Advising as Teaching

Advising as Teaching UW Oshkosh Faculty College February 25, 2004 Dr. Lynn Freeman, Director of Academic Advising Dr. Dana Vaughan, Biology Department Faculty and Chair, Advisory Council for Comprehensive Academic Advising Objectives Modernizing advising at UW Oshkosh  Advising as a category of teaching  Importance of faculty advising  The Total Intake Model for advising  Campus-wide commitment & change  UW Oshkosh is in “Action Mode”  1. 2. 3. 4. 5. Bring advising up-to-date using national best practices suitable for our institution. Transparent & consistent process for all stages . Divide the labor, play to each advisor’s strengths. Development opportunities. Recognition & reward for what is already being done. Ongoing support & coordination.  Pivotal agent in this change is Undergraduate Advising Resource Center (UARC) How did we get here?       Multiple university committee recommendations (1992-2002) Consultant Report (Jan 2002) Accreditation Reports Task Force on Faculty Involvement in Advising Reallocation of funds by Chancellor (July 2002) Advisory Council recommendations Conclusions from History     “Paralysis by analysis” Reports/recommendations repetitive Conclusions address accreditation concerns #1 student concern Consistent conclusions      Complex, confusing requirements Degree requirements, not general education Punitive policies (drop date, repeat policy) Multiple advising models confusing for everyone on campus Student can have up to 5 advisors!!!     Models exhibit weaknesses Increase faculty involvement w/students outside of classroom Difficult to define roles of advisor, student, faculty No definition, recognition or reward for advising activities COEHS Mission & Vision    Develop the “Educator as a Caring Intellectual” Faculty have P-12 teaching experience 95% are licensable in their teaching area Model for Preparation of Educators     Graduates: Have an authentic understanding of difference Can effectively design teaching/curriculum Must focus simultaneously on content, teaching & students     Skillfull Practitioner Reflective Practitioner Change Agent Lifelong Learner These graduates are critical thinkers & selfaware.  What is Teaching?     Teacher and students interact. Student = active learner during teaching. Teacher has expertise the student lacks. Teacher = guide through a body of knowledge.    The “forest”. The “trees”. Relevance to society & other disciplines.   Teacher = evaluator of student learning. Student = independent learner after teaching. What is Advising?     Advisor and student interact. Student = active learner during advising. Advisor has expertise the student lacks. Advisor = guide through body of knowledge.    The “forest”. The “trees”. Relevance to society & other disciplines.   Advisor = evaluator of student learning. Student = independent learner after advising. Teaching & Advising are Linked “Teaching is any experience… in which a teacher and student interact that contributes to individual, group or community growth… “[and in which] development can be evaluated… ”The student cannot be merely a passive receptacle for knowledge, but must share equal responsibility with the teacher for the quality of the learning context, process and development.” -Crookston, 1972 A Campus Definition of Advising    Advising is a dynamic relationship between a student and an advisor. At the center is a shared responsibility for a coherent education plan that incorporates personal, social, academic, and career considerations. Advising focuses on helping students identify life goals, acquire skills and attitudes that promote intellectual growth, and become academically successful. 5 Desired Outcomes of Advising      Exploration of life goals, values, abilities, interests, limitations; Exploration of vocational/career goals; Selection and design of academic major or program of study; Selection of courses; and, Scheduling classes. Why Advising Matters  Teaching = Job One  Advising shares teaching’s goals Students demand that we pay attention to their advising needs  Direct impact on student success  Advising’s Impact On Student Success    Provides students with connection to the institution through: 1. Integration with other students 2. Interaction with faculty outside of the classroom Supports students’ determination to complete their degrees Strengthens students’ commitment to the institution -Pascarella & Terenzini, 1991 If Advising is So Important…  1. 2. 3. 4. What about Development (training) to do it? During graduate school As a new UW Oshkosh employee Within your Department/unit Professional advising organizations such as NACADA and WACADA If Advising is So Important…   1. 2. 3. 4. 5. What about Recognition of (even Reward for) advising? Personnel actions such as: Merit Renewal Promotion Tenure Post-tenure University Policies on Advising    1. 2. Department/Unit level College level Campus level “Teaching has four components: program planning, instruction, evaluation, and student academic advisement”.(pg 208, line 13, 2001 Handbook) “Academic advising goes beyond reviewing requirements for graduation, making out a schedule, or signing a card. It is a vehicle by which the student may develop as an independent thinker and learner.” (pg 209, line 13, 2001 Handbook) A New Campus Model of Advising  Total Intake Model   All incoming students (first-year, transfers, reentry) advised at UARC Students transition to department/college advising at time when criteria are met. Role of Faculty in TIM     Advise declared/accepted majors only Advise on coursework, career options & grad/profs school options related to faculty field of study & student interests Meet 1:1 or in small groups w/students Average advising load 25-30 students Role of UARC    Advise all students prior to commitment to major. Advise all students in academic trouble. Advise students for 34 semesters, when most likely to change academic goals.    Help students learn to negotiate policies, degree requirements. Prepare students for faculty advising. Provide support for faculty and departments. Examples of criteria to be met before transition to faculty advising:     Accepted to program/major/college 45 credits 2.0 GPA (good academic standing) Declared major Pros & Cons of Total Intake      Increase contact between faculty & students Allow emphasis on strengths Front load specialized advising services in one office. Implementation decisions made at College or department level. Efficient.    Inconsistency among faculty. Decentralization makes it harder to control. Confusion for students at transition point (UARC to dept) Thank You for listening! Now let’s discuss your questions & ideas Advisory Council Membership       Dana Vaughan, Chair, Biology Linda Eroh, Math Todd Borgerding, Music Lynn Freeman, Director of Advising Dave Jones, Criminal Justice Pam Zachmann, Nursing        Tom Fojtik, Residence Life Mike Godfrey, Business Terry Olson, Testing Services John Strous, Med Tech Robert Urofsky, Education Chris Wright, student Matt Zimmerman, student