blane harding director of advising, recruitment, and retention colorado state university terry...
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![Page 1: Blane Harding Director of Advising, Recruitment, and Retention Colorado State University Terry Musser Advising Coordinator, College of Agricultural Sciences](https://reader036.vdocuments.mx/reader036/viewer/2022062518/56649e955503460f94b999e9/html5/thumbnails/1.jpg)
Blane HardingDirector of Advising, Recruitment, and
RetentionColorado State University
Terry MusserAdvising Coordinator, College of
Agricultural SciencesPenn State University
Special thanks to:Margaret King- Schenectady CCC
Joanne K. Damminger- Rowan University
2011 NACADA Summer InstituteNew Orleans, LA
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What are effective advisor competencies?
What do students want, expect, and need?
Why are the skills important?
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Share ideas
Who do you advise?
What skills are effective?
What do students want?
What do students need?
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“Academic advising is a decision-making process during which students reach their
maximum educational potential through communication and information exchange with an academic advisor.” –Thomas J. Grites
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“…promote learning and development in students by encouraging experiences which
lead to intellectual growth, the ability to communicate effectively, appropriate career choices, leadership development, and the ability to work independently and collaboratively.”
–CAS Standards
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Commitment to whole student Recognition and appreciation of
individual differences Commitment to facilitating student
development, success, and learning Provide quality services to meet
student needs Commitment to provide access and
opportunity
“Service to others is the rent we pay for our time here on earth.”
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Available Knowledgeable Caring Competent
“Poor academic advising can be a reason for leaving college”
(Tinto, 1998)
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Informational…Know Relational…Do Conceptual….Understand
Academic advising is a critical component of the mission of
higher education (Gordon & Habley, 2000; Light, 2001)
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“We are what we repeatedly do.
Excellence then is not an act
but a habit.”
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EXPLORATION OF LIFE GOALS
EXPLORATION OF VOCATIONAL GOALS
PROGRAM CHOICE
COURSE CHOICE
COURSESCHEDULING
O’Banion’s Advising Model Hierarchy
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Communication - verbal and non-verbal
Questioning - advising interview
Referral - advising strategies
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Attentive listening Maintain eye contact Avoid interruptions/solutions Consider body language Consider content and context of student’s
words Acknowledge student’s words Awareness of learning patterns Reflect, rephrase and/or paraphrase
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Visions and goals: mutual agreement Understand and appreciate one another Ongoing communication Value, solicit, and learn from each other Create and implement shared, inclusive
decision making
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Respect, trust, and mutual understanding
Develop belief that each contributes equally to student success Celebrate accomplishments
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Open ended vs. closed
Concern for student Clarify Challenge and support
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Listening is crucial Student’s needs, not advisor’s Explain reason for referral Expected results of referral Specifics of referral Making referral Set time for follow-up
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A systematic process involving academic departments, faculty, and advising services to address the personal, career, and academic goals of those that we serve.
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“Academic advising is integral to fulfilling the teaching and learning
mission of higher education.”
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Advising has 3 components:
Curriculum
Pedagogy
Student learning outcomesC
urric
ulum P
edagogy
Learning outcomes
ADVISING
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Cur
ricul
um
ADVISING
Institution’s mission
Culture and expectations
The meaning & interrelationship of institution’s curriculum
Thinking, learning and decision making
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Selection of academic program & courses
Development of life and career goals
Campus/community resources, policies &
procedures
Transferability of skills and knowledge
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Advising requires the following of advising interactions:
Preparation
Facilitation
Documentation
Assessment
Pedagogy
ADVISING
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Be proactive in getting student to schedule meeting
Gather information on student
Designate clear and uninterrupted time
Student needs to be active participant
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Establish rapport
Diagnose need
Set goals
Design interventions
Evaluation and follow-up
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Take good notes
Maintain confidentiality
Do no harm
Security
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Self assessment
Student assessment
Peer assessment
Supervisor assessment
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Overall learning outcomes for advising
Individual learning outcomes for student
Learning outcomes
ADVISING
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“Good advising may be the single most underestimated
characteristic of a successful college experience.”
- Richard Light, 2001
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Brown, D. 2003. Career information, career counseling, and career development. Boston: Pearson Education, Inc.
Gordon, V. N. 2006. Career advising: An academic Advisor’s guide. San Francisco: Jossey-Bass.
Hagstrom, S. J., Skovholt, T. M., & Rivers, D. A. (1997). The advanced undecided college student: A qualitative study. NACADA Journal, 17(2), 23-30.
Light, R. J. (2001). Making the most of college: Students speak their mind.
Cambridge, MA: Harvard University Press.
O’Banion, T. 1972. An academic advising model. Junior College Journal, 42(6), 62-69.
O’Banion, T. 1994. Retrospect and prospect. NACADA Journal. 14(2), 117-119.
Tinto, V. (1998). Colleges as communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167-177.