1 / 32

In Production: A primer on Developmental Advising

Patrick Cate Director of University Studies Plymouth State University. In Production: A primer on Developmental Advising. Overview. A bit of history and definitions A bit of theory and concepts A bit of practice. Introductions. Find someone who you know the least in the room.

michi
Download Presentation

In Production: A primer on Developmental Advising

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Patrick Cate Director of University Studies Plymouth State University In Production: A primer on Developmental Advising

  2. Overview • A bit of history and definitions • A bit of theory and concepts • A bit of practice

  3. Introductions • Find someone who you know the least in the room. • Introduce yourself to them and get to know each other. • Ask about their experience as an advisee or advisor

  4. A Brief History • English Model - Colonial Times • In Loco Parentis • 1820s – Kenyon College • Faculty as advisors • 1870 – Harvard College • Ephraim Gurney, Dean of Student Conduct • Early 1900’s – Specialization • Personal • Mental Hygiene Movement • Vocational • Vocational Guidance • Academic Advising • Curriculum Guidance

  5. A Brief History – Post WWII • Post WWII – Curriculum Issues/ GI Issues • Many new and diverse curricular changes. • Specialist needed to provide guidance. • Today?

  6. First Era of Advising • Colonial to 1870 • Close knit community, somewhat elitist • Focus on “Sharpening the mind.” • Set Curriculum.

  7. Second Era of Advising • With changes in curriculum came the need for specialists. • Advisors were unclear in role • “Student Personnel Point of View” A.C.E 1949

  8. Third Era of Advising • 1970 to present • Burlington VT – 1977 – NACADA • Advising as an “examined activity.” • Styles or delivery models introduced. (Habley) • Crookston and O’Banion. (1972)

  9. Traditional (Prescriptive) Vs. Developmental Advising Prescriptive Advising: • Authoritarian in Nature • Knowledge is one-sided. • There is a “right” answer.

  10. Traditional (Prescriptive) Vs. Developmental Advising Developmental Advising: • Is more dialogue than monologue. • Student driven. • There are “good” answers.

  11. It Always Has Been About Advising… • The ten generations of Higher Education • Sharpening the mind vs. vocational training • Public good vs. private control • Political vs. apolitical Altbach, P., Berdahl, R.& Gumport, P. (Eds.). (1999). American higher education in the twenty-first century: Social, political, and economic challenges. Baltimore: The Johns Hopkins University Press.

  12. Future of Advising • What do we see as trends in our students? • What do we see as qualifications for advisors? • Who shapes the decisions on your campus?

  13. Advising and Developmental Theories

  14. Why Theory Matters AAP must be: • integrated into the life of the institution • intentional and coherent • guided by theories and knowledge of learning and development • reflective to needs of individuals, diverse and special populations, and relevant constituencies

  15. Crookston 1972 Advising is “concerned with not only the specific personal or vocational decision but with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, and problem-solving, decision-making and evaluation skills.”

  16. Terry O’Banion’s Model(1972) O'Banion, T. (1972). An academic advising model. Junior College Journal, 42, 62-69. Exploration of Life Goals Exploration of Career/Educational Goals Selection of Educational Programs Selection of Courses Scheduling of Classes

  17. Exploration of Life Goals What you may need: • Knowledge of student characteristics and development. • Understanding of the student’s decision-making process. • Knowledge of Socio-economic history. • Skills in counseling techniques. • Appreciation of individual differences • Belief in worth and dignity of all • Belief that all have potential What you could do: • Goals Setting activities • Life Story • Obituary • Speakers Introduction • “Big” questions in life.

  18. Exploration of Career/Educational Goals What you may need: • Knowledge of vocational fields. • Skill in interpretation of tests or knowledge of resources that can. • Understanding of changing nature of work in society. • Acceptance of all fields of work as having worth. What you could do: • Career Assessment tests • Choices or similar program • Keep life goals in mind.

  19. Selection of Educational Programs(Choosing a Major) What you may need: • Knowledge of programs available. • Knowledge of requirements of programs (special entrance requirements, fees, time commitments) • Knowledge of university requirements for transfer programs • Knowledge of how others have performed in the program • knowledge of successes of those who have completed the program What you could do: • Go over academic catalog • Discuss academic history • Use Monster.com Careerbuilder.com or similar. • Keep in mind life and career goals.

  20. Coursework Choice(Choosing electives, minors and/or general education courses) • What you could do: • Know your students enough to help them understand their academic prowess. • Discuss how hard they want to work… do they want to take the amount of classes it takes to graduate in four years? • Help them connect these decisions with previous goals. What you may need: • knowledge of courses available • knowledge of any special information regarding courses • rules and regulations of the college regarding probation and suspension, limit on course load (academic and work limitations) • knowledge of honors courses or remedial courses • knowledge of course content

  21. Scheduling Courses What You Need: • Knowledge of schedule • Knowledge of the systems of scheduling and changing the schedule • Knowledge of employment and commuting requirements What you do: • Explain the technological requirements for scheduling • Assist student with time management skills • Have them write out all requirements of time; classes, work, commuting, co-curriculars. • Keep in mind all stages.

  22. Building Blocks of Developmental Advising

  23. James Marcia (based on Erikson’s work ) Marcia, J. E., (1966), Development and validation of ego identity status, Journal of Personality and Social Psychology 3, pp. 551-558 Identity Diffusion – No identity crisis and no real decisions have been made. Identity Foreclosure - No identity crisis and have accepted whatever has been told to them. “My mother is a doctor…” Identity Moratorium – Currently in crisis and may avoid the decision out of sheer confusion. Identity Achievement – Successful completion of a crisis. Identity established

  24. Chickering Developing Competence Managing Emotions Moving through Autonomy toward Interdependence Developing Mature Interpersonal Relationships Establishing Identity Developing Purpose Developing Integrity

  25. Vygotsky • Russian – more popular after death. • Proximal Development • the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers • Video about Proximal Development

  26. Kohlberg • Level 1. Preconventional Morality • Stage 1 - Obedience and PunishmentStage 2 - Individualism and Exchange • Level 2. Conventional Morality • Stage 3 - Interpersonal RelationshipsStage 4 - Maintaining Social Order • Level 3. Postconventional Morality • Stage 5 - Social Contract and Individual RightsStage 6 - Universal Principles

  27. Perry Dualism (either/or thinking). Students in this stage believe there is a single right answer to all questions. They believe that learning involves taking notes, memorizing facts, and later depositing facts on exams. Multiplicity (subjective knowledge). Students in this stage believe that knowledge is just an opinion, and students and faculty are equally entitled to believe in the veracity of their own opinions. They may rebel at faculty criticism of their work, attributing it to capricious whim and faculty inability to recognize the value in alternative perspectives. Relativism (constructed knowledge). Students at this level recognize that opinions are based on values, experiences, and knowledge. They can argue their perspective and consider the relative merit of alternative arguments by evaluating the quality of the evidence.

  28. Holland Realistic - practical, physical, hands-on, tool-oriented Investigative - analytical, intellectual, scientific, explorative Artistic - creative, original, independent, chaotic Social - cooperative, supporting, helping, healing/nurturing Enterprising - competitive environments, leadership, persuading Conventional - detail-oriented, organizing, clerical

  29. Lots More! • V. Tinto • Wes Habley • V. Gordon • P. Terrenzini • Gardner • Kuh • D. Super • http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/documents/Suggested-Readings-in-Academic-Advising.pdf

  30. So What? There are many more….who did you like? Do these all fit together? If so, how?

  31. Practice • Case studies in handout • Video

  32. Good Luck!

More Related