NACADA_UNCP_ATL by liwenting

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									Advising as Teaching and How It
Helps UNC-Pembroke Students
  Make Sense of Their World



Jayne K. Drake
   emple University
                 It’s a Given. . .

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



                                                 Richard Light
                                     Making the Most of College
                                                           2001
  How would you
  define advising
at UNC-Pembroke?
  Advising is integral to
the teaching and learning
    mission of higher
        education.
       What Advising Is Not

• Primarily an administrative function or a
  paper relationship

• Providing signatures or a PIN number to
  students

• A workshop or in-service day held at
  UNC-Pembroke in mid-February
        Advising should not be
             considered
• A judgmental process or a dictatorship—it’s my
  way or the highway

• Personal counseling

• Supplementary to your institution’s educational
  mission

• Something anyone can do or should do without
  some professional development
Don’t let anyone tell you otherwise




                    Advising is
                    Teaching
   Characteristics of Effective
    Teaching and Advising
                   I. Skills
Teaching                       Advising
Knowledge of subject matter    Knowledge of
                               institutional
                               policies, procedures,
                               programs of study,
                               referral sources

Planning and organizing        Preparing for advising
course material                meetings
       II. Communication
Teaching             Advising
Clarity of presentation of     Sharing information in a
subject matter                 clear way

Establish dialogue with        Leading student to
students in the classroom      interact with the advisor

Demonstrate effective          Listen to what advisees
listening skills, not simply   say both verbally
a talking head                 and non verbally
Teaching                          Advising
Engaging students in actual       Guiding students to be
participation in their learning   self-directed and
                                  autonomous

Giving students feedback on       Working together, the
their progress                    advisor and students
                                  regularly evaluate
                                  students’ goals and
                                  progress toward goals

Helping students learn to         Assisting students in
analyze and problem solve         decision-making skills
                 III. “Attitudes”
         Both a teacher and an advisor

• Treat students with respect and concern

• Are accessible and available to students outside the
  classroom

• Offer regular encouragement

• Act as role models for students in the higher education
  process
Both Good Teaching and Advising:
•   Require appropriate preparation
•   Emphasize good rapport building
•   Require clear communication
•   Emphasize sensitivity to audience
•   Require respect for diverse points of view
  Both Good Teaching and Advising:

• Provide students with various learning models

• Have long-term influence on students

• Create interest through enthusiasm / passion

• Assess student progress

• Are intrinsically rewarding
         Advising should. . .
• Help students plan an educational program
  consistent with their interests and abilities

• Assist students in monitoring and
  evaluating their educational process

• Provide accurate information about
  educational policies, requirements,
  procedures, and educational options
        Advising should. . . .
 Help students clarify their values and goals

 Lead students to understand the nature and
  purpose of higher education

 Integrate the many resources of your college
  to meet the students’ special academic
  interests and career aspirations

   This is teaching and learning at its best.
    Advising as Teaching and Learning
      focuses on students’ academic
         and personal growth by


Providing them an
opportunity to
identify realistic
academic and career
goals as well as a
program to achieve
them.
Advising as Teaching and Learning
  focuses on students’ academic
     and personal growth by



                 Cultivating in
                 them an ability to
                 make connections
                 among courses
                 and to integrate
                 learning.
And Advising as Teaching and Learning
  also focuses on students’ academic
        and personal growth by



                    Building a
                    connection
                    between students’
                    education and
                    their lives.
           A summary statement:
Both effective teachers and advisors share a
number of characteristics. They are “caring,
good listeners, knowledgeable about their
content areas, and prepared. Both believe in
the human dignity of all their students. Their
behaviors reflect clarity, enthusiasm,
warmth, flexibility, availability, and
businesslike, task-oriented behaviors.”

As cited in Lowenstein: Wade and Yoder, “The Professional Status of Teachers
and Academic Advisers: It matters.” In Reinarz and White, Teaching through
Academic Advising: A Faculty Perspective.
    The “Sophomore Slump”

• Higher-than-expected attrition from
  the sophomore year to junior year
• Reduced Motivation
• Declining Academic Performance



                     (Pattengale & Schreiner, 2000)
             Why Students Leave
First Year Students
•   –Academic
•   –Social
•   –Financial
•   –Motivational struggles and challenges
Sophomores
• –Issues and challenges that were specific to the
       institution
• –Inability of institution to “deliver” on its promises
• –Expectations not met
                                        (Boivin, Beuthin & Hauger, 1993)
       Sophomore Year Issues
• Dealing with an intensified curriculum
• Being in a academic twilight zone
• Career and major selection issues
• Having a “Plan B” ready
• Who am I and why am I still here?
• Reality hits hard
• Institution is not as supportive as during the first
       year
• Peer issues
• Cost/Benefit ratio
• Negative behavior patterns catch up to them
                              (Pattengale & Schreiner, 2000)
Another Obstacle?
     In the sophomore year,
       students should be
1. Achieving competence
2. Developing Autonomy
3. Establishing Identity
4. Developing Purpose



                      (Lemons & Richmond, 1987)
Professional Advisors, Faculty,
    and Mentors Can Help

•   Dealing with intensified curriculum
•   Career issues
•   Lack of academic and social integration
•   Reduced motivation

                        (Anderson & Schreiner, 2000)
  Build a Mentoring Program?
Mentor opportunities for second-year students
• Create early opportunities to have sophomores
    take responsibility for others and events
• This can assist sophomores in finding their own way
    and to help them establish a sense of competence
 Find personal mentors for second-year students
• Encourage second-year students to find personal
   mentors on or off campus, i.e. faculty, staff,
   administration, community members , etc.

                   (Cassidy & Furno, University of Denver, 2005)
Sophomore Slump Questionnaire
If you have asked yourself three or more of the following
questions since you arrived at UNC-Pembroke, you could
be suffering from the Sophomore Slump.


What am I doing here at UNC-Pembroke?
Why do I have more questions now than when I first
      got here?
Who are these people I hang around with that I
      thought were my friends?
Why am I majoring in this if I don’t even like it?
Why am I constantly overwhelmed all the time?
Why don’t I have any time to relax?
Why don’t I have any idea what I’m going do when I grow
      up?
Why don’t my parents leave me alone about not knowing
  what I want to do when I grow up?
How could I have acted like that last year ?
Why am I not having nearly as much fun as I did last year?
Does everyone think I am weird?
Why do I feel like I could cry if someone looks at me the
  wrong way?



          (Adapted from Saint Michael’s College, Jerry Pattengale)
From Beloit College
   in Wisconsin
        Sophomore Retreat
       2 day retreat in November:
       reintroduces students to academic
       programs and opportunities
       including study aboard and
       internship opportunities. Focus on
       the Sophomore Slump

        Comprehensive
       Academic Plan (CAP)
       Helps sophomores to plan their
       Academic and extra curricular
       activities in their remaining years
       at Beloit
                 Azusa Pacific University
Sophomore Course on Calling and Vocation
• 1 Credit Elective that met for 5 weeks
• Texts used included StrengthsQuest (Gallop
  Organization) and Discover your Calling (Sittser,
  2002)
• Weekly exercises, journaling, strengths,
  autobiography as culminating project
• Topics included strengths identification, applying
  strengths to new and challenging situations and
  theological exploration of calling and vocation
       Valencia Community
        College in Florida
• Valencia’s planning process
  through which students identify and
  achieve their career and educational goals
• Students’ guide for figuring out where
  they are going and easy step-by-step
  directions forgetting there.
• “Faculty and staff serve as partners with
  you in your journey”
   Want to know more?




www.nacada.ksu.edu/clearinghouse
  “Well, what did you learn,
        and so what?"
~Sound advising has an
important influence on
student learning, student
retention, and student
success.           Terenzini and Pascarella
                         How College Affects Students
      A Parting Thought


With the right approach
come the right results.

          The Mental Game of Baseball

								
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