ADVISING AS TEACHING AND

LEARNING

Mark J. Felsheim, Ph. D.

DEFINITIONS -TEACHING

“It is not the case that teaching necessarily implies learning.  What teaching implies is merely the intention to bring about learning.”

-Paul H. Hirst, “What is Teaching?”

“There is, in fact, no teaching without learning.  One requires the other.”

-Paulo Freire, Pedagogy of Freedom

“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” 

― Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life

DEFINITIONS - LEARNING

We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.Peter Drucker

Despite its dangers, “love” is for me the only word that captures my deepest sense of what it means to desire for other persons not what they may want, but what is best for them, measured by the distance between what they are and what they might become.

-Marshall Gregory, “Pedagogy and the Three Loves”

Asking good questions is half of learning...MUHAMMAD

It's what you learn after you know it all that counts.  ~Attributed to Harry S Truman

DEFINITIONS - ADVISING

Academic advising, based in the teaching and learning mission of higher education, is a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes students' educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes.

^ National Academic Advising Association. (2006).

 NACADA concept of academic advising

DEFINITIONS - ADVISING

 "Advising is a key to student retention. The best way to keep students enrolled is to keep them stimulated, challenged and progressing toward a meaningful goal. The best way to do that--especially among new students--is through informed academic advising."

Anderson, Edward "Chip". (1997). Academic Advising for Student Success and Retention. Noel-Levitz, Iowa City, IA.

"Good advising may be the single most underestimated characteristic of a successful college experience."

Light, R.J. (2001) Making the most of college. Cambridge, MA: Harvard University Press.

 

 If students are to succeed in college and in life, the principles of developmental advising must be considered essential to all phases of the institution. "Advising cannot be done in isolation. This process must be integrated among all constituents of the institution" (Grites, 1979, p. 6). Advisors are in a unique position to champion and monitor this integration.

As quoted: Miller, Marsha A. and Alberts, Bonnie. Developmental Advising: Where Teaching and Learning Intersect.NACADA Journal, 1994, 14(2): 43-45.

GOALSThe goal of Teaching is:

STUDENT SUCCESS

The goal of Learning is:

STUDENT SUCCESS

The goal of Advising is:

STUDENT SUCCESS

COMPONENTS OF A

SUCCESSFUL ADVISING STRATEGY

• Early, Intensive, and Intrusive• Focused on Helping Students Establish Clear Goals• Focused on Helping Students Get Engaged with the College and with Their Learning• Comprehensive• Focused on Making Connections• Students Must be Taught and Guided

GIVE STUDENTS A CLEAR PLAN

Sample Questions:

What are your long-term career goals? What do you know about your chosen career (skills needed, working conditions, salary, job placement, etc.)? What program and award are you pursuing How long do you think it will take you to complete your program? How do you plan to pay for your education? Where will you go for help with your studies? List at least one person at NOVA that you can go to ask for help: List people outside of school who are supportive of your educational goals:

USE OF ELECTRONIC

PORTFOLIOS TO INCREASE SUCCESS

http://fredschostag.efoliomn.com

http://monicafitchett.efoliomn.com

http://markcallahan.efoliomn.com

http://ashleycollins.efoliomn.com

http://tsiningvang.efoliomn.com

http://bethjones.efoliomn.com

SET HIGH EXPECTATIONS

The Automotive Service Technology program goals are to develop professional and employable automotive technicians by:

Providing training that meets employers needs. Providing training necessary to develop job entry skills. Developing a professional attitude and appearance. Developing quality work habits and ethical practices. Developing critical thinking and diagnostic skills. Repairing vehicles to industry standards. Encouraging students to become ASE certified. Developing knowledge of safety issues in the workplace. Providing knowledge of hazardous materials and environmental issues.

GUIDE AND SUPPORT

STUDENTSStudents Need to be Taught how to Succeed

Skip Downing’s Work

How to Communicate and Problem Solve With Your Instructor

Model Professional Behavior

GUIDE AND SUPPORT FACULTY

“The students we teach are larger than life and even more complex. To see them clearly and see them whole, and respond to them wisely in the moment, requires a fusion of Freud and Solomon that few of us achieve.” ~ Parker Palmer, The Courage to Teach

Train the faculty member on advising and what is in it for him/her Insure a smooth handoff Connect early with the teacher and students Provide quick response and support

IMPORTANCE OF THE HUMAN

TOUCH – CONNECTIONS AND

ENGAGEMENT“I define connection as the energy that exists between people when they feel seen, heard, and valued; when they can give and receive without judgment; and when they derive sustenance and strength from the relationship.” ― Brené Brown

A word search of the interview transcripts, revealed that words like “community,” “belonging,” and “fit in;” occurred frequently.

 

From Pathways to Success a dissertation by Mark J. Felsheim, Ph. D.

RESULTS OF ADVISING MODEL -

ENROLLMENT

Headcount Full Time Part-Time FTE0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

140.00%

160.00%

45.66%

71.56%

42.26% 41.27%

90.46%

143.12%

60.62%

105.32%

Percent Increase in Enrollment by May 1 for Fall

Percent Increase year 1 Percent Increase two year

RESULTS OF ADVISING MODEL -

RETENTION

FY 08 FY 09 FY 10 FY 1160.0%

62.0%

64.0%

66.0%

68.0%

70.0%

72.0%

74.0%

76.0%

78.0%

Fall to Spring retention Rates

CaucasianAfrican-AmericanAll students of color

My unique skills

Mark “has proven himself to be a change agent and an individual that can apply creative talents in the development of practical yet positive solutions.” Richard Rogers, Ph. D. College President.

“Mark’s compassion, empathy, humility, and professional advice have helped solve issues related to people and their work.” KimChau Ngo, Multi-cultural advisor.

“Mark is an ethical and fun person. “ Kathy Matel, Student Success Coordinator.

“Strange is our situation here upon earth. Each of us comes for a short visit, not knowing why, yet sometimes seeming to a divine purpose. From the standpoint of daily life, however, there is one thing we do know: That we are here for the sake of others...for the countless unknown souls with whose fate we are connected by a bond of sympathy. Many times a day, I realize how much my outer and inner life is built upon the labors of people, both living and dead, and how earnestly I must exert myself in order to give in return as much as I have received.”

 Albert Einstein