distance learning advisor training
TRANSCRIPT
Distance Learning Advisor Training
What you do has value
“…good advising may be the single most underestimated characteristic of a successful college experience.” Light (2001).
“Academic advising is integral to fulfilling the teaching and learning mission of higher education.” Nutt (2003).
Advising is…..
“A series of intentional interactions with a curriculum, a pedagogy and a set of student learning outcomes.” National Academic Advising Association (2006). NACADA Concept of Academic Advising
Prescriptive and developmental
Prescriptive Developmental
Advice is given to a student, but “once advice is given, it is up to the student to do what is prescribed.” Crookston (1972).
“Advising gradually shifts the responsibility to students by helping them develop problem solving and decision-making skills.” Gordon (2008).
Advising is prescriptive and developmental
Advising is concerned…
“…not only with a specific personal or vocational decision but also with facilitating the student’s rational processes, environmental and interpersonal interactions, behavior awareness , and problem solving, decision making and evaluation of skills.” Crookston (1972/94)
Blending Prescriptive and Developmental
The process of academic advising includes the following dimensions:
1) exploration of life goals
2)exploration of vocational goals
3)program choice
4)course choice
5)scheduling courses
Empower your advisees.
Click icon to add picture“Students are responsible for making decisions throughout the process. It is the responsibility of the advisor to provide information and a climate of freedom in which students can best make such decisions.”
O’Banion (1972/94).
Conceptualunderstand what you
are doing and why
Informational
have good information and a
reasonable comfort level with technology
Relational build relationships
and know your limits
Conceptual: History of Advising
First Advising Era: Advising not yet definedHarvard College, 1636
Conceptual: History of Advising
“A new rule has been established that each student shall choose from among the faculty some one who is to be his adviser and friend in all matters which assistance is desired and is to be the medium of communication between student and faculty.”
~Rutherford B. Hayes , junior at Kenyon College (June 1841)
Conceptual: History of Advising
Second Advising Era: advising defined but unexamined“The adviser’s relation to the student is like that of a lawyer to his client or of a physician
to one who seeks his counsel. The office is not that of an inspector, nor of a proctor, nor of a recipient of excuses, nor of a distance and unapproachable embodiment of the Faculty. It is the adviser’s business to listen to difficulties which the student assigned to him may bring to his notice; to act as his representative if any collective action is necessary on the part of
the board of instruction; to see that every part of his studies has received the proper attention.”
~Daniel Coit Gilman, President of John Hopkins University, 1886
Conceptual: History of Advising
Third Advising Era: advising a defined and examined activity
The first Academic Advising Conference ever held was hosted by California State University and The University of California
~September 30, 1976
Conceptual: History of Advising
First National Conference on Academic Advisinghosted by The University of Vermont
~October, 1977
275 people attended
Conceptual: History of Advising
1979: The National Academic Advising Association incorporated with 429 charter members
The purpose of the National Academic Advising Association is to promote the quality of Academic Advising in institutions of higher
education, and to this end, it is dedicated to the support and professional growth of academic advising and advisors."
Conceptual: History of Advising
The National Academic Advising Association evolved from the first National Conference on Academic Advising in 1977
has over 11,000 members
representing all 50 United States, Puerto Rico, Canada, and several other international countries .
Conceptual: Ethical Considerations Ethical Advising: Conforming to
accepted professional standards of conduct
“Ethical behavior and ethical decision making is expected of individuals in positions of trust.” Fisher, (2005)
“Academic advisors repeatedly confront dilemmas where there is not one obvious answer. As advisors we can benefit from being able to draw on a system of ethical principles. …no list of ethical principles will envelop all situations. “ Buck, Moore, Schwartz & Supon, (2001)
Four fundamental ethical ideals:
UTILITY
JUSTICE
RESPECT FOR PERSONS
FIDELITY
Please see detailed information about each of these in your Online Concierge Manual.
Conceptual: Legal Considerations
“Students and the University have a contractual relationship, in which advisors, as representatives of the University, can bind the University to certain actions based on their actions as advisors. This is known as the law of agency.”
Habley, (1999) Robinson, (2004)For detailed information about points to consider,
please review Legal Considerations in your Online Concierge Manual.
Family Educational Rights and Privacy ACT (FERPA) 1974
FERPA is a federal law regarding the privacy of student educational records and the access provided to these records. Any educational institution that receives funds under any program administered by the U.S. Secretary of Education is bound by these requirements.
Please review MSSU’s FERPA information, located in your Online Concierge Manual.
What are you doing and why are you doing it?
Part of your role is to serve as a bridge between the student and the institution.
Students Institutional Policies and
Procedures Concierge
Team& Advisors
Both students and advisors have responsibilities. Advising takes into account the unique characteristics of your institution, including it’s mission, vision and values.
Where does advising fit in?
Our Mission
Missouri Southern State University is a state-supported, comprehensive university offering programs leading to undergraduate and graduate degree.
Central to our mission is a strong commitment to international education, liberal arts, professional and pre-professional programs and the complementary relationship that must exist among them to prepare individuals for success in careers and lifelong learning.
Our Vision
Missouri Southern State University will be recognized as a leader in offering undergraduate and graduate degree programs that foster the total education of each student. In order to remain loyal to the trust given to the University by the people of the State of Missouri, Missouri Southern State University will:
Fulfill its mission and objectives in an honorable and ethical manner ;
Periodically review its mission in light of contemporary changes in society and in the needs of the people of Missouri and our communities;
Continually assess the effectiveness of its programs in order to ensure their quality and integrity.
Our Values
International Education The University prepares its students to be global citizens in fulfillment of its
statewide mission.
Liberal Arts Education The University commits to a comprehensive program of general education
requirements for all students.
Teaching and Learning The University provides exemplary teaching and learning as supported by
scholarship and creative expression.
Student Success The University commits to the academic, personal and career success of its students.
Community Service The University leads the intellectual, creative, cultural and economic advancement
of our communities.
O N L I N E A C A D E M I C A D V I S I N G P R O V I D E S
O N L I N E U N D E C L A R E D S T U D E N T S A N D O N L I N E B A C H E L O R S O F G E N E R A L S T U D I E S
C A N D I D AT E S
A C A D E M I C A D V I S I N G S E RV I C E S W H I C H E N C O U R A G E
I N F O R M E D A C A D E M I C D E C I S I O N M A K I N G, M A J O R A N D C A R E E R E X P L O R AT I O N
A N D P R O M O T E S T H E D E V E L O P M E N T O F A C A D E M I C , C A R E E R A N D
L I F E L O N G L E A R N I N G S K I L L S .
MSSU Online Academic Advising Mission
* INTERNATIONAL EDUCATION
• LIBERAL ARTS
*TO PREPARE INDIVIDUALS FOR SUCCESS IN
*CAREERS AND
*LIFELONG LEARNING.
This advising mission is linked to the institutional
mission:
INTERNATIONAL EDUCATION
COMPREHENSIVE PROGRAM OF GENERAL EDUCATION REQUIREMENTS FOR ALL
STUDENTS
TEACHING AND LEARNING
STUDENT SUCCESS DEFINED AS: THE UNIVERSITY COMMITS TO THE
ACADEMIC, PERSONAL AND CAREER SUCCESS OF ITS STUDENTS.
The advising mission is linked to the institution’s
values:
How do we meet our mission?
What do you know and how can you share it?
(The informational component)”…consists of the facts or knowledge of the institution that advisors must know to correctly guide advisees through the completion of their majors and programs.” Nutt, (2006, p. 10)
Where to find information:
Career websites
Concierge Manual
LioNet
MSSU catalog
MSSU website
What students need you to know and teach them about:
Academic calendar/policy/procedures/standards Basic Financial Aid (assisting students, FAFSA) Degree planning and requirements Linking courses together, linking curriculum to
careers Services available (tutoring, counseling, career
services) Referral strategies Student forms
Other issues as they arise.
TechnologyThe Department of LifeLong Learning is committed to ensuring you have the information you need to accurately and efficiently handle technology as it relates to your work.
Development in these areas is available on DVD and periodically scheduled live training sessions.
What students need you to be able to talk to them about:
Blackboard CAPP: can they run and print their own degree
audit? Email: student email address, etiquette Lionet SmarThinking
What you need to know about: Excellent typing skills Computer Literacy Excellent email and online ‘netiquette Banner screens and codes CAPP: can you run a degree audit for course
recommendations? LionNet/LionAlert Navigating MSSU’s website Outlook and calendaring
How do you build and sustain connections?
Where is your advisee coming from and how can you help him/her grow?
On the ground Online
How do their needs differ?
How do their outcomes differ?
What differences in resources exist for these two populations?
What can we do to enhance the experience of our online population?
Who are MSSU’s students?
Be sensitive to the differences And unique needs of groups
Academically Underprepared
Adult LearnersAgeAt Risk Enrollment StatusFirst Generation
StudentsGenderInternational
Learning Styles LGBTQQOnline LearnersOn ProbationRace & EthnicityStudents with DisabilitiesTransferUndecidedVeteransVeterans with Disabilities
Special Populations and Diversity
“The new majority on many college campuses….Adult learners are persons who:
“Typically the adult learner is…
Are no longer financially dependent upon parents or guardians or
Have major life responsibilities outside schooling through work, home or community or
Whose principal identities have evolved beyond the role of full time student”
Over age 24
Is married
Has dependents
Has multiple time constraints
Able to learn best when curriculum builds upon the life experience and interests of the learner”
Information from CAEL: Benchmarking Study, 1999
Adult Learners
Some shared characteristics with adult learners
Many of these characteristics are also risk factors to success.
Over the age of 24Multiple time
constraintsHave dependents
They may also be: MarriedEmployed full time
These students need:Regular, frequent
communication with their advisor
Time management skills
Study skills and possibly tutoring
Distance Learners
Advising vs. Counseling (we are not counselors! Refer to ACTS)
Asking good questionsCommunication Dealing with difficult
studentsEffective documentation
of advising sessions
Effective referrals to online/campus resources
ListeningProblem solvingReflectingSmile: be
supportive and warm
Advising Skills for Distance Advising
ReferencesCouncil for Adult and Experiential Learning, (1999) Benchmarking study: National adult learners satisfaction- priorities report . Retrieved from http://www.cael.org/pdfs/ALI_report_2011.
Crookston, B.B., (1994). A developmental view of academic advising as teaching. NACADA Journal, 14, (2), 5-9. Laff, N.S. (1994).
Folson, P. , Joslin, J., & Yoder, F. (2005) From advisor training to advisor development: Creating a blue print for first- year academic advisors. NACADA Clearinghouse of Academic Advising Resources website. Retrieved from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year-Advisors.htm
Habley, W. R. (1986). Advisor training: Whatever happened to instructional design? Presentation presented at ACTS Workshop. Iowa City, IA: ACT.
Habley, W.R. (2000) Current practices in academic advising. In Gordon, V.N. & Habley, W. R. & Associates (Eds.), Academic advising: A comprehensive Handbook. (pp 35-43) San Francisco: Jossey-Bass.
Light, R. J. (2001) The power of good advice for students. [Electronic version] The Chronicle Review, B11, Retrieved from http://chronicle.com/weekly/r47/i25/25b01101.htm.
NACADA, (2011). 25th Annual Academic Advising Summer Institute Session Guide. Proceedings of NACADA Summer Institute. New Orleans, LA: NACADA.
Nutt, C.L. (2003) Creating advisor training and development programs in advisor training: Exemplary practices in the development of advisor skills. (pp 9-16) National Academic Advising Monograph Series, no 9. Manhattan, KS; National Academic Advising Association.
Starks, S. (2011) Distance advising: An invitation to join the discussion. Retrieved on from http://www.nacada.ksu.edu/AAT/NW34_3.htm#10.