Key Philosophies that Guide our Practice : Developmental Advising and Liberal Education

1. Key Philosophies that Guide our Practice: Developmental Advising and Liberal Education Rosalyn Benson Lindsay Dobucki

2. Presentation Overview • Overview of the Miami University Plan for Liberal Education • Overview of Developmental Advising • Integration of Developmental Advising and Liberal Education • Experiential Activity • Questions

3. Liberal Education at Miami University • Brief History • The Miami Plan for Liberal Education • Principles • Thinking Critically • Understanding Contexts • Engaging with Other Learners • Reflecting and Acting

5. Office of Liberal Education • Location: Rm. 229 Culler Hall • Phone: 529-7135 • Email: MiamiPlan@muohio.edu • Dr. Jerry Stonewater, University Director of Liberal Education and Associate Professor of Mathematics and Statistics • Website: http://www.muohio.edu/led

6. Developmental vs. Prescriptive • The Prescriptive Relationship • The adviser is the doctor and the student is the patient. The patient comes in with some ailment. The doctor makes a diagnosis, prescribes something, or gives advice. Therefore, if the student follows the advice, the problem will be solved and all is well!

7. Developmental vs. Prescriptive “Although the results of prescriptive advising are often successful, there is one major drawback: it doesn’t help students develop a sense of responsibility for their academic choices.” -Drew Appleby in “The Teaching-Advising Connection”

8. Developmental vs. Prescriptive

9. Are you still with me???

10. Developmental Advising Theories “I think our best bet is not to get bogged down in specific theories of development, though I do think it necessary to have some knowledge of several of the specific theories” -William G. Hendy in “Developmental Advising: A Practical View”

11. Two Theories of Developmental Advising • Crookston (1972) • Coined the term developmental advising which facilitates the student’s • Rational Processes • Environmental and Interpersonal Interactions • Behavioral Awareness • Problem-Solving, Decision-Making, and Evaluation Skills

12. Two Theories of Developmental Advising • O’Banion (1972/94) • The process of academic advising includes the following dimensions: • Exploration of Life Goals • Exploration of Vocational Goals • Program Choice • Course Choice • Scheduling Courses **Students are responsible for making decisions throughout the process

13. Developmental Advising = Teaching • Development is learning, and learning requires a degree of dissonance. If there is no dissonance, there is no learning. -William G. Hendy in “Developmental Advising: A Practical View” • Utilize dissonance as a tool when working with students • Examples?

14. Developmental Advising and Liberal Education • Crookston (1972) • Rational Processes • Environmental and Interpersonal Interactions • Behavioral Awareness • Problem-Solving, Decision-Making, and Evaluation Skills • The Miami Plan for Liberal Education • Thinking Critically • Understanding Contexts • Engaging with Other Learners • Reflecting and Acting **Notice any similarities?

15. Developmental Advising and Liberal Education • Same underlying philosophy, each informs and enhances our practice • The Miami Plan for Liberal Education is an invaluable tool when taking a developmental approach to our work with students.

16. Resources Appleby, D. (2001, February 5). The teaching-advising connection. The Mentor: An Academic Advising Journal. Crookston, B.B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 12-17. Hendy, W.G. (1999, January 20). Developmental advising: A practical view. The Mentor: An Academic Advising Journal. O’Banion, T. (1994). An academic advising model. National Academic Advising Association Journal, 14, 10-16.