1. Advising as Teaching and Learning Dr. Nancy S. King Kennesaw State University

2. Advising is NOT: Primarily an administrative function or paper relationship Primarily an administrative function or paper relationship Obtaining a signature or a PIN number to schedule classes Obtaining a signature or a PIN number to schedule classes A conference held once a year -- “The 1,000 mile check-up” A conference held once a year -- “The 1,000 mile check-up”

3. A judgmental process or a dictatorship A judgmental process or a dictatorship Personal counseling Personal counseling Supplementary to the educational mission of the institution Supplementary to the educational mission of the institution Something anyone can or should do without some specific training Something anyone can or should do without some specific training

4. Goals of Academic Advising Helping students clarify their values and goals Helping students clarify their values and goals Leading students to better understand the nature and purpose of higher education Leading students to better understand the nature and purpose of higher education Providing accurate information about educational options, requirements, policies and procedures Providing accurate information about educational options, requirements, policies and procedures

5. Planning an educational program consistent with a student’s interests and abilities Planning an educational program consistent with a student’s interests and abilities Assisting students in a continual monitoring and evaluation of their educational progress Assisting students in a continual monitoring and evaluation of their educational progress Integrating the many resources of the institution to meet the student’s special educational needs and aspirations Integrating the many resources of the institution to meet the student’s special educational needs and aspirations

6. Advising Related to Teaching and Learning Teaching contributes to individual growth Teaching contributes to individual growth Learning can be measured Learning can be measured

7. Advising as Teaching Focuses on Student Growth In the ability to identify realistic academic and career goals as well as a program to achieve them In the ability to identify realistic academic and career goals as well as a program to achieve them In the ability to make connections among courses in the curriculum and to integrate learning In the ability to make connections among courses in the curriculum and to integrate learning In the self-awareness of the relationship between one’s education and one’s life In the self-awareness of the relationship between one’s education and one’s life

8. Advisor-as-Teacher Facilitator of communication Facilitator of communication Coordinator of learning experiences Coordinator of learning experiences Referral agent who connects students with all of an institution’s resources and cocurricular opportunities that can help them be successful Referral agent who connects students with all of an institution’s resources and cocurricular opportunities that can help them be successful

9. Advisors Teach Students To value the learning process To value the learning process To apply decision-making strategies To apply decision-making strategies To put the college experience into perspective To put the college experience into perspective To set priorities and evaluate events To set priorities and evaluate events To develop thinking and learning skills To develop thinking and learning skills To make informed choices To make informed choices Core Values, NACADA

10. Characteristics of Effective Teaching and Advising I. Skills Teaching Knowledge of subject matter Planning and organization of course material Advising Advising Knowledge of institutional policies, procedures, programs of study, referral sources Knowledge of institutional policies, procedures, programs of study, referral sources Preparing for advising meetings Preparing for advising meetings

11. Teaching Teaching Engaging students in actual participation in their learning Engaging students in actual participation in their learning Giving students feedback on their progress Giving students feedback on their progress Helping students learn to analyze and problem solve Helping students learn to analyze and problem solve Advising Advising Guiding students to be self- directed and autonomous Guiding students to be self- directed and autonomous Working together the advisor and student regularly evaluate the student’s goals and progress toward those goals Working together the advisor and student regularly evaluate the student’s goals and progress toward those goals Assisting students in decision-making skills Assisting students in decision-making skills

12. II. Communication Teaching Teaching Clarity of presentation of subject matter Clarity of presentation of subject matter Establish dialogue with students in the classroom Establish dialogue with students in the classroom Demonstrating excellent listening skills, not simply a “talking head” Demonstrating excellent listening skills, not simply a “talking head” Advising Advising Sharing information in a clear manner Sharing information in a clear manner Leading students to question and interact with the advisor Leading students to question and interact with the advisor Listening both to what advisees are saying verbally and non-verbally Listening both to what advisees are saying verbally and non-verbally

13. III. Attitudes for both Teaching and Advising Treats students with respect and concern Treats students with respect and concern Is accessible and available to students outside the classroom Is accessible and available to students outside the classroom Offers regular encouragement Offers regular encouragement Acts as a role model for students in the higher education process Acts as a role model for students in the higher education process

14. Exercise: Advising Styles Gurus Gurus Gatekeepers Gatekeepers Guides Guides

15. Developmental Theories Related to Advising Psychosocial theories Psychosocial theories Cognitive developmental theories Cognitive developmental theories Maturity models Maturity models Typology models Typology models Student-Environmental interaction Student-Environmental interaction

16. Chickering’s Seven Vectors Developing competence Developing competence Developing autonomy Developing autonomy Developing purpose Developing purpose Managing emotions Managing emotions Establishing identity Establishing identity Developing mature interpersonal relationships Developing mature interpersonal relationships Developing integrity Developing integrity

17. Theories Related to Student- Environmental Interaction Nevitt Sanford (1966) -- Theory of Challenge and Support Nevitt Sanford (1966) -- Theory of Challenge and Support  Three conditions enhance student growth and development: readiness, challenge, and support. Alexander Astin (1984) -- Theory of Involvement Alexander Astin (1984) -- Theory of Involvement  A belief that for student learning to occur, students must become actively involved in the college environment.

18. Nancy Scholssberg (1989) - - Theory of Nancy Scholssberg (1989) - - Theory ofMattering  A sense of belonging is an influential factor in whether a student succeeds and develops in college. Excellent academic advising can impact all of these theories.

19. Developing an Advising Syllabus The Advising Curriculum An advising syllabus should include: Mission/Purpose of Academic Advising Mission/Purpose of Academic Advising Responsibilities of Advisors Responsibilities of Advisors Responsibilities of Advisees Responsibilities of Advisees Learning Outcomes Learning Outcomes

20. Responsibilities of Advisors Be accessible to meet with students Be accessible to meet with students Communicate university policy and procedures Communicate university policy and procedures Help students define and develop realistic goals Help students define and develop realistic goals Match students’ needs with available resources and make appropriate referrals Match students’ needs with available resources and make appropriate referrals Assist students with planning programs consistent with their abilities and interests Assist students with planning programs consistent with their abilities and interests

21. Assist students in understanding decision-making skills Assist students in understanding decision-making skills Monitor students’ progress and offer encouragement Monitor students’ progress and offer encouragement Discuss linkage between academic preparation and world of work Discuss linkage between academic preparation and world of work Maintain confidentiality Maintain confidentiality

22. Responsibilities of Advisees Schedule regular appointments Schedule regular appointments Be on time for appointments Be on time for appointments Gather all relevant decision-making information prior to meeting with the advisor Gather all relevant decision-making information prior to meeting with the advisor Clarify personal values and goals Clarify personal values and goals Become knowledgeable about college programs, policies, and procedures Become knowledgeable about college programs, policies, and procedures Be an active learner by participating fully in the advising experience Be an active learner by participating fully in the advising experience

23. Ask questions if you do not understand an issue or have a specific concern Ask questions if you do not understand an issue or have a specific concern Accept responsibility for decisions Accept responsibility for decisions Follow through with referrals made by the advisor Follow through with referrals made by the advisor Keep a personal record of your advising meetings Keep a personal record of your advising meetings

24. Learning Outcomes Begin by identifying the questions students need to address: Who am I? Need for self-reflection and behavorial awareness Need for self-reflection and behavorial awareness Personality/interest inventories Personality/interest inventories Values clarification Values clarification ?

25. What do I want to do with my life? Goal-setting - short-term and long-term Goal-setting - short-term and long-term Career exploration Career exploration Program of study exploration Program of study exploration ?

26. What do I need to do in order to meet my goals? Decision-making skills Decision-making skills Major selection Major selection Time management skills Time management skills Study skills Study skills ?

27. How can this institution help me reach my goal? Referral services Referral services Campus involvement Campus involvement Interaction with faculty Interaction with faculty ?

28. Examples of Learning Outcomes What a student should know/understand: Campus policies/procedures Campus policies/procedures General education curriculum General education curriculum Resources available Resources available Steps in the decision-making process Steps in the decision-making process ?

29. What a student should be able to do: Demonstrate the characteristics of a prepared advisee Demonstrate the characteristics of a prepared advisee Navigate registration system Navigate registration system Select appropriate courses Select appropriate courses Conduct a major/career search Conduct a major/career search ?

30. What a student should value/appreciate: The nature and purpose of higher education The nature and purpose of higher education The skills developed through the General Education curriculum The skills developed through the General Education curriculum The connections among courses in the curriculum The connections among courses in the curriculum The role of the academic advising process in their college experience The role of the academic advising process in their college experience ?

31. Developing an Advising Portfolio A student’s advising portfolio may include: “Responsibilities” “Responsibilities” List of learning outcomes and evidence/documentation they are being met List of learning outcomes and evidence/documentation they are being met Four-year academic plan (unless undeclared/exploratory) Four-year academic plan (unless undeclared/exploratory)

32. Research on potential majors (for undeclared/exploratory) Research on potential majors (for undeclared/exploratory) Summaries of advising meetings (i.e., topics discussed, referrals) Summaries of advising meetings (i.e., topics discussed, referrals) List of referrals and summary of follow-up results List of referrals and summary of follow-up results

33. “My role as a teacher changes very little from that of an advisor. In both roles I feel a responsibility to students for matters contributing to their success that involves much more than mere mastery of the subject matter. In the teacher role, I advise, refer, listen and encourage. Perhaps it is the meshing of the advising-teaching roles that creates the mentoring relationship.” Dr. Beverly Mitchell Kennesaw State University Professor

34. Suggestions for Maximizing Interaction with Your Students Use the student’s name when addressing him or her. “A man’s name is to him the sweetest and most important sound in any language.” Dale Carnegie Dale Carnegie

35. Be enthusiastic in your dealings with students; enthusiasm is contagious. “Nothing great was ever achieved without enthusiasm.” Emerson

36. Clarify the goals or objectives for each meeting. Is today’s goal to solve a problem? Or to discuss an issue? “He flung himself from the room, flung himself upon his horse and rode madly off in all directions.”Stephen Leacock

37. Listen carefully to the student to learn his/her unique frame of reference. Half the time what you hear is not exactly what the student really means. Ask the student to elaborate. “That is not what I meant; that is not it at all.” T. S. Eliot “That is not what I meant; that is not it at all.” T. S. Eliot

38. 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.” Emerson

39. 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

40. Allow periods of silence to occur. The student may be thinking. “Deliberating is not delaying.” Ecclesiastics Be willing to practice self-disclosure which promotes trust and produces self-disclosure in others. “He who persists in genuineness will increase in adequacy.”T. Lynch

41. Exercise 1. What is the mission of advising at your institution currently? 2. What is your vision for academic advising at your institution? 3. What needs to change to make your vision a reality? 4. What steps need to be taken to affect that change?

42. The questions we raise, the perceptions we share, the resources we suggest, the short-term decisions and long-range plans we help them think through, all should aim to increase their capacity to take charge. Chickering 1994

43. Long after students have left college, the one thing they tend to remember from their college experience is the gift of self. John Gardner