IN PRODUCTION: A PRIMER ON DEVELOPMENTAL ADVISING

Patrick CateDirector of University StudiesPlymouth State University

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.

Introduce yourself to them and get to know each other.

Ask about their experience as an advisee or advisor

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

A Brief History – Post WWII Post WWII – Curriculum Issues/ GI

Issues Many new and diverse curricular

changes. Specialist needed to provide guidance.

Today?

First Era of Advising

Colonial to 1870 Close knit community, somewhat

elitist Focus on “Sharpening the mind.” Set Curriculum.

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

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)

Traditional (Prescriptive) Vs. Developmental Advising

Prescriptive Advising: Authoritarian in Nature Knowledge is one-sided. There is a “right” answer.

Traditional (Prescriptive) Vs. Developmental Advising

Developmental Advising: Is more dialogue than monologue. Student driven. There are “good” answers.

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.

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?

ADVISING AND DEVELOPMENTAL THEORIES

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

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.”

Terry O’Banion’s Model(1972)

Exploration of Life Goals Exploration of Career/Educational Goals Selection of Educational Programs Selection of Courses Scheduling of Classes

O'Banion, T. (1972). An academic advising model. Junior College Journal, 42, 62-69.

Exploration of Life GoalsWhat 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.Schedule

Coursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

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.

Schedule

Coursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

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.

Schedule

Coursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

Schedule

Coursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

Coursework Choice(Choosing electives, minors and/or general education courses)

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

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.

Schedule

Coursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

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.

Building Blocks of Developmental AdvisingSchedule

Coursework

Program Choice

Exploration of Career/Educational Goals

Exploration of Life Goals

James Marcia (based on Erikson’s work )

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

Marcia, J. E., (1966), Development and validation of ego identity status, Journal of Personality and Social Psychology 3, pp. 551-558

Chickering Developing Competence Managing Emotions Moving through Autonomy toward

Interdependence Developing Mature Interpersonal

Relationships Establishing Identity Developing Purpose Developing Integrity

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

Kohlberg Level 1. Preconventional Morality

Stage 1 - Obedience and Punishment

Stage 2 - Individualism and Exchange

Level 2. Conventional Morality Stage 3 - Interpersonal Relationships

Stage 4 - Maintaining Social Order

Level 3. Postconventional Morality Stage 5 - Social Contract and Individual Rights

Stage 6 - Universal Principles

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.

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

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

So What?

There are many more….who did you like?

Do these all fit together? If so, how?

Practice

Case studies in handout Video

Good Luck!