Advising

Student Development at Al Akhawayn University

Two Approaches to Advising

Developmental advising:

student as whole person

Course related advising:

student as course consumer

Course related advising

Three sources of confusion:

1. The MATH sequence

2. The COMPOSITION requirement

3. The CORE CURRICULUM

MATH in SHSS Degrees

SHSS degrees require TWO MATH courses MATH 1300 Either MATH 1301 or 1399 Students who are Arts BAC can start with MATH

1399 and then take MATH 1300 All others should take 1300 and then 1301

MATH in SBA Degrees

SBA degrees require TWO MATH courses MATH 1300 MATH 1301 MATH 1300 is pre-requisite for ACC 2301 and

ECO 2301, which are pre-requisite for many other SBA courses

MATH in SSE Degrees

CS degree requires – MATH 1304, 1303, 2301, 3301

GE degree requires (minor in Math)– MATH 1304, 1303, 2301, 2303, 2304, 3301

EMS degree requires– MATH 1303, 2301, 2303, 2304, 3301

N.B. MTH1304 is not prerequisite for MTH1303 but students are advised to start with MTH1304

Math Course Titles

MTH 1399: Introductory Math Concepts– a.k.a. Pre-Calculus

MTH 1300: Discrete Mathematics– a.k.a. Discrete, or Discrete for Business

MTH 1301: Calculus I– a.k.a. Calc

MTH 1304: Discrete Mathematics for Engineers– a.k.a. Discrete

Composition ENG 1301 & 1302

Pre-requisite for HIS 1301 HIS 2301 COM 1301 LIT 2301 PSC 2301

CAD Sequence

SSK 1203 Computer Skills SSK 1201 Skills for Learning & Research SSK 1205 Interpersonal Skills & Social Interaction SSK 1202 Critical Reading & Problem Solving SSK 1204 Applied Independent Learning Methods

Advising at AUI

New arrivals have a CADvisor for 2 semesters– CADvising offers support, advice, a place to ask

questions, an identifiable person

CADvisors send students on to School Advisors School Advisors receive their advisees by

appointment in pre-registration week School Advisors input course selection using

http://mis.aui.ma/fas_initial.html

Developmental Advising

Questions to ask: 1. How are you doing in your courses this term?2. What’s your workload?3. How well do you manage your time?4. Do you really want to be an engineer?

Why focus on student development?

University-level students develop in multiple areas.

In order to integrate growth in all areas, students need support in all areas.

Trained staff can provide a source of non-judgmental feedback and create a safe learning environment outside of the classroom.

ACADEMICCAREER

EMOTIONALPHYSICAL

MORALETHICAL

Shouldn’t students just study??

The academic side of university life is, indeed, important; but, AUI also hopes to help shape:

Leaders Good neighbors and good citizens Career-ready employees Ethical decision-makers Self-confident adults Well-rounded individuals

Challenge and Support

Students grow and develop when they are challenged.

Students need support to work through new ideas, behaviors, and styles of thinking.

The AUI experience is a combination of living and learning, where growth can occur in the residence hall, the classroom, a club, a professor’s office, or the cafeteria!

Multiple Areas of Student Growth

Achieving competence Managing emotions Developing autonomy Establishing identity Freeing interpersonal relationships Developing purpose Developing integrity

Chickering (1969) Education and Identity

For example:Achieving Competence

Students believe that their poor grade in an “easy” course reflects a lack of competence

But their English skills are weak; they don’t like to read; they confuse effort with result

With faculty advice, they can start to identify the source of the problem: perhaps it isn’t their work in the course, but their ability to apply multiple skills to the learning task

Learning about one’s own strengths and weaknesses beyond the actual course is a major step

Establishing Identity

Sexual orientation Body image Values development Acceptance of personal responsibility Identity development

Developing Competence

Academic transition issues Failure to see logical consequences of actions Experimenting with substances or relationships Trying on different communication styles

Cognitive Development

Perry (1970, 1981) has developed a model that suggests how students make sense out of the information, theories, experiences, and opinions that confront them in college classrooms.

DUALISTIC STUDENTS are those who see the world as a place of absolutes such as right or wrong, true or false. Knowledge is seen as existing absolutely. Dualistic students tend to think of their role in terms of "right" answers and the role of the professor or staff member as providing those answers.

Students at the dualistic stage

Require structured interventions Prefer rule-based guidelines Expect to be offered ready-made choices Are just starting to develop critical thinking skills Have a tendency to « follow the crowd » May see conflict in terms of ‘winners’ and ‘losers’

Cognitive Development

MULTIPLISTIC STUDENTS recognize that there are multiple perspectives to problems. However, they are unable to evaluate each perspective adequately. A typical multiplistic response might be "We're all entitled to our own opinions.”

Cognitive Development

RELATIVISTIC STUDENTS see knowledge as relative to particular frames of reference. They show a capacity for detachment; they look for the "big picture," think about their own thinking, and evaluate their own ideas as well as those of others.