Date post: | 02-Jan-2016 |
Category: |
Documents |
Upload: | phillip-gilliam |
View: | 28 times |
Download: | 0 times |
“Advising is a process with a long and dignified history in colleges and
universities…it is a most cordially hated activity by the majority of college
teachers.”Personnel and Guidance Journal, 1953
In the 1960s,two new delivery systems
were introduced
Centralized advising centers
Peer & professional advisors
In 1972, Terry O’Banion outlined
five dimensions of advising
life goalsvocational goalsprogram choicescourse choices
scheduling options
In 1977,300 people attended a national meeting
about academic advising.
Over the next 2 years, NACADA was established.
In 1970s and 1980s, developmental
advising: Became the dominant paradigm Extended advising beyond scheduling
Drew on student development theory
Emphasized shared responsibility
Learning-Centered d
Advising• Academically focused• Student focused• Mission focused• Advisors = facilitators• Students = active
2006
“Academic advising is integral to fulfilling the teaching and
learning mission of higher education.”
NACADA Concept of Academic AdvisingPreamble, 2006
“An excellent advisor does the same for the
student’s entire curriculum that the
excellent teacher does for one course.”
Marc Lowenstein, 2005
“Perhaps the most urgent reform on most campuses in improving general education involves academic advising.
To have programs and courses become coherent
and significant to students requires adequate advising.”
Task Force on General EducationAssociation of American Colleges
1988
Advising focuses on enhancing students’
efforts to make sense of their education
as a whole, not as a series of isolated experiences or items on a
checklist.
Learning-centered advising raises questions like
What should students learn through advising?
How might they learn these things?
Why is this learning important—for students and our institutions?
learning-centered advising aims to
help students make connections among courses and experiences and integrate their learning
help students articulate the skills they are developing
help students identify realistic goals & pathways to reach them
learning-centered advising aims to
foster students’ self-assessment
help students understand the relevance of their education to their lives
help students make sense of their experiences & make good decisions about them
What excellent teachers do:
• Actively engage students in learning
• Teach students how to evaluate information
• Give feedback, encouragement, reinforcement
• Show knowledge, interest, enthusiasm
Advisors ask What, Why, and How Questions
• How are you changing as a result of your education?
• What are your goals for your education?
• Why do you want to major in English, in accounting, in political science?
• How can you make the most of your time in college?
• What skills are you developing? What skills do you need to develop, and how will you do this?
“At key points…an academic advisor asked questions or
posed a challenge, that forced students to
think about the relationship of their
academic work to their personal lives.”
Richard Light, Making the Most of College
In recent years… colleges and universities have been working to become more intentional both about the purposes of education and about the
practices that help today’s students succeed in college.
Peer Review, Toward Intentionality and Integration, Fall 2008, Carol Geary Schneider
“It’s hard to imagine any academic function
more important to student success and
institutional productivity than
advising.”George Kuh, The student learning agenda NACADA
Journal,1997
Students who met with their academic
advisors at least twice during the academic year engaged more
frequently in educationally
purposeful activities.National Survey of Student Engagement (NSSE)
2007
Students who rated advising as “good” or “excellent” were more likely to interact with faculty considered their environment more supportive overall gained more from college in most areas
NSSE, 2005
“Effective retention programs have come to
understand that academic advising is at
the very core of successful institutional efforts to educate and
retain students.”Vincent Tinto, 1993
Institutions need to Create a shared vision of student
success, embedded in the mission and culture
Set high expectations for students, in and out of the classroom, and balance challenge and support
Establish policies, practices, resources to support student success.
Advisors should play important roles in these initiatives!
Four questions to consider when organizing or reorganizing advising
Who is advised? Who advises? Where is advising done? How are advising responsibilities divided?
Advising is more important than ever—issues now and
in the future Cost of higher education Changing regulations State of economy and job market Expectations of students and families Pressure to retain and graduate “on
time” Increasing demands; decreasing
resources
Peer/group advising/career planning Advising special populations (rising
potentials, first-years, undecideds) Engaging students with technology
and social media Developing advising handbooks Developing a mission statement Ethical aspects of advising Applying development theories Assessment-retention-development