ALAN BEAUDRIE & RENEE SCHAFER HORTON UNIVERSITY OF ARIZONA

1. ALAN BEAUDRIE & RENEE SCHAFER HORTON UNIVERSITY OF ARIZONA Putting Learning First: A 'Rehearsal' to Incorporate Learning-centered Advising into Your Practice CODE 515 2012 NACADA Annual Conference Further questions, contact: abeaudri@email.arizona.edu rshorton@email.arizona.edu

2. Welcome! Putting Learning First: A Rehearsal to Incorporate Learning-Centered Advising into Your Practice

3. Renée Schafer Horton University of Arizona School of Journalism Advising ~ 2 years Background: reporter, blogger, high school teacher, mother to four recent college grads, pursuing MA in ESL, potential superhero. Alan Beaudrie University of Arizona College of Public Health Advising ~ 10 years. Background: high school teacher, English teacher in Argentina, higher education junkie, father to really cool kid, Ph D student.

4. Presentation Outline • Theory of advising • Developmental • Learning-centered • Examples of L-C advising • Small group work • Report out from groups • Questions and discussion

5. A Theory of Advising is: a statement of the essential nature and purpose of advising, which says what advising ideally should be, not necessarily what it actually is in all cases. *Sarah Champlin-Scharff, Academic Advising Today http://www.nacada.ksu.edu/AAT/NW35_2.htm#sixteen

7. Main Idea Developmental advising focuses on the personal growth of the student. In contrast, the core purpose of learning-centered advising is academic and seeks to enhance student learning (Lowenstein, 2005).

8. WHAT DO I WANT MY STUDENTS TO LEARN?

9. Learning objective • Process used to reach that objective • Assessment: How do you know they learned anything?

10. Name: _______________ ID#: _______________________ Date: __________________ Time: _______  I prepared for this advising session by: • Printing out my Advisement Report • Creating a preliminary schedule for the semester • Writing a list of questions • Reviewing the schedule of classes • Reading a particular policy in the General Catalog • (http://catalog.arizona.edu/2011-12/policies/aaindex.html) • I did not prepare

11. Why do I have to take that? Cartoon courtesy of the Amazing Shawn Rose of Alternate University

12. Individual Advising with Freshmen • Learning objective: To be more intentional in GE choices • Process: Completing pre-major essay • Assessment: Demonstrating in essay exploration/thoughtfulness re: GE curricular choices

13. Pre-class Advising Slide Show • Question: Which public health course is a prerequisite for the public health internship? • Answer: CPH 350

14. Question: Why is CPH 350 a prerequisite for the public health internship? • Answer: It teaches you practical public health skills that can be used at an internship site or job. For example, learning how to do a needs-assessment of your population.

15. Practice Learning Centered Advising

16. Scenario 1 • It is new student orientation, and your job as a teacher-advisor is to tell freshmen about the general education courses. • Prescriptive advising response: “Amazing University requires two courses from the arts, two from the sciences and two from what we call traditions and cultures. Just make sure you pick one of each for your fall semester and enroll in your freshman English composition class as well.”

17. Scenario 2 • Pandora comes into your office hours with questions about prerequisites. She wants to enroll in a particular class your department offers that has prerequisites. • Prescriptive advising response: “Here is the list of prerequisites our classes have. Fulfill them and then you can return to enroll in this class.”

18. Scenario 3 • Roberto comes to you in the Fall semester saying he heard from a friend that studying abroad in Spain is great, and he wants to do it next summer session. He wants to know how to make this happen. • Prescriptive advising response: “You’ll need to go to the study abroad office to learn how the program works, select courses you want to take, then return to me to review how those courses could meet your degree requirements.”

19. Scenario 4 • You are a professional advisor at a community college. Mary, a recent high school graduate, comes to you her first semester at your college saying that she plans on attending Local U. to get a bachelor’s degree in elementary education. Your community college has a formal 2 + 2 program with Local U. for elementary education, resulting in many of your students doing this degree. How do you advise Mary and the other students in this program? • Prescriptive advising: “Here is the website that will show you all the courses she needs to take at the community college and which contains the application information for the elementary education degree. There’s also a sample 4-year-plan. Isn’t it easy?!”

20. Questions/Discussion

21. If this has sparked an interest: • Join the NACADA T&P listserv • Make sure you leave your business card so we can contact you re: possible listserv • Read recommended literature

22. Thank you for attending! Alan Beaudrie abeaudri@email.arizona.edu Renée Schafer Horton rshorton@email.arizona.edu