ACADEMIC NACADA SUMMER INSTITUTE ADVISING

ACADEMICADVISINGAPPROACHESJason Kelly, College of Saint Benedict/Saint John’s UniversityThe presenter acknowledges the work of Elizabeth Jones, Kathy Stockwell, Jayne Drake, Jon StevenAntalvari, and Nancy Roadruck in the preparation of this presentation. 2018 NACADA: The Global Community for Academic AdvisingThe contents of all material in this presentation are copyrighted by NACADA: The Global Community for Academic Advising, unlessotherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer oremployee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded,disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or asindicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission andpurpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated,published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution toNACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and NACADA: TheGlobal Community for Academic Advising are service marks of the NACADA: The Global Community for Academic AdvisingQUESTIONS TO CONSIDER How would you describe your first year incollege? What could have made it better? How do your experiences relate to your roleas an advisor? How is this significant to our discussiontoday?NACADA SUMMER INSTITUTELEARNING OUTCOMES Goals for this session: discuss various advising strategies learn more about group advising learn how to utilize peer advising review the benefits of appreciativeadvising reflect on the challenges faced withdistance learnersWHY LEARN DIFFERENTADVISING APPROACHES?“To serve increasingly complex and diverse institutions of highereducation around the world and their burgeoning diversestudent populations, academic advising professionals need tounderstand that one unified theory of academic advising isneither possible nor necessary.”Hagen & Jordan, 2008

MULTIPLE IDENTITIESJUST THE FACTS 21 million430044%60%56%62%93%0%students studying in the UScolleges and universitiesgraduate in four yearsgraduate in six yearssix-year rate for malessix-year rate for femalesaspire to more educationcan do it alone! First generation studentsVeteransTransfer studentsNon-traditional studentsStudents w/ disabilitiesLGBTQ studentsUndeclared students Student athletesHonors studentsInternational studentsAdult studentsFirst year studentsDistance learnersProbationary and at-risk studentsNational Center for Education Statistics and Charlie NuttADVISING: LIFE IS A TRIP“You've got to bevery carefulif you don't knowwhere you are going,because you might notget there.”Yogi BerraWHY MULTIPLE STRATEGIES? Advising needs flexible, eclectic practitionersable to adapt their advising strategies inaccordance with the needs of their students. Being married to a single approach toacademic advising, advisors potentiallydisregard the diverse ways in which studentslearn and presume a single, lineardevelopmental path that is clearly moreidealistic than realistic.Kimball and Campbell, Academic Advising Approaches, p. 6

THE COMMON THREAD Relationship Building Buildingrelationships andencouragingstudents’ holisticdevelopment are keyelements in nearlyall academicadvising approachesNACADA’S DEFINITION OF ADVISING Multi-dimensionaland intentional Grounded inteaching andlearning Has its ownpurpose andcontent Has specifiedoutcomes forstudent RESCRIPTIVE ADVISINGDEVELOPMENTAL ADVISING Advisors as doctors who diagnose theproblem and give out a prescription to fixthe problem Largely viewed as an outdated approach Exploration of life goals Exploration of vocational goals Program choice Course choice Scheduling of courses Positives? Negatives? What population maybenefit fromprescriptive advising?

WE WEAR MANY HATS Guide“An excellent advisor does the same for thestudent’s entire curriculum that excellentteacher does for one course.”Lowenstein Mentor Facilitator TeacherACADEMIC ADVISING ASTEACHING AND LEARNING Approach is based on the long list ofinstructional theories, studies andadvances from the last half century. For more information on the theories thatare foundational to this approach, pleasereference Chapter Two of the AcademicAdvising Approaches.LEARNING-CENTERED ADVISING“Some teachers and advisors may assume thatstudent learning is automatic, the result of goodteaching or good academic advising. However,students learn for and by themselves; it is aprocess, a change, a response to experiences.Advising and teaching techniques and toolsmatter, not as ends in themselves, but asmeans of fostering and supporting studentlearning. When teaching and advising arelearning-centered, the focus rests on students(not teachers or advisors.)”Maura Reynolds, 2013

FOCUS ON STUDENT’S PERSONALAND ACADEMIC GROWTHLEARNING-CENTEREDADVISING PRINCIPLESADVISORS TEACH STUDENTS: Clear, reasonable, and positive goals Learning requires active involvement Motivated students learn more effectively High expectations encourage highachievement Students need feedback Interactions promote learning andengagement Each student is different to value the learning process to apply decision-making strategies to put the college experience into perspective to set priorities and evaluate events to develop thinking and learning skills to make choicesNACADA Core ValuesADVISING APPROACHESAPPRECIATIVE ADVISING Appreciative Advising Strengths-Based Advising Proactive Advising Coaching Group Advising Peer Advising“Appreciative Advising isthe intentionalcollaborative practice ofasking positive, openended questions that helpstudents optimize theireducational experiencesand achieve their dreams,goals, and what-isappreciative-advising.html

APPRECIATIVE ADVISINGAPPRECIATIVE ADVISING Disarm - Make positive first impression,warm and welcoming Design - Create plans together for thefuture Discover - Build rapport, learn about thestudent’s strengths, skills and abilities Deliver - Students take responsibility forexecuting their plans, advisor expressesconfidence Dream - Elicit hopes and dreams,discussions that make them think of thefutureSTRENGTHS-BASED ADVISING“Strengths-basedadvising represents aparadigm shift forhigher education fromfailure prevention anda survival mentality tosuccess promotionand a perspective ofthriving.”Laurie A. Schreiner, Academic AdvisingApproaches, p. 105 Don’t Settle - Encourage continuedimprovement and set higher expectationsSTRENGTHS-BASED ADVISING Identify student’s talents Affirm student’s talents and increaseawareness of strengths Envision the future Plan specific steps for student to reachgoals Apply student’s strengths to challenges

PROACTIVE ADVISINGADVISING AS COACHING Deliberate, structured studentinterventions Purposeful, structured involvement withstudents Efforts to reach out to students before theyask for help Inquiries into causes of the students’concerns/difficulties“A process designed to facilitate the decisionmaking activities to the [student] and to provideongoing accountability and follow up with astrong emphasis on personal responsibility.”Whitemore, 1996“Coaching is about understanding where thestudent wants to go and creating an action planand accountability to get them there.”Nealy, 2008ADVISING AS COACHINGADVISING AS COACHINGSTUDENT SUCCESS DEPENDS ON:COMMON STAGES OF COACHING: Caring Proactive management Frequent feedback Sense of purpose Mentoring Recognition Relationship building [Needs] Assessment Feedback Planning Implementation Evaluation and follow up

ADVISING AS COACHINGOFTEN RESULTS IN: Self-awareness Confidence Improvedperformance Self-authorshipADVISING APPROACHESTO EMBRACEGROUP ADVISINGPEER ADVISING“To learn from one another, students withbackgrounds and from different racial andethnic groups must interact.”Richard Light, 2001GROUP ADVISINGPEER ADVISING When information needs to be shared witha large number of students Can be student-centered participatoryprocess An extension of teaching Opportunity to connect students withfaculty/each other Peer advisors give added credibility to thesame messages Peer advisors should not be consideredprofessional advisors or counselors Peer advisors need to know the limits oftheir authority/responsibilities Peer advisors should advise rather than telladvisees what they should or should not do Peer advisors need to refer, refer, refer

BENEFITS FOR PEER ADVISORSDISTANCE ADVISING Enhance leadership, problem solving, andcommunication skills Actively engage in the college environment Contribute to the intellectual and personalgrowth of other students Great for building the resumeIMPORTANT TO UNDERSTAND:DISTANCE ADVISINGDISTANCE ADVISINGWHO ARE OUR DISTANCE LEARNERS?HOW TO SUPPORT DISTANCE LEARNERS: Estimates of more than 20 million students(2016)* Adults seeking workforce training or degreecompletion Traditional learners who reside on campus Both community college and 4-yearinstitutions Create a sense of community and engage Provide the same attention that face-to-facestudents receive, if not more Invest in technology to support distancelearners and advisors Be proactive and communicate upcomingevents/deadlines Keep track of student’s progress and provideoutreach at key points throughout the program*2016, Digest of Education Statistics 2015 “Online/distance education” offers entiredegree programs completely online;students likely don’t step foot on campus “Courses offered online” have incorporatedelements of technologies used withdistance learning into campus-basedcourses

DISTANCE ADVISINGADVISOR’S ROLE: The student advocate The liaison between learner needs anduniversity needs The person through whom students connect tothe university The “One Stop Shop” who is available forstudents questions/needs The question asker The creative, flexible and realistic guide“The most important strategy for success withonline students is to form solid, meaningfulconnections from orientation to graduation andto use these connections to help students feelconnected to something larger than just theircomputer, their online course, or the school’sweb site.”Jennifer Varney, 2012WHICH APPROACH IS BEST?QUESTIONS/ADDITIONAL THOUGHTS Work to become comfortable using variousadvising styles different populations mayrequire different approaches Learn to use a variety of styles in differentsituations Constantly work to improve your skills Thank you for joining us and for yourcontributions! NACADA Core Competencies Model Themes in virtually every approach You must care about the studentabout your institution and know it inside outabout the professionabout education

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Appreciative Advising Strengths-Based Advising Proactive Advising Coaching Group Advising Peer Advising APPRECIATIVE ADVISING “Appreciative Advising is the intentional collaborative practice of asking positive, open-ended questions that help students optimiz