” EcclesiasticsEcclesiastics

Be willing to practice self-disclosure which Be willing to practice self-disclosure which promotes trust and produces self-disclosure promotes trust and produces self-disclosure in others.in others.

““He who persists in genuineness will increase He who persists in genuineness will increase in adequacy.”in adequacy.” T. LynchT. Lynch

ExerciseExercise

1.1. What is the mission of advising at What is the mission of advising at your your institution currently?institution currently?

2.2. What is your vision for academic What is your vision for academic advising at your institution?advising at your institution?

3.3. What needs to change to make your What needs to change to make your vision a reality?vision a reality?

4.4. What steps need to be taken to What steps need to be taken to affect affect that change?that change?

The questions we raise, the The questions we raise, the perceptions we share, the perceptions we share, the resources we suggest, the resources we suggest, the short-term decisions and short-term decisions and long-range plans we help long-range plans we help them think through, all them think through, all should aim to increase should aim to increase their capacity to take their capacity to take charge.charge.

Chickering Chickering 19941994

Long after students Long after students have left college, have left college, the one thing they the one thing they tend to remember tend to remember from their college from their college experience is the experience is the gift of self.gift of self.

John John GardnerGardner