1. Using Groups in Academic Advising Dr. Nancy S. King Kennesaw State University

2. Underlying Principles of Group Advising Can be an important supplement to one-to-one advising sessions Can be an important supplement to one-to-one advising sessions Needs to incorporate principles of developmental advising philosophy Needs to incorporate principles of developmental advising philosophy Must be a student-centered process Must be a student-centered process

3. Why Use Groups in Advising? During peak advising periods During peak advising periods When the number of advisors vs. number of advisees is out of line When the number of advisors vs. number of advisees is out of line As a way of connecting students with both their peers and an advisor As a way of connecting students with both their peers and an advisor As a very effective and efficient way of sharing information As a very effective and efficient way of sharing information Other reasons? Other reasons?

4. Developmental Advising Principles that are Adaptable to Group Advising Advising is a shared responsibility between advisor and advisee. Advising is a shared responsibility between advisor and advisee.

5. Advising contributes to the development of problem solving skills, decision-making skills, exploration of career and life goals, and behavioral awareness. Advising contributes to the development of problem solving skills, decision-making skills, exploration of career and life goals, and behavioral awareness. Advising, when done well, is a form of teaching. Advising, when done well, is a form of teaching.

6. ARE ADVISING AND TEACHING DIFFERENT? TEACHING ADVISING Domain Primarily cognitivePrimarily affective Delivery Primarily groups Usually individually Delivery Skills Presentational Relational Outcomes Primarily cognitiveGrowth along several growth dimensions Evaluation Usually one-way Two-way (collaborative) Expertise Academic discipline Situational

7. Characteristics of Effective Teaching and Advising I. Skills Teaching Knowledge of subject matter 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

8. 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

9. 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

10. 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

11. “Higher learning provides an opportunity for developing persons to plan to achieve self-fulfilling lives. Teaching includes any experience that contributes to individual growth and that can be evaluated. The student should not be a passive receptacle of knowledge, but should share responsibility for learning with the teacher.” Crookston, 1972

12. Developmental Advising is… Student-centered Student-centered Responsive to individual student needs Responsive to individual student needs Focused on student growth and development Focused on student growth and development Based upon a relationship between advisor and advisee Based upon a relationship between advisor and advisee

13. Developmental Advising Activities Assessment of values, interests, goals, abilities Assessment of values, interests, goals, abilities Exploration of educational and career goals Exploration of educational and career goals Relationship between academic major and career Relationship between academic major and career Awareness of the need to plan Awareness of the need to plan

14. Developmental Advising Activities Knowledge of the purpose of General Education requirements and skills they develop Knowledge of the purpose of General Education requirements and skills they develop Goal-setting and decision-making skills Goal-setting and decision-making skills Knowledge and use of resources Knowledge and use of resources Selection of courses (particularly electives) Selection of courses (particularly electives) Scheduling of classes Scheduling of classes

15. Discussion Question Are these activities transferable to group advising?

16. Methods for Delivering Group Advising Orientation programs (most frequently used format for group advising). Orientation programs (most frequently used format for group advising). First-year seminar courses (curriculum mirror many of the goals of advising). First-year seminar courses (curriculum mirror many of the goals of advising). Learning Communities or Freshman Interest Groups (FIG) usually include some group advising. Learning Communities or Freshman Interest Groups (FIG) usually include some group advising.

17. Role of Advisors in Learning Communities 1. Can assist in making decisions about the structure of the learning communities 2. Can assist students in the selection of a learning community 3. Can assist in the selection of peer leaders

18. 4. 4. Can assist in administering the program 5. 5. Can teach a first-year seminar as part of a community 6. 6. Can assist in identifying the support needs of both students and faculty in the community J.W. Bennett, Learning Communities: New Structures, New Partnerships for Learning, 1999

19. Other Methods for Delivering Group Advising Advising in Residence Halls Advising in Residence Halls Senior Capstone courses Senior Capstone courses Examples? Examples?

20. Group Advising for Special Populations Dual purpose: a means of information sharing and a way of establishing relationships with peers and an advisor/mentor Dual purpose: a means of information sharing and a way of establishing relationships with peers and an advisor/mentor Probation students and those returning following dismissal Probation students and those returning following dismissal

21. Honor students Honor students Minority students Minority students International students International students Adult learners Adult learners

22. Over-subscribed majors Over-subscribed majors Undeclared/open option students Undeclared/open option students (“What’s my major?” sessions) Others? Others?

23. Keys to Successful Group Advising Advisor needs to be trained in strategies for successful group facilitation Advisor needs to be trained in strategies for successful group facilitation Advisor must make the goals of advising and the group sessions clear Advisor must make the goals of advising and the group sessions clear Advisor needs to know all the students’ names and something about their background Advisor needs to know all the students’ names and something about their background

24. Group must promote a climate of trust and respect between the advisor and the students and among the group members Group must promote a climate of trust and respect between the advisor and the students and among the group members Group advising should be a highly interactive process Group advising should be a highly interactive process Group advisors must be familiar with all the campus resources and make referrals when appropriate Group advisors must be familiar with all the campus resources and make referrals when appropriate

25. Group advisors must be able to encourage and motivate students Group advisors must be able to encourage and motivate students Effective peer mentors may help advisors facilitate the group Effective peer mentors may help advisors facilitate the group

26. Why Use Peer Advisors? Create a larger pool of assistance for students Create a larger pool of assistance for students Assist faculty and full-time advisors Assist faculty and full-time advisors Leverage resources Leverage resources Aid students in developing a relationship with at least one fellow student Aid students in developing a relationship with at least one fellow student

27. Peer Advising Research indicates that peer advising may increase retention. “Many students believe they can learn (information) much more reliably from their peers.” Campbell & Koring, 2005 Campbell & Koring, 2005

28. Effective Peer Advising Programs Must… Select peer advisors very carefully Select peer advisors very carefully Train peer advisors thoroughly Train peer advisors thoroughly Regularly monitor and assess peer advisors’ effectiveness Regularly monitor and assess peer advisors’ effectiveness

29. Assessment of Group Advising The administrator in charge of the program should conduct both formative and summative evaluations of The administrator in charge of the program should conduct both formative and summative evaluations of  Group advisors  Group advising program

30. Assessment must include feedback from the students in the advising groups, advisors and administrators. Assessment must include feedback from the students in the advising groups, advisors and administrators. Adjustments and refinements in the program should be made as a result of the assessment. Adjustments and refinements in the program should be made as a result of the assessment.

31. Conclusion When done well, group advising may: When done well, group advising may:  Aid retention  Ease advisors’ loads  Connect students with a peer group that will contribute to their success