premise # 1 good advising does not just happen
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One-To-One Advising Skills Jayne Drake. Premise # 1 Good Advising does not just happen. Premise # 2 What students d o in c ollege matters. Premise # 3 The connections advisors make with their students contribute to - PowerPoint PPT PresentationTRANSCRIPT
One-To-One Advising Skills
Jayne Drake
Premise # 1
Good Advising does not
just happen.
Premise # 2
What studentsdo in
college matters.
Premise # 3
The connections advisors make
with their students contribute to their success.
Premise # 4
One sizedoes not
fit all.
The Challenge
Cultivate one-to-one advising from a base of
knowledge.
Making the case for Prescriptive Advising
Burns Crookston’s “A Developmental View of Academic Advising” (1972/1994/2009) changed the landscape.
Doctor/patient metaphor “Do as I say.”
Old:advisors as disseminators of knowledge on curricular matters New: advisors as teachers, mentors, facilitators, and guides—a developmental, student-centered process
Now: Commitment to the whole student
accounting for individual differences
Quality services(Prescriptive needs get
them in the door and open conversations.)
Student expectations of advisors. And the survey says:
# 1. Respect . . . ThenKnowledgeable
approachable engaging
communicative organized
responsive professional
humorous
In other words. . . . Do you know?
Are you there?
Do you care?
Good Academic AdvisingPromotes “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
Informational -- Do you know?
Relational -- What do you do and how do you do it?
Conceptual -- Do you understand
how you do the things you do?
What information do students need to know and when do
they need to know it?University policies and
proceduresDegree requirementsCourse catalogs and schedulesForms, forms, forms (where to
find them and when to use them)
Campus offices and services (which offices are on your speed dial list?)
Relational skills are, to beg the question, about “relating”
1. Communication skills2. Questioning skills3. Referral strategies
1. Communication Skills Listen, really listen, to what
students are saying—verbal and non verbal
acknowledge their words by rephrasing and reflecting on them
Avoid interrupting and the temptation to tell students what to do
Maintain eye contact
Thinking
Non-Verbal Listening
Speaking
Don’t underestimate the power of a smile
2. Questioning SkillsLike a great teacher:
AskShowClarifyChallengeSupport
3. Referral SkillsListening is keyIt’s all about the students’
needsExplain the reason for the
referralExplain the expected results of
the referralAny specifics of the referralOptions for making the
referral itself? Follow up
StudentStudent
It’s a Campus Collaboration
Academic Advising
Student Orgs
Financial services
Disability Resources
CounselingCenter
Learning Services
Diversity - multicultural services
Career Center
4. Teaching Skills—If advising is teaching. . . .
“An excellent advisor does the same for the
student’s entire curriculum that the
excellent teacher does for one course.”
Marc Lowenstein 2006
Conceptual Skills—the background information
Curriculum Advising Pedagogy
Student Learning Outcomes
1. The CurriculumAn Advising Curriculum involves
understanding:The institution’s mission and
valuesThe culture and expectations of
the institutionVarious advising approaches
We pause here for a shameless endorsement of Scenes for Learning and
Reflection and the forthcoming Academic Advising Approaches book
2. The Pedagogy—step by step
PreparationFacilitationDocumentationAssessment
PreparationHow can we be proactive in
getting students into our offices? Scheduling meetings?
What advance information can you/ should you gather on students?
Designate a clear, uninterrupted time
Students need to be active participants
FacilitationEstablish rapportWhy is the student here?What do we need to
accomplish today?What sort of assistance might
I offer?How did the meeting go?Do we need to follow up with
each other?
DocumentationTake good notesRecord every advising session
—how do you do it?Maintain confidentiality and
sensitivity to FERPA imperatives
How do advising notes remain secure?
Do students have access to your session reports?
Assessment
Self Assessment Student Assessment Peer Assessment Supervisor Assessment
Wednesday at 9:00 a.m.Foundation Session #4
Assessment of Academic Advising: An Overview
Thursday at 9:00 a.m.Workshop #3
Assessment of Academic Advising
Practical Tips for making the most of your time with students
Use students’ names when addressing them.
“A man’s name is to him the sweetest and most important sound in any language.”
Dale Carnegie
It’s Not About You
Avoid using the first person singular. Ask students to articulate their own thoughts.
Be Available
Respect Students’ Opinions
Confirm their worth“The deepest principle in human nature is the craving to be appreciated.”
William James
Regard your students as individuals who are experts in areas in which you may know
little.
“Every man I meet is in some way my superior; and in that I can learn of him.”
Ralph Waldo Emerson
Listen carefully—verbally and nonverbally. Half the time, what you hear is not exactly
what students really mean.
“That is not what I meant; that is not it at all.” T.S. Eliot
Ask Why(and What and How)
Be enthusiastic in your dealings with students—enthusiasm is contagious.
“There is a real magic in enthusiasm. It spells the difference between mediocrity and accomplishment…. It gives warmth and good feeling to all your personal relationships.”
Clarify the goals or objectives for each advising meeting. Is today’s goal to solve a problem or to
discuss an issue?
“You’ve got goals, you’ve got commitments, you’ve got aspirations and inspirations…. But have you got a place to sit?”
“Deliberating is not delaying”Ecclesiastes
Allow for moments of silence
Never Guess -- eliminate theTemple runaround.
(What is it called at your place?)
Document all advising contacts
Do it for your students and yourself
Three Parting
Thoughts
Students don’t learn more when you’re perfect. They learn more when you’re human and you make your classroom—and your advising appointments—a place where it is safe to ask questions and discuss issues.
“You cannot teach people anything. You can only help them discover it within themselves.”
Galileo
“With the right approach come the right results.”
The Mental Game of Baseball
My thanks to all the NACADAites whose wisdom and good sense went into this presentation today, including, in particular,
Blane Hardingand Charlie Nutt