1. Advising Strategies for Different Stages of Student Development Fall Advising Forum November 14, 2003 Debbie Barber and Matt Minichillo

2. This presentation is based on the following presentations from the 2003 NACADA Conference in Dallas, Texas: Supporting the Challenges: Advising Strategies and Student Development TheorySupporting the Challenges: Advising Strategies and Student Development Theory –Jon DeVries, Jr., University of Minnesota –Danielle Tisinger, University of Minnesota Prescriptive or Developmental – Does it Have to be One or the Other?Prescriptive or Developmental – Does it Have to be One or the Other? –Susan B. Weir, Oklahoma State University

3. Early Theorists Piaget (1932) Two growth phases: Readiness Attainment

4. Sanford (1966) ReadinessReadiness ChallengeChallenge SupportSupport

5. Chickering and Reisser (1993)- Psychosocial Development Vector 1Developing CompetenceVector 1Developing Competence Vector 2Managing EmotionsVector 2Managing Emotions Vector 3Moving Through AutonomyVector 3Moving Through Autonomy » Toward Interdependence Vector 4Developing Mature Interpersonal RelationshipsVector 4Developing Mature Interpersonal Relationships

6. Chickering and Reisser- Cont’d Vector 5Establishing IdentityVector 5Establishing Identity Vector 6Developing PurposeVector 6Developing Purpose Vector 7Developing IntegrityVector 7Developing Integrity

7. Perry (1970)- Intellectual/Ethical Development DualismDualism MultiplicityMultiplicity RelativismRelativism Commitment in RelativismCommitment in Relativism

8. Prescriptive Advising Authority figureAuthority figure Student’s growth is not major concernStudent’s growth is not major concern All students are equally prepared for academic workAll students are equally prepared for academic work Relationship is not importantRelationship is not important Primary role is information giver Student is responsible for asking for additional information Can be easily replaced by technology

9. Developmental Advising Assumes each student is uniqueAssumes each student is unique Guides student to reliable sourcesGuides student to reliable sources Shares responsibility with studentShares responsibility with student Facilitates problem solving/decision making skillsFacilitates problem solving/decision making skills Assumes students are mature, motivated, capable of self-direction Maintains personal relationship with student Helps promote intellectual and personal growth

10. First Year Student: Tom ChallengesCharacteristicsSolutions

11. Psychosocial – Chickering and Reisser Developing CompetenceDeveloping Competence –Intellectual –Physical and Manual Skills –Interpersonal

12. Developmental Stages Cognitive/Structural - Perry (1968)Cognitive/Structural - Perry (1968) –Wants single, right answers –Dualism –Needs authority figure

13. First-Year Student Characteristics of Students at this StageCharacteristics of Students at this Stage –Advisor is authority figure –Wants expert opinion –Asks for explicit directions

14. First-Year Student Solutions for SupportSolutions for Support –Balance support and challenge –Provide structure but ask for student decision making –Provide low ambiguity settings –Validate social concerns –Provide feedback, referrals

15. Second Year Student: Mary ChallengesChallenges CharacteristicsCharacteristics SolutionsSolutions

16. Psychosocial – Chickering and Reisser Vector 2 Managing EmotionsVector 2 Managing Emotions –Still developing emotional independence Vector 3 Moving toward emotional autonomy Instrumental autonomyVector 3 Moving toward emotional autonomy Instrumental autonomy Trying to move toward Vector 4Trying to move toward Vector 4

17. Cognitive-Structural - Perry MultiplicityMultiplicity –Many options but unable to evaluate clearly Moving toward RelativismMoving toward Relativism –Beginning to see bigger picture

18. Second-Year Student Characteristics of Students at this Stage Begin to rely less on authorityBegin to rely less on authority All opinions are equally validAll opinions are equally valid Knowledge is subjective: personal, private, based on intuitionKnowledge is subjective: personal, private, based on intuition Looks for one “right” optionLooks for one “right” option

19. Second-Year Student Support Solutions Validate student opinions, beliefs, while encouraging exploration, evaluationValidate student opinions, beliefs, while encouraging exploration, evaluation Help student see multiple options without overwhelming themHelp student see multiple options without overwhelming them Encourage student involvement in policy making groupsEncourage student involvement in policy making groups

20. Upper- Division Student - Jane ChallengesChallenges CharacteristicsCharacteristics SolutionsSolutions

21. Psychosocial – Chickering and Reisser Vector 6 - Developing purpose: Assessing and clarifying career choicesVector 6 - Developing purpose: Assessing and clarifying career choices Vector 7 - Developing Integrity: Motivated by helping others, making a difference. Moving from beliefs toward behaviorVector 7 - Developing Integrity: Motivated by helping others, making a difference. Moving from beliefs toward behavior

22. Cognitive-Structural - Perry RelativismRelativism Looking at and analyzing big picture Resisting making a decision Commitment in Relativism Affirms commitment to helping others

23. Upper-Division Student Characteristics of Students at this Stage Present multiple views and form argumentsPresent multiple views and form arguments Create knowledge that is both subjective and objectiveCreate knowledge that is both subjective and objective Struggle with making commitments and struggle with commitments they have madeStruggle with making commitments and struggle with commitments they have made

24. Upper-Division Student Support Solutions Model making judgments based on evidence and merits of argumentsModel making judgments based on evidence and merits of arguments Encourage elimination of alternatives (Gordon 1984)Encourage elimination of alternatives (Gordon 1984) Set or reset goalsSet or reset goals Validate and affirm student’s responsibility for decision makingValidate and affirm student’s responsibility for decision making Becoming like “freshman” againBecoming like “freshman” again