lasota final project
TRANSCRIPT
LaSota Final Project 1
Final Project
David LaSota
Submitted: March 7, 2016
Expected Graduation: May 2016
Advisor: Dr. Christy Craft
LaSota Final Project 2
Table of Contents
Introduction……………………………………………………………………………………....3
Personal Philosophy of Advising……………………………………………………………......4
Case Studies
case of Megan…………………………………………………………………………….6
case of Maria……………………………………………………………………………12
case of Smallville Liberal Arts Advising Center……………………………………...18
References……………………………………………………………………………………….24
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Introduction
The following pages contain my final project for the Master’s degree program for
Academic Advising at Kansas State University. This project conveys my growth and
development as a practitioner of academic advising, and my passion to support and guide
students through their academic and professional pursuits. The first portion of this project
contains my personal advising philosophy, which must be a fluid, living document. It details my
commitment to the student, university, and the profession of academic advising. Following the
advising philosophy are two case studies involving students needing special assistance and
advising in relation to their individual needs. Finally, the project concludes with a case study of
an academic advising program seeking to involve new technologies into their practice.
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Personal Philosophy of Advising
My overarching goal of academic advising is to facilitate students’ success, development,
and learning academically, professionally, and personally. Using National Academic Advising
Association’s (NACADA) Core Values (NACADA.org, 2005) as my guide, I will provide
quality service to meet individual student need, offering access and opportunity across campus. I
will take a student-centered, shared responsibility approach to advising students, so that both the
advisor and the student will be responsible for the growth and development of the student. This
partnership and relationship will guide the student through the academic process and instill a
sense of responsibility for their own actions. My role will be to provide students with the
appropriate information in a timely manner. I am committed to the whole student, recognizing
and appreciating the individuality and unique characteristics of each one of my students and will
strive to foster their individual potential. My advising approach will help students make
successful transitions into college; become self-reliant and responsible throughout their stay in
college; and be able to pursue successful professional careers out of college. I will encourage
my students to become life-long learners and develop an appreciation for the education and
experiences they have throughout life.
The college environment is constantly changing and with it, course delivery and
communication. I will keep up-to-date on all available outlets of communication and
technological changes within and outside of the university environment. I acknowledge that
learning at the university level does not happen in a vacuum; students have concerns outside of
academics (financial, familial, social, etc.) that may affect their learning inside of the classroom.
I will recognize my limitations and where my area of expertise ends. I am aware of the other
student resources available to my students and will make timely and appropriate referrals to meet
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students’ needs. I will keep abreast of all university policies and procedures and will respect the
student’s confidentiality, not only in regards to Family Educational Rights and Protection Act
(FERPA), but also to build rapport and trust with my students.
As I grow as a professional advisor, I will advocate and be a voice for the students by
joining curriculum development committees and student affairs committees to name a few. I
will also advocate for the importance of advising to students. In providing exceptional advising
to my students, I will contribute to the excellence and success of the university as a whole. As
much learning and development happens outside of the classroom as inside. Being aware of
student interests and co-curricular activities that are in line with these interests engage the
student more in the university setting and promote success.
In order help my students grow and develop, I must grow and develop personally and
professionally. This includes being a life-long learner, staying up-to-date on new theories and
practices emerging within the advising profession. To better address and understand the needs of
a diverse student population, I have to be educated and attend cross-cultural events and
opportunities. Depending on the needs of my students and where they are educationally and
developmentally, I must practice a fluid style of advising from prescriptive to developmental
advising and everything in between. My advising practice will change depending on the needs
of the student. As I grow as an advisor, so too will this philosophy; revisiting and revising this
statement throughout my career.
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The Case of Megan
Karen is an advisor at a small, private college. Megan is an 18-year-old freshman. When
Megan calls to make her registration appointment for the spring semester, Karen remembers her
well. They met at summer orientation, and Karen found Megan to be enthusiastic about college
but completely undecided about a major. Her SAT and high school grades indicated a strong
preference for reading; she had average math scores and low scores in the sciences. Megan
stopped in at the beginning of the semester to switch her English class sections because of a
conflict with her new campus job at the library. At that time, Megan was enjoying life on
campus, getting along well with her roommate, and indicated that her classes were “fine.” When
Megan arrives for her appointment she is a bit more prepared to select classes for the spring. She
is still debating between her two majors and just wants to take “general classes” again in the
spring.
“I really like that sociology class. Are there more classes like that?” Megan asks.
Karen pulls up the list of sociology classes offered in the spring and asks Megan what she
liked about the sociology class. Megan describes the chapter on environmental sociology and
was fascinated. She has long been interested in environmental concerns and issues.
“One of my classmates is also interested in the environment. She’s majoring in geology
and was telling me about it. Is there a geology class I can take? Maybe I’ll major in that.”
Karen pulled up the geology classes offered in the spring, happy that Megan found
something in which she was interested, but concerned because of Megan’s past science grades
and test scores. “Tell me about the science classes you had in high school. Did they interest you?
How did you study for them?”
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Megan describes her past science classes. She had earth science as a freshman and that
class did interest her more than the others. “I never had to study much in high school,” Megan
confessed. “I try to take notes but they never make sense when I read them later. In high school I
just listened to the instructor, read the book and got the information. But in my science classes
the instructors used all these diagrams and charts that I never really understood and then I would
get bored.” They discuss Megan’s strategies for studying for her classes a bit more.
Karen can see that Megan begins to brighten but still seems a bit nervous. Karen asks if
there is anything else she can do to help Megan. Megan thinks for a moment; clearly there is
something else troubling her.
“Well, I don’t know if you can really help me with this, but it has been on mind and I’m
not sure how to go about it.” Megan explains to Karen that she is gay and while she has come out
to her younger sister and to many of her friends, she has not yet told her parents. She feels it time
to do so and she wants to tell them when she is home over the semester break. But she is nervous
about their reaction to the news. Karen empathizes with Megan’s situation and asks more about
Megan’s relationship with her parents, how she told her sister, and what her sister’s reaction was
to the news.
Response to the case of Megan
Megan is not unlike many freshmen; excited about the possibilities but unsure about
which possibilities to pursue. It falls to Karen, Megan’s advisor to help Megan navigate through
the tough choices she is faced with. Megan is ahead of the curve in the sense that she is
considering two specific majors, but is completely uncommitted to either. Karen should show
some concern about Megan’s interest in Geology given Megan’s difficulties in math and science.
These difficulties may be a result from Megan’s learning preferences and/or her study habits;
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these same preferences could lead to a successful academic career in Sociology. Assisting
Megan with her academic studies and guiding her to a potentially successful educational track is
important, but Karen has an opportunity to make a significant impact in this student’s life.
Another area that Megan needs support is her decision to come out to her parents.
Providing Megan with the proper support and direction to the appropriate support resources in
her navigation through her LGBT identity questions and significant life events.
Advising Megan’s Academics
Megan is similar to many other freshmen, being undecided about her future studies.
While there is some pressure to choose a course of study, the decision is not impending as she is
beginning her second semester. While she has interest in both potential areas of interest;
Geology and Sociology, Megan needs information about the fundamentals of both choices.
Where Megan’s dilemma lies is her lack of information about the two paths. Gordon (2006)
devised a career decision making process, the 3-I process. This process guides students to ask
and answer questions about their career goals; gather information about those goals; and then
integrate the information learned into career decisions and goals. Megan appears to be in the
Inquire phase of the 3-I process. She may be unable to decide between the two choices because
she is not equipped with the proper information. This is an opportunity for Karen to supply
Megan with the answers and information she needs to make the appropriate decision about her
academics. Megan’s inability to decide on a major is not Karen’s only concern regarding the
major choices.
Megan has two strong choices for majors; Sociology and Geology. Megan has expressed
interest in environmental studies and these two choices will allow her to pursue her interests.
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The concern that Karen can and should express is Megan’s performance in the two disciplines
she chose. Megan’s performance in math and science should raise a flag to Karen about her
choice of Geology. Also, what Karen learns about Megan’s learning preferences and styles
could suggest Megan would be more comfortable and successful in Sociology. Fleming (2001,
as cited in Hawk & Shah, 2007) suggested that some students learn in different way and have
preferences for certain modes of teaching. Fleming’s VARK model (Hawk & Shah, 2007)
describes these preferences. Megan’s difficulty in understanding the diagrams in her math and
science classes suggests that she is not a visual learning and may continue to have difficulties in
the science heavy geology courses. On the other hand, Megan’s ability to gather, process, and
retain information through reading and listening to lectures suggests that she is strong in the R or
reading and writing aspect of the VARK model. Equipped with this information, Karen can in
good faith suggest to Megan academic pursuits and class schedules that will be beneficial and
help Megan succeed. With Megan’s interest in taking more general education classes, perhaps
Karen can suggest an environmental science or sociology class that will count towards Megan’s
general education requirements. Karen may also suggest Megan attend tutoring centers to help
with her troubles with the visual aspect of science courses. With a solid plan in place for
Megan’s academics, Karen can now assist Megan with her other concern.
Advising Megan’s Personal Issues
Megan’s decision to come out to her parents is a significant moment in her life. The fact
that Megan has trust in Karen to seek guidance from her is significant as well. In her short time
as Megan’s advisor Karen clearly had formed a relationship with Megan. This relationship
building is the first step in creating a helping relationship (Young, 2013). By building this
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rapport, Megan felt comfortable in opening up and disclosing her sexuality. This relationship
created a safe environment, something that is essential for students in Megan’s position.
Along with Megan developing her identity as a student pursuing her education, she is
also developing a sense of self in her identity as a lesbian. Megan appears to be fairly committed
in her lesbian identity, having already disclosed her sexuality to her sister and friends. This level
of commitment and disclosure suggests that Megan is in Cass’s 4th stage – identity acceptance
(Evan, Forney, Guido, Patton, & Renn, 2010). Cass also related the importance of peer group
interactions; support from peers can influence Megan’s self-image. Megan’s decision to come
out to her parents, or become lesbian offspring (D’Augelli as cited in Evans et al., 2010). In this
stage, students often have issues disclosing their sexuality to their parents. D’Augelli suggested
that a positive relationship with her parents is possible for Megan through education and patience
Evans et al., 2010). Karen needs to be aware of all of these developmental factors in order to
assist Megan through this critical time in her development.
Karen has already created a safe environment for Megan, but Megan needs more support
from peers; people whom may have had experience with a situation similar to Megan’s will be
better equipped to support her. Being aware of student groups and other resources Megan can
look to for support could make the acceptance of her sexuality and its integration into her life
less stressful. Harding (2008) offered strategies in advising students developing their sexuality.
These strategies include using appropriate language and not assuming heterosexuality; learning
about LGBT culture, the people, issues, and concerns; and facilitating support for students to
advocate for themselves (Harding, 2008). If Karen is unfamiliar with Megan’s situation, she
should direct Megan to the appropriate resources for support. Judging by the questions Karen
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has already asked, she appears to be able to facilitate a conversation with Megan and is aware of
Megan’s needs during this critical time in her life.
Conclusion
Megan is faced with some significant decisions. Karen is in a significant and unique
position to make an impact in Megan’s life, not only academically, but personally as well. By
fostering a safe environment and close relationship with Megan, Karen has become a person of
support through these tough times. Equipped with the proper knowledge of student development
and campus resources, Karen can make the appropriate referrals in order for Megan to receive
the support she needs from peers and similar men and women on campus that have experience in
Megan’s situation. All of this contributes to Megan’s experience on campus and provides her
with the appropriate and needed support for these developmental times.
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The case of Maria
Maria is a 19-year-old Latina, first-generation university student in her second year of
study at a large predominately white suburban state university. She is “normal” in intelligence
but reports that she dislikes school. She is undecided about her major except for the fact that she
is not interested in “anything related to math or science.” Her current grade point average is 2.2
on a 4.0 scale. In her last visit to her advisor, Dave-a White male, she shared that she routinely
hands in her class assignments late, if at all. Maria is not involved in any university-related
activities but does work 20 hours per week at the fast food restaurant across the street from her
residence hall. She associates with a group of students who also have little involvement in
school-related activities and tend to not take studying that seriously. Some of her friends have
been in trouble with the police for drug-related activities. Maria regularly meets with her advisor.
Dave has taken an interest in Maria’s college success after meeting with her and her parents
during New Student Orientation. The entire family was very respectful and Maria’s parents
expressed their belief that a college education was important so that Maria could have a good
paying job to help provide for her own family someday. Maria appeared to respect her parents
and agreed with them that a college degree would be good for her future. However, Maria is
typically not enthusiastic when she meets with Dave. She schedules her meetings with him just
before she is eligible to enroll. Dave believes Maria’s only reason for meeting with him is to
have her advising flag lifted so that she can enroll. Maria’s father recently called Dave
encouraging him to help Maria select a major. Dave assures Maria’s father that they will discuss
her major options at their next visit. Without disclosing Maria’s grades or details of previous
advising conversations, Dave asks Maria’s father what he feels Maria’s interests and strengths
might be. Dave believes this might help open a real dialogue with Maria about her major options
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and how her choice of a major and experience on campus can all impact her future success as
well. Dave begins to plan for his upcoming meeting with Maria.
Adapted from Feller and O’Bruba (2009, p. 36).
Response to the case
Maria is having difficulty in transitioning to college life. Her grades are not horrible, but
Dave, her advisor, needs to be concerned about a few issues regarding Maria. First, Maria is at a
point in her academic career that an academic major needs to be determined and a plan of study
should be in place. Next, Maria’s study skills and learning processes need to be addressed;
admittedly submitting assignments late or not at all is an issue also. It appears that Maria is not
involved with any co-curricular activities or positive peer groups that may be critical to Maria’s
success. Perhaps gaining knowledge about Maria, her likes, strengths, and background will
allow Dave to assist Maria in having a successful academic career moving forward.
Advising the whole student.
There are many factors that could be affecting Maria and her difficulties being successful
and integrating academically. These factors can range from Maria’s personal development,
learning styles or preferences, identity development, familial support, and social groups. All of
these factors play a significant role in a student’s success and need to be approached during
advising sessions. The fact that Maria meets regularly with her advisor, Dave, shows that she
has interest in her university life, but may be unsure of how to explore options to be successful.
This is a case where Dave may apply intrusive advising (Vanllandingham, 2009). Intrusive
advising involves proactive, action-oriented advising strategies to get the student involved in
their own education and career planning activities. Maria seems to lack motivation to choose a
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major and career path; intentional, intrusive advising plans structure activities and opportunities
to build Maria’s success and hopefully motivate her to continue that success (Vanllandingham,
2009). This form of advising could also address another concern, Maria’s academic
performance.
Many factors can contribute to Maria’s lack of success in the classroom; lack of interest
in the material, time commitments outside of the classroom (Maria does have a part-time job),
and other extracurricular activities can all play a role. One factor that Dave can assist Maria with
is a factor concerning her learning ability. Maria’s lack of success in the classroom can be
attributed to a low self-efficacy. Self-efficacy is the belief the student has in his or her own
ability. Zimmerman (2000) stated that self-efficacy can influence a student’s choice to
participate (or not to participate in Maria’s case) in university activities, the level of effort a
student puts forth, and persistence. If Maria does not believe in herself and her ability to be
successful, then she is at a high-risk of leaving school and not returning. Dave can implement
strategies to increase Maria’s chances and attainment of success, thus raising her self-efficacy, as
a part of his intrusive advising strategies. Zimmerman (2000) suggested strategies that result in
small successes, thus raising the student’s belief that he or she can be successful. Setting short
term goals that are challenging yet attainable is one such strategy. Being successful in attaining
these goals motivates learning and begins to help students develop long term goal setting, self-
evaluation, and use of specific strategies. Helping Maria learn that she has the ability to be
successful during advising sessions may increase her belief in herself to be successful inside of
the classroom. Assisting Maria with her classroom success is a vital role for Dave, but other
factors are contributing to Maria’s success in college and her development as a student and
person.
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Maria is a first generation student and with that distinction comes a lot of pressures.
Harding (2008) suggested a list of concerns that affect 1st generation students and some of them
apply to Maria. Harding (2008) concluded that 1st generation students are twice as likely to leave
college before their second year (Maria is currently in her second year but may be close to
withdrawing from school); Maria works part-time (perhaps she is contributing her income to
support her family at home?); she belongs to an ethnic minority (this concern will be discussed
later); and her low achievement academically may suggest she entered college underprepared
and may suffer from low self-esteem. In order to address these concerns, Harding (2008)
suggested using Peters’s strategies when dealing with first generation students. Dave can
develop a positive relationship with Maria, and judging by the frequency of visits, this may have
already occurred. Dave can also assist Maria with her time-management skills (potentially a
reason Maria has difficulty submitting assignments on time) by writing out a list of important
dates and having Maria do the same for assignment due dates. Harding (2008) also related that
first generation students need structure and guidelines to succeed. Helping Maria organized,
prioritize and develop time-management skills may allow Maria to experience success and
motivate her to persist. Along with these strategies, Peters also suggested using campus
resources like student groups and also involving the student’s parents in the process. Not only
could this help a first generation student, but may help Maria develop her other identities as well.
Patton, Harris, Ranero-Ramirez, Villacampa, and Lui (2015) considered some of the
issues facing Latina students in higher education. They related that women have been
historically and systematically silenced by a white male dominated society and this silencing
makes it difficult for women of minority groups to seek and ask for help. This feeling of
isolation Maria could be experiencing from attending a predominantly white university could
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result in Maria feeling marginalized and invisible. Patton et al. (2015) suggested using
Schlossbergs components of mattering to combat marginality. Maria must be made to feel
noticed, important, that someone cares about her successes and failures, needed, and that her
contributions are valued. (Patton et al., 2015, p. 47-48). Dave can use a few strategies, some of
which he has already employed to assist Maria. Involving Maria’s father in gaining insights
about Maria’s likes and strengths is a great start. For many Latinas, family is the most
significant form of support. Dave may also suggest to Maria to join some student groups or a
peer mentoring program for support. She may discover that there are other women who have
been in a similar situation and were able to persist and succeed. This may also cause Maria to
change her circle of influence, which, judging by their academic behavior and troubles with the
law, will be a positive influence for Maria.
In order to effectively change Maria’s outlook and behavior, Dave may want to
implement what Young (2013) described as the REPLAN approach. All of the strategies
discussed previously lend to the REPLAN approach: Dave has established a strong Relationship;
by setting short term, attainable goals, Dave has helped Maria Enhance her self-efficacy; goal-
setting, time-management, and being involved in university activities help Maria Practice new
behaviors. By progressing through these first REPLAN steps, it may be easier for Dave to help
Maria Lower emotional reactions (depressed about difficulties in academics?), Activate Maria’s
expectations, hope, and motivation to perform better, and Provide new learning experiences that
will continue to motivate Maria (Young, 2013, p280-283). Dave is committed to Maria’s
success, if Maria commits to working on these strategies with Dave and learns to focus her
energies on her new learning experiences, she may be able to have a successful academic
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experience and perhaps set an example for future generations of college students within her
family.
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Case of Smallville Liberal Arts Advising Center
The Smallville Liberal Arts College Academic Advising Center is having their weekly staff
meeting. Alex, the director, brings up the idea of adding a Twitter feed and a blog to their
website in an effort to update their advising services as well as appeal to today’s students. The
majority of students at Smallville are traditional-aged college students, though there are more
non-traditional students enrolling, particularly in the new online General Studies program. A
student services survey of students over the past year revealed student interest in Tweets, text
messages, and other media sources for getting information. The survey also revealed that only
40% of students read their campus emails, making Alex feel it is time for a change.
Lynda, who has been an advisor in the center since its inception in 1990 is opposed to using
social media to reach students. “Students need a person that they connect with. Technology
cannot take the place of advisors.”
Steve thinks this idea has possibilities. His own children currently attend the large land grant
institution in the state. They have described the text alerts and Tweets they receive from their
advisors, reminding them of deadlines and events on campus. “They find it very helpful, ” he
tells the group.
“Students can now select their classes online, they enroll online, and now we have online classes.
We are just losing touch with our students. I don’t think we need any more technology. We need
to find ways to assure that they do come in to see us,” Lynda says emphatically.
Courtney, a recent graduate of a program in academic advising speaks up, “I understand the
concerns about veering away from direct contact with students. But I also think that technology
can actually help us to stay in closer touch with students and may draw in students who don’t
understand the importance of seeing their advisor. “
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Steve agrees with Courtney, while Lynda is still against adding more technology in their work
with students. Alex has been listening to the thoughts and concerns of each staff member, and
would like to make a decision soon, but time for the staff meeting has run out for today.
“I see we’re out of time,” Alex interrupted. “I appreciate all of your input and will give this some
more thought.”
Alex now has to consider the attitudes and feelings of the staff before deciding how to proceed
with any additions to the Advising Center’s tool box. Alex believes the results of the student
survey indicate a need for change, but how is the best way to proceed? Alex wants to find the
best way to serve the students and to keep the advising staff empowered and happy in their
positions.
Response to case study
The importance of technology in education is clear. From course management systems,
student information systems, to communication and file sharing, technology plays a vital role in
the administration of higher education and the advising of students. Leonard (2008) went as far
as to say that introduction of new technologies has had the most significant impact of advising.
The results of the student survey suggest that the current uses of technology (predominantly
emails) have become outdated and are not the preferred methods of communication by students.
As important as technology is to the dissemination of information to a large populations of
students, it still does not replace the need for interpersonal relationships in advising. Many
researchers agree (Esposito, A., Pasquini, L. & Steele, G., 2011; Pasquini, L., 2011; Leonard, M.,
2008) that the proper utilization of technology can increase student support and retention
initiatives. Lynda’s fears about losing touch with students is not unwarranted though. Too much
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reliance on technology can create an impersonal environment and can cause students to become
disengaged. There are also concerns about the effectiveness of technology at the developmental,
mentoring, and counselling aspect of advising (Esposito, et al., 2011). It is this concern that
requires advisors to develop and maintain strong interpersonal relationship with their students.
Implementing new technology
Before implementing new technology to any department, but specifically to the Advising
Center, a needs assessment must take place. The percentage of students that utilize campus
email as their preferred mode of communication suggests a change needs to take place. Other
forms of social media allow for mass dissemination of important information that reaches a
larger population of students. Using multiple modes of communication may be the best way of
accessing a diverse student population; the more ways advisors reach out, the more likely
advisors will reach more students (Leonard, 2008). Carter (2007) suggested that social media
sites are becoming the preferred method of communication of students; many students tend to
use social sites more often that their campus email. With the ability to reach the most students at
any time, it is clear why the Advising Center is considering adopting these modes of
communication.
On the surface, Lynda’s concerns about implementing a new technology to the advising
office are understandable. With the use of course management systems for online classes and
online registration, it appears that the personal aspect of one-on-one advising is becoming less
important. This, however is not the fact. Any technology that is adopted should enhance and
supplement the advisor-advisee relationship by expediting, simplifying and/or increasing access
to information (Leonard, 2008). Means of mass communicating information such as deadlines,
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workshops, and events allows advisors to focus on the developmental aspects of advising during
their one-on-one sessions. Utilizing blogs and microblogging (Schwenn, 2010) allows for this
information to be located at a central place online and frees up time during the personal advising
meetings to work on other important matters. The main focus, goal, and objective of an advising
department should be the facilitation of student success and retention. Addition of new
technologies complement the current advising sessions and optimizes student support services
and academic success; allows for continued advising beyond the one-on-one sessions; and could
create a stronger connection between the advisor and advisee (Esposito et al., 2011). Expressing
these advantages to Lynda could alleviate some of her concerns about losing touch with the
student population and advising in general becoming obsolete.
Along with any technological implementation comes the training associated with
learning a new mode of communication. Alex, as the director, has to develop and facilitate the
training to his advising staff members. While this may not be an issue for some advisor, others
like Lynda may need extra development. Keeping up-to-date on the technology utilized by
students should be an obligation of advisors (Leonard, 2008). In order to effectively
communicate with students, advisors need to be aware and knowledgeable of the current trends
among the student population. This awareness could bridge the gap between advisor and advisee
and allow for better communication and a stronger bond between the two. There may be a
concern about privacy issues as well, especially when discussing class or grade information on
social media outlets. The NACADA Commission on Technology in Advising proposed
guidelines when adopting new social media forms of communication (Esposito et al., 2011).
One of these guidelines state that privacy standards for student records standards should be
similar to telephone and email (p. 268). Practicing these standards when using social media
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outlets of communication should ease the concern of student, parents, and administrators. The
Commission also guides advisors’ behavior on public, social media sites. Just as in public, the
advisor represents the university and should conduct him or herself professionally (p. 268). The
use of these resource and their pertinence to the advising relationship should be reviewed often.
If a particular mode of technology becomes less utilized (like email the Smallville Liberal Arts
Advising Center), a needs assessment should be conducted and a new form of technology should
be adopted.
A few other concerns should be considered when implementing new technology. With
the rapid growth of technology on a daily basis, some programs may try to implement multiple
tools and technological resources. While it is advisable to stay abreast of current technological
trends, the implementation of too many resources at the same time could result in staff becoming
confused and disenchanted with the use of the tools. Making sure advising staff is properly
trained and comfortable using a technological tool before implementing new resources can
reduce this risk. Another concern is the non-traditional student population at the university,
mainly older, returning adult students. Younger, traditional-aged students are familiar with new
emerging technologies having grown up using technology and are used to the rapidly changing
technology advances. Older students, on the other hand, have a learning curve associated with
learning and using new technology. Advising administrators need to consider their student
populations and implement training for them as well when using new technology resources.
Conclusion
The uses of technology on campuses continue to grow. New technologies and forms of
communication seem to form daily. As the student population begins to utilize these forms of
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technology, so too do universities and their faculty and staff need to be familiar with and be able
to use them to reach the most students possible. Advisors have an obligation to learn and utilize
the technology that students are currently using (Leonard, 2008). Becoming familiar with new
technologies should be a part of an advisors ongoing professional development. This necessity
can be articulated in job descriptions of staff and faculty that perform advising duties (Esposito
et al., 2011) and administrators should prepare for the development of training to utilize new
technologies. In no way should technology and new forms of communication take the place of
personal, one-on-one advising sessions. They should complement current practices and allow for
advisors to focus on the developmental areas of student learning outcomes as they will not have
to spend precious time with particulars that can and will be communicated via a mass
communication medium like social networks.
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References
Carter, J. (2007). Utilizing Technology in Academic Advising. Retrieved: March 5, 2016 from
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