Advising as Teaching: The Way You Do the Things You Do Charlie L. Nutt, Ed.D Executive Director,...
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![Page 1: Advising as Teaching: The Way You Do the Things You Do Charlie L. Nutt, Ed.D Executive Director, NACADA Assistant Professor, Kansas State University.](https://reader036.fdocuments.in/reader036/viewer/2022081519/56649ec65503460f94bd1650/html5/thumbnails/1.jpg)
Advising as Teaching:The Way You Do the Things
You Do
Charlie L. Nutt, Ed.DExecutive Director, NACADA
Assistant Professor, Kansas State University
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It’s a Given. . .“Students who get the most out of college, grow the most academically and who are happiest organize their time to include activities with faculty members.”
“Good advising may be the single mostunderestimated characteristic of a successful college experience.”
Richard Light, Making the Most of College
![Page 3: Advising as Teaching: The Way You Do the Things You Do Charlie L. Nutt, Ed.D Executive Director, NACADA Assistant Professor, Kansas State University.](https://reader036.fdocuments.in/reader036/viewer/2022081519/56649ec65503460f94bd1650/html5/thumbnails/3.jpg)
How would you defineadvising at your
institution?
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What Advising Is Not
• Primarily an administrative function or a paper relationship
• Providing signatures or a PIN number to students
• A workshop or in-service day held once a year just before school starts
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Advising should not be considered
• A judgmental process or a dictatorship—it’s my way or the highway
• Personal counseling• Supplementary to your institution’s
educational mission• Something anyone can do or should
do without some specific training
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Don’t let anyone tell you otherwise
Advising is Teaching
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Characteristics of EffectiveTeaching and Advising I. Skills
Teaching AdvisingKnowledge of subject matterKnowledge of
institutionalpolicies, procedures,programs of study, referral sources
Planning and organizing Preparing for advising
course material meetings
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II. CommunicationTeaching AdvisingClarity of presentation of Sharing information in
asubject matter clear way
Establish dialogue with Leading student tostudents in the classroom interact with the
advisor
Demonstrate effective Listen to what adviseeslistening skills, not simply say both verballya talking head and non verbally
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Teaching AdvisingEngaging students in actual Guiding students to beparticipation in their learning self-directed and
autonomous
Giving students feedback on Working together, the their progress advisor and students
regularly evaluate students’ goals
and progress toward goals
Helping students learn to Assisting students in analyze and problem solve decision-making
skills
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III. “Attitudes”Both a teacher and an advisor
• Treat students with respect and concern
• Are accessible and available to students outside the classroom
• Offer regular encouragement
• Act as role models for students in the higher education process
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Both Good Teaching and Advising:
• Require appropriate preparation• Emphasize good rapport building• Require clear communication• Emphasize sensitivity to audience• Require respect for diverse points of
view
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Both Good Teaching and Advising:
• Provide students with various learning models
• Create interest through enthusiasm / passion
• Assess student progress• Have a long-term influence on
students• Are intrinsically rewarding
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Advising should. . . .
• Help students clarify their values and goals
• Lead students to understand the nature and purpose of higher education
• Integrate the many resources of your insitution to meet the students’ special academic interests and career aspirations
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Advising should. . .
• Help students plan an educational program consistent with their interests and abilities
• Assist students in monitoring and evaluating their educational process
• Provide accurate information about educational policies, requirements, procedures, and educational options
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Advising as Teaching focuses on students’ academic
and personal growth
By providing an opportunity to identify realistic academic and career goals as well as a program to achieve them
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Advising as Teaching focuses on students’ academic
and personal growth
By cultivating in them an ability to make connections among courses and to integrate learning
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Advising as Teaching focuses on students’ academic
and personal growth
By building a connection between students’ education and their lives
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Who are you?
A Guru?
A Gatekeeper?
A Guide?
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The Advising Syllabus
The 3 Rs:
Rules
Rights
Responsibilities
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Rights (or expectations) of Advisees
• Access to accurate information• Being treated with respect
• Needs addressed seriously and with confidentiality• Accurate record of progress at the institution• Assistance from advisors in decision making• Referrals to appropriate support services• Obligation to make the final decision
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Responsibilities of Advisors
• Provide accurate information• Treat students with respect• Address student needs with confidentiality• Keep accurate records of student progress• Assist students in decision making• Refer student to appropriate support services• Allow students to make final decisions
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Responsibilities of Advisees
•Actively participate in the advising process• Be responsible for their own actions• Be on time for appointments• Be prepared• Be willing to discuss problems and challenges• Respect advisors
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Rights (or Expectations) of Advisors
That advisees: • Actively participate in the advising process• Are responsible for their own actions• Are on time for appointments• Come prepared• Are willing to discuss problems and challenges• Respect advisors
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Practical Tips for making the most of your time with
studentsUse students’ names when
addressing them.
“A man’s name is to him the sweetest and most important sound in any language.”
Dale Carnegie
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Be enthusiastic in your dealings with students—enthusiasm is contagious.
“There is a real magic in enthusiasm. It spells the difference between mediocrity and accomplishment…. It gives warmth and good feeling to all your personal relationships.”
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Clarify the goals or objectives for each advising meeting. Is today’s goal to solve a problem or to discuss an issue?
“You’ve got goals, you’ve got commitments, you’ve got aspirations and inspirations…. But have you got a place to sit?”
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Listen carefully to students to learn their unique frames of reference. Half the time, what you hear is not exactly what the students really mean.
“That is not what I meant; that is not it at all.”
T.S. Eliot
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Regard your students as individuals who are experts in areas in which you may know little.
“Every man I meet is in some way my superior; and in that I can learn of him.”
Ralph Waldo Emerson
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Students have a need to confirm their worth. You can affirm them by listening attentively, using their names, and respecting their opinions.
“The deepest principle in human nature is the craving to be appreciated. William James
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Two Parting Thoughts
“You cannot teach people anything. You can only help them discover it
within themselves.” Galileo
“With the right approach come the right results.”
The Mental Game of Baseball