i got the job! now what?
TRANSCRIPT
student, teacher, resource, referral agent,advocate, friend, curriculum expert,counselor, career planner, studentdevelopment specialist, educator, manager,administrators, evaluator, researcher,mentor, information professional, teammember, academic advisor
Curriculum (what advising deals with)Pedagogy (how advising does what it does)Student learning outcomes (the result of
academic advising
Providing academic informationProviding career informationConveying institutional regulations and
proceduresAddressing personal and social concerns
Understanding of Conceptual Framework ofAcademic Advising
Knowledge of InstitutionKnowledge of Student Demographics, Student
Needs, and Special Student PopulationsKnowledge of Tools & ResourcesKnowledge of Relational Aspect of Advising
For the individuals they adviseFor involving others (when appropriate)To their institutionsTo higher educationTo their educational communityPersonally & Professionally
Advise students about academic requirementsand course selection
Provide information about institutional policiesand procedures
Perform and interpret degree auditsAssist students with career planningParticipate in the development, implementation,
review, and presentation of orientations for first-time college students and transfer students
Understand the institution’s interpretation ofFERPA
Case Study
To release information from a student’seducational record, request written consentfrom student
University staff may disclose directoryinformation without written consent- name- address, phone, e-mail- dates of attendance- degrees and awards received- most recent previous institution attended
Monitor student’s academic progress andrecommend solutions to academic difficulties
Case Study
Identify the set of circumstances which led toprobation status- improper choice of major- personal motivation- peer culture- skills- self regulation
Assist student in the development andimplementation of a plan for success
Intrusive advising focusing on more personalrather than professional approach
* Higgins, E. M. (2003). Advising students on probation. Retrieved February 13, 2009 from the NACADAClearinghouse of Academic Advising Resources Web site:http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/probation.htm.
Refer students to the appropriate specializedstaff
Case Study
Be knowledgeable of campus resources – knownames of contact people
Have campus contact list readily availableBe aware of students’ need for referralsHelp make student comfortable with contacting
an outside resource by establish goals forreferral beforehand
Facilitate referral processKeep a record of recommended referrals
You cannot be all things to all peopleToo many duties, not enough timeOutsiders view of advising
Understand what students expect of you To know the college Help them solve problems Communicate effectively
Familiarize yourself with the campus layoutStudy course catalog, brochures, flyers, and websitesSeek the answers to common questionsNetwork with staff and faculty across campusGather as much information as possible regarding the
function of different campus departmentsObserve other advisorsUse theory to inform your advising practiceDevelop rapport first then seek to assess students’
knowledgeKeep detailed student records to jog your memory for
future meetingsHave fun
Create an environment where students feel like they matterProvide students with recognition for accomplishmentsInvolve students in the academic advising process by
allowing them ownership of decisionsFocus on the decision making process and guiding students
through thatPractice active listeningListen for patterns in students’ narrativesAsk probing questionsDemonstrate the usefulness and relevance of information to
students
• Fox, R. (2008). Delivering One-to-One Advising: Skills and Competencies. In V. N. Gordon, W. R. Habley,& T. J. Grites (Eds.), Academic Advising A Comprehensive Handbook (2nd ed.) (pp 342 - 355). SanFrancisco: Jossey-Bass.
Be willing to failTake risksCommit to the advising processHave funBe present and in the moment - - ListenBe obvious – clearly articulate your ideasBe willing to give up some control over the processMake eye contactOpen up awarenessThe most important thing is what the student just
said or did* Merlin Works (2008). Merlin Works Cheat Sheet. [Brochure]. Austin, TX: Author.
Take a bow.
I made a mistake.I feel silly.Oops, that was wrong.I forgot to…I messed up.
Accept This
Three headed expert
“Becoming a good advisor is a lifelong processand there will never be a day when I (can)say, ‘Well I know it all now!’ ”
“I realize…that expertise is developed, notaccomplished.”
*Patrick Lynch, A New Advisor’s Journal. The Mentor: An Academic Advising Journal.