3What does an excellent teacher do? Engage student actively in the learning processFacilitate learning—act as c0-learnersTeach students how to evaluate informationProvide regular feedback, reinforcement, and encouragementProvide problem-solving tasks to studentsKnowledgeable and caringDemonstrate passion and interest
4Advising as Teaching and Learning “An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.”Marc Lowenstein, 2005
5Reconsidering the way we think about Academic Advising Prescriptive AdvisingAdvising as bookkeepingStudent is passive recipient of knowledgeUnidirectional Flow of informationAdvisor tells the student actions to undertakeChecklists, rules, requirementsInstruction paradigm—teacher focused
6Reconsidering the way we think about Academic Advising Developmental AdvisingHolistic modelFocused on personal growth and developmentCounseling model“To say that students’ personal development is the essential core of teaching is to ignore teachers’ primary academic goals and responsibilities” (Lowenstein, 2005)
7Reconsidering the way we think about Academic Advising Learning-centered AdvisingCurriculum, Pedagogy, andOutcomes for AdvisingAcademically focusedMission-centered, student-centeredStudents as active learners, Advisors as facilitator“The core purpose of advising is to enhance learning, a more academically oriented goal than the broader personal growth advocated by the developmental model” (Lowenstein, 2005)MylaAs the field of education has shifted to more learning-centered, so has the field of advising. In fact, the National ACademic Advising Association recently adopted the Core Concept of Advising – essentially this core statement says “Academic advising should be based around the institutional mission and has a curriculum, a pedagogy and a set of student learning outcomes.Hemwall & Trachte’s article specifically addresses and defines the elements of this concept in concrete terms.
8Academic Advising as Learning Curriculum: What should students learn through advising?Mission and PrinciplesPedagogy: How might the learning take place?Using this paradigm, advising is centered on institutional mission/core values and on student learning.
9Roanoke College Mission and Principles: The Advising Curriculum Roanoke College develops students as whole persons and prepares them for responsible lives of learning, service, and leadership by promoting their intellectual, ethical, spiritual and personal growth.PrinciplesAt Roanoke College a liberal arts education prepares students for lives of freedom with purpose. The college aims to produce resourceful, informed, and responsible citizens prepared for productive careers and for leadership in community, with an understanding of community appropriate to American diversity and to the increasingly global experience of the 21st century.
10Small Group Discussion Outcomes for AdvisingWhat attitudes, beliefs, knowledge, and skills do you want students to have as a result of the advising experience?
11Students will:craft a coherent educational plan based on assessment of abilities, aspirations, interests, and valuesuse complex information from various sources to set goals, reach decisions, and achieve those goalsassume responsibility for meeting academic program requirementsarticulate the meaning of higher education and the intent of the institution’s curriculumcultivate the intellectual habits that lead to a lifetime of learningbehave as citizens who engage in the wider world around them
12First-generation College Student Dilemma Did this advisor approach advising from a teaching and learning perspective? If so, in what ways?How was Lisa’s advisor able help her to get to a place in which she is able to advocate for her passions and interests in future conversations with her parents?What curricular and co-curricular opportunities exist here at Roanoke that might allow Lisa to explore her interests and engage more in the community?What sorts of referrals or supports would be helpful for Lisa?
13Advising using the Learning Paradigm Require students to actively participate in the advising processAsk students to seek out answersProvide opportunities for students to enhance their skills of reflection, self-assessment, goal-setting, problem-solving, and critical thinking skillsAsk students to reflect on their experiences—respond in writing
14Advising First-Year Students Your first advising meeting with new studentsWhat were your favorite courses and strengths in high school?What are your greatest concerns about coming to college?Why did you choose to attend Roanoke?How do you think is Roanoke different than a large, state university?Do you have any ideas about possible fields of interest (majors) or career goals?
15Mid-Semester First-year In general, in what ways is Roanoke meeting or not meeting your expectations?What experiences at Roanoke have been most rewarding?What experiences have been most challenging?What have you found to be the most stimulating academic or intellectual experiences so far? Explain why.In what way(s) are you addressing Roanoke’s mission and core values? Why is the core curriculum important?
16Advising SophomoresAt the beginning of the year, what did you expect that your sophomore year would be like? In what ways have your expectations been met or not?Talk about your level of confidence in your choice of an academic major. Describe the process that you have gone through to make this decision. Who have you asked for advice or guidance?Tell me about one of your best academic or co-curricular experiences you’ve had so far in college. Have you encountered any negatives experiences, challenges, or stressful situations? If so, could you describe those for me?What kind of support systems do you have and how have those played a role in your college experience thus far?JulieIn one of the first quantitative studies of second year students, Wilder looked at factors that differentiated between two populations of sophomore students: GPA decliners and maintainers. She found that the sophomore year was even more important than the first-year in determining if students GPA would remain level or decline. Wilder found that "Faculty-staff interactions, specifically individual contacts with advisors, emerged as a significant variable. Beal and Noel (1980) suggested that advising contacts should provide more than just an opportunity for information acquisition. The advising relationship should provide for career exploration and meaningful interaction. If we hope to achieve this, I agree with Wilder that more orientation and training should be provided for advisors who are working with sophomore students.Polling question number four asked the type of advising model that your institution used…
17Scenarios Break-out Session Discuss 2 scenarios in groups of about 5Apply the principles of the Advising as Learning ParadigmScenarios:Scenario 1: Brian, Underperforming Student-AthleteScenario 2: Mary Beth, Pressure to Declare a MajorScenario 3: Rose, Shattered DreamsScenario 4: Brooke, Personal IssuesScenario 5: David, Not Reaching his PotentialBreak-out at 10am
19Constructing Learning Partnerships in Academic Advising Keep Questioning Paramount—asking probing and open-ended questionsUse your resources and act as a referral agentSlow Down—remember process rather than just productDo what is comfortable for you as an advisor/teacher, know your boundariesTurn more responsibility to the student—Balance Challenge with SupportDo whatever you can to encourage students to reflect on their experiences
20High Impact Practices (HIP) High Impact Practices are defined by:Student-faculty contactActive learningPrompt feedbackTime on taskHigh expectationsRespect for diverse learning stylesCooperation among studentsAdvising done well is a high impact practiceConnecting students to High Impact Practices through advisingUndergraduate researchService-learningExperiential learningInternshipsDiversity/Global Learning
21HIP Break-out SessionHow do you work with advisees to encourage and plan for experiential learning? What techniques are successful? How do your strategies differ based on the student? (e.g. the highly engaged honors student versus the student that just wants to “get through” their courses; 1st year students versus juniors and seniors)What are your frustrations/concerns about advising students about experiential learning opportunities? Pitfalls and obstacles you have encountered?What supports/information would be helpful for advisors in the area of experiential education?
22The Realities Time constraints Can we really do more? Consider group advising when appropriateUse upperclass students in the processCan we really do more?Require more from studentsUse technology to your benefit: DataTel degree audits, online major declarationUse referrals—don’t try to do it allBegin to discuss advising within the category of teaching when creating promotion packets
23What resonated most with you today? One take-away FeedbackWhat resonated most with you today?One take-away
24“Call me TrimTab!” Buckminster Fuller said: You should never try to change the course of a great ship by applying force to the bow. You shouldn’t even try it by applying force to the rudder. Rather you should apply force to the trim-tab.The shift to the Learning Paradigm is the trim-tab of the great ship of advising(Adapted from Barr and Tagg, 1995)
25Thank You and Good Luck as you begin the new academic year! Dr. Julie TetleyThe United States Air Force Academy