IN PRODUCTION: A PRIMER ON DEVELOPMENTAL ADVISING
Patrick CateDirector of University StudiesPlymouth State University
Overview A bit of history and definitions A bit of theory and concepts A bit of practice
Introductions
Find someone who you know the least in the room.
Introduce yourself to them and get to know each other.
Ask about their experience as an advisee or advisor
A Brief History English Model - Colonial Times
In Loco Parentis 1820s – Kenyon College
Faculty as advisors 1870 – Harvard College
Ephraim Gurney, Dean of Student Conduct Early 1900’s – Specialization
Personal Mental Hygiene Movement
Vocational Vocational Guidance
Academic Advising Curriculum Guidance
A Brief History – Post WWII Post WWII – Curriculum Issues/ GI
Issues Many new and diverse curricular
changes. Specialist needed to provide guidance.
Today?
First Era of Advising
Colonial to 1870 Close knit community, somewhat
elitist Focus on “Sharpening the mind.” Set Curriculum.
Second Era of Advising
With changes in curriculum came the need for specialists.
Advisors were unclear in role “Student Personnel Point of View”
A.C.E 1949
Third Era of Advising
1970 to present Burlington VT – 1977 – NACADA Advising as an “examined activity.” Styles or delivery models introduced.
(Habley) Crookston and O’Banion. (1972)
Traditional (Prescriptive) Vs. Developmental Advising
Prescriptive Advising: Authoritarian in Nature Knowledge is one-sided. There is a “right” answer.
Traditional (Prescriptive) Vs. Developmental Advising
Developmental Advising: Is more dialogue than monologue. Student driven. There are “good” answers.
It Always Has Been About Advising… The ten generations of Higher
Education Sharpening the mind vs. vocational
training Public good vs. private control Political vs. apolitical
Altbach, P., Berdahl, R.& Gumport, P. (Eds.). (1999). American higher education in the twenty-first century: Social, political, and economic challenges. Baltimore: The Johns Hopkins University Press.
Future of Advising
What do we see as trends in our students?
What do we see as qualifications for advisors?
Who shapes the decisions on your campus?
ADVISING AND DEVELOPMENTAL THEORIES
Why Theory Matters
AAP must be: integrated into the life of the
institution intentional and coherent guided by theories and
knowledge of learning and development
reflective to needs of individuals, diverse and special populations, and relevant constituencies
Crookston 1972
Advising is “concerned with not only the specific personal or vocational decision but with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, and problem-solving, decision-making and evaluation skills.”
Terry O’Banion’s Model(1972)
Exploration of Life Goals Exploration of Career/Educational Goals Selection of Educational Programs Selection of Courses Scheduling of Classes
O'Banion, T. (1972). An academic advising model. Junior College Journal, 42, 62-69.
Exploration of Life GoalsWhat you may need: Knowledge of student
characteristics and development.
Understanding of the student’s decision-making process.
Knowledge of Socio-economic history.
Skills in counseling techniques.
Appreciation of individual differences
Belief in worth and dignity of all
Belief that all have potential
What you could do: Goals Setting activities Life Story
Obituary Speakers Introduction
“Big” questions in life.Schedule
Coursework
Program Choice
Exploration of Career/Educational Goals
Exploration of Life Goals
Exploration of Career/Educational Goals
What you may need: Knowledge of vocational
fields. Skill in interpretation of
tests or knowledge of resources that can.
Understanding of changing nature of work in society.
Acceptance of all fields of work as having worth.
What you could do: Career Assessment tests Choices or similar program Keep life goals in mind.
Schedule
Coursework
Program Choice
Exploration of Career/Educational Goals
Exploration of Life Goals
Selection of Educational Programs(Choosing a Major)
What you may need: Knowledge of programs
available. Knowledge of requirements
of programs (special entrance requirements, fees, time commitments)
Knowledge of university requirements for transfer programs
Knowledge of how others have performed in the program
knowledge of successes of those who have completed the program
What you could do: Go over academic catalog Discuss academic history Use Monster.com
Careerbuilder.com or similar.
Keep in mind life and career goals.
Schedule
Coursework
Program Choice
Exploration of Career/Educational Goals
Exploration of Life Goals
Schedule
Coursework
Program Choice
Exploration of Career/Educational Goals
Exploration of Life Goals
Coursework Choice(Choosing electives, minors and/or general education courses)
What you may need: knowledge of courses available knowledge of any special
information regarding courses rules and regulations of the
college regarding probation and suspension, limit on course load (academic and work limitations)
knowledge of honors courses or remedial courses
knowledge of course content
What you could do:• Know your students
enough to help them understand their academic prowess.
• Discuss how hard they want to work… do they want to take the amount of classes it takes to graduate in four years?
• Help them connect these decisions with previous goals.
Schedule
Coursework
Program Choice
Exploration of Career/Educational Goals
Exploration of Life Goals
Scheduling Courses What You Need: Knowledge of schedule Knowledge of the systems
of scheduling and changing the schedule
Knowledge of employment and commuting requirements
What you do: Explain the technological
requirements for scheduling
Assist student with time management skills
Have them write out all requirements of time; classes, work, commuting, co-curriculars.
Keep in mind all stages.
Building Blocks of Developmental AdvisingSchedule
Coursework
Program Choice
Exploration of Career/Educational Goals
Exploration of Life Goals
James Marcia (based on Erikson’s work )
Identity Diffusion – No identity crisis and no real decisions have been made.
Identity Foreclosure - No identity crisis and have accepted whatever has been told to them. “My mother is a doctor…”
Identity Moratorium – Currently in crisis and may avoid the decision out of sheer confusion.
Identity Achievement – Successful completion of a crisis. Identity established
Marcia, J. E., (1966), Development and validation of ego identity status, Journal of Personality and Social Psychology 3, pp. 551-558
Chickering Developing Competence Managing Emotions Moving through Autonomy toward
Interdependence Developing Mature Interpersonal
Relationships Establishing Identity Developing Purpose Developing Integrity
Vygotsky
Russian – more popular after death. Proximal Development
the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers
Video about Proximal Development
Kohlberg Level 1. Preconventional Morality
Stage 1 - Obedience and Punishment
Stage 2 - Individualism and Exchange
Level 2. Conventional Morality Stage 3 - Interpersonal Relationships
Stage 4 - Maintaining Social Order
Level 3. Postconventional Morality Stage 5 - Social Contract and Individual Rights
Stage 6 - Universal Principles
Perry Dualism (either/or thinking). Students in this stage believe
there is a single right answer to all questions. They believe that learning involves taking notes, memorizing facts, and later depositing facts on exams.
Multiplicity (subjective knowledge). Students in this stage believe that knowledge is just an opinion, and students and faculty are equally entitled to believe in the veracity of their own opinions. They may rebel at faculty criticism of their work, attributing it to capricious whim and faculty inability to recognize the value in alternative perspectives.
Relativism (constructed knowledge). Students at this level recognize that opinions are based on values, experiences, and knowledge. They can argue their perspective and consider the relative merit of alternative arguments by evaluating the quality of the evidence.
Holland Realistic - practical, physical, hands-on, tool-
oriented Investigative - analytical, intellectual,
scientific, explorative Artistic - creative, original, independent,
chaotic Social - cooperative, supporting, helping,
healing/nurturing Enterprising - competitive environments,
leadership, persuading Conventional - detail-oriented, organizing,
clerical
Lots More! V. Tinto Wes Habley V. Gordon P. Terrenzini Gardner Kuh D. Super http://www.nacada.ksu.edu/Clearinghouse/
AdvisingIssues/documents/Suggested-Readings-in-Academic-Advising.pdf
So What?
There are many more….who did you like?
Do these all fit together? If so, how?
Practice
Case studies in handout Video
Good Luck!