Distance Learning Advisor Training

What you do has value

“…good advising may be the single most underestimated characteristic of a successful college experience.” Light (2001).

“Academic advising is integral to fulfilling the teaching and learning mission of higher education.” Nutt (2003).

Advising is…..

“A series of intentional interactions with a curriculum, a pedagogy and a set of student learning outcomes.” National Academic Advising Association (2006). NACADA Concept of Academic Advising

Prescriptive and developmental

Prescriptive Developmental

Advice is given to a student, but “once advice is given, it is up to the student to do what is prescribed.” Crookston (1972).

“Advising gradually shifts the responsibility to students by helping them develop problem solving and decision-making skills.” Gordon (2008).

Advising is prescriptive and developmental

Advising is concerned…

“…not only with a specific personal or vocational decision but also with facilitating the student’s rational processes, environmental and interpersonal interactions, behavior awareness , and problem solving, decision making and evaluation of skills.” Crookston (1972/94)

Blending Prescriptive and Developmental

The process of academic advising includes the following dimensions:

1) exploration of life goals

2)exploration of vocational goals

3)program choice

4)course choice

5)scheduling courses

Empower your advisees.

Click icon to add picture“Students are responsible for making decisions throughout the process. It is the responsibility of the advisor to provide information and a climate of freedom in which students can best make such decisions.”

O’Banion (1972/94).

Conceptualunderstand what you

are doing and why

Informational

have good information and a

reasonable comfort level with technology

Relational build relationships

and know your limits

Conceptual: History of Advising

First Advising Era: Advising not yet definedHarvard College, 1636

Conceptual: History of Advising

“A new rule has been established that each student shall choose from among the faculty some one who is to be his adviser and friend in all matters which assistance is desired and is to be the medium of communication between student and faculty.”

~Rutherford B. Hayes , junior at Kenyon College (June 1841)

Conceptual: History of Advising

Second Advising Era: advising defined but unexamined“The adviser’s relation to the student is like that of a lawyer to his client or of a physician

to one who seeks his counsel. The office is not that of an inspector, nor of a proctor, nor of a recipient of excuses, nor of a distance and unapproachable embodiment of the Faculty. It is the adviser’s business to listen to difficulties which the student assigned to him may bring to his notice; to act as his representative if any collective action is necessary on the part of

the board of instruction; to see that every part of his studies has received the proper attention.”

~Daniel Coit Gilman, President of John Hopkins University, 1886

Conceptual: History of Advising

Third Advising Era: advising a defined and examined activity

The first Academic Advising Conference ever held was hosted by California State University and The University of California

~September 30, 1976

Conceptual: History of Advising

First National Conference on Academic Advisinghosted by The University of Vermont

~October, 1977

275 people attended

Conceptual: History of Advising

1979: The National Academic Advising Association incorporated with 429 charter members

The purpose of the National Academic Advising Association is to promote the quality of Academic Advising in institutions of higher

education, and to this end, it is dedicated to the support and professional growth of academic advising and advisors."

Conceptual: History of Advising

The National Academic Advising Association evolved from the first National Conference on Academic Advising in 1977

has over 11,000 members

representing all 50 United States, Puerto Rico, Canada, and several other international countries .

Conceptual: Ethical Considerations Ethical Advising: Conforming to

accepted professional standards of conduct

“Ethical behavior and ethical decision making is expected of individuals in positions of trust.” Fisher, (2005)

“Academic advisors repeatedly confront dilemmas where there is not one obvious answer. As advisors we can benefit from being able to draw on a system of ethical principles. …no list of ethical principles will envelop all situations. “ Buck, Moore, Schwartz & Supon, (2001)

Four fundamental ethical ideals:

UTILITY

JUSTICE

RESPECT FOR PERSONS

FIDELITY

Please see detailed information about each of these in your Online Concierge Manual.

Conceptual: Legal Considerations

“Students and the University have a contractual relationship, in which advisors, as representatives of the University, can bind the University to certain actions based on their actions as advisors. This is known as the law of agency.”

Habley, (1999) Robinson, (2004)For detailed information about points to consider,

please review Legal Considerations in your Online Concierge Manual.

Family Educational Rights and Privacy ACT (FERPA) 1974

FERPA is a federal law regarding the privacy of student educational records and the access provided to these records. Any educational institution that receives funds under any program administered by the U.S. Secretary of Education is bound by these requirements.

Please review MSSU’s FERPA information, located in your Online Concierge Manual.

What are you doing and why are you doing it?

Part of your role is to serve as a bridge between the student and the institution.

Students Institutional Policies and

Procedures Concierge

Team& Advisors

Both students and advisors have responsibilities. Advising takes into account the unique characteristics of your institution, including it’s mission, vision and values.

Where does advising fit in?

Our Mission

Missouri Southern State University is a state-supported, comprehensive university offering programs leading to undergraduate and graduate degree.

Central to our mission is a strong commitment to international education, liberal arts, professional and pre-professional programs and the complementary relationship that must exist among them to prepare individuals for success in careers and lifelong learning.

Our Vision

Missouri Southern State University will be recognized as a leader in offering undergraduate and graduate degree programs that foster the total education of each student. In order to remain loyal to the trust given to the University by the people of the State of Missouri, Missouri Southern State University will:

Fulfill its mission and objectives in an honorable and ethical manner ;

Periodically review its mission in light of contemporary changes in society and in the needs of the people of Missouri and our communities;

Continually assess the effectiveness of its programs in order to ensure their quality and integrity.

Our Values

International Education The University prepares its students to be global citizens in fulfillment of its

statewide mission.

Liberal Arts Education The University commits to a comprehensive program of general education

requirements for all students.

Teaching and Learning The University provides exemplary teaching and learning as supported by

scholarship and creative expression.

Student Success The University commits to the academic, personal and career success of its students.

Community Service The University leads the intellectual, creative, cultural and economic advancement

of our communities.

O N L I N E A C A D E M I C A D V I S I N G P R O V I D E S

O N L I N E U N D E C L A R E D S T U D E N T S A N D O N L I N E B A C H E L O R S O F G E N E R A L S T U D I E S

C A N D I D AT E S

A C A D E M I C A D V I S I N G S E RV I C E S W H I C H E N C O U R A G E

I N F O R M E D A C A D E M I C D E C I S I O N M A K I N G, M A J O R A N D C A R E E R   E X P L O R AT I O N

A N D P R O M O T E S T H E D E V E L O P M E N T O F A C A D E M I C , C A R E E R A N D

L I F E L O N G L E A R N I N G S K I L L S .

MSSU Online Academic Advising Mission

* INTERNATIONAL EDUCATION

• LIBERAL ARTS

*TO PREPARE INDIVIDUALS FOR SUCCESS IN

*CAREERS AND

*LIFELONG LEARNING.

This advising mission is linked to the institutional

mission:

INTERNATIONAL EDUCATION

COMPREHENSIVE PROGRAM OF GENERAL EDUCATION REQUIREMENTS FOR ALL

STUDENTS

TEACHING AND LEARNING

STUDENT SUCCESS DEFINED AS: THE UNIVERSITY COMMITS TO THE

ACADEMIC, PERSONAL AND CAREER SUCCESS OF ITS STUDENTS.

The advising mission is linked to the institution’s

values:

How do we meet our mission?

What do you know and how can you share it?

(The informational component)”…consists of the facts or knowledge of the institution that advisors must know to correctly guide advisees through the completion of their majors and programs.” Nutt, (2006, p. 10)

Where to find information:

Career websites

Concierge Manual

LioNet

MSSU catalog

MSSU website

What students need you to know and teach them about:

Academic calendar/policy/procedures/standards Basic Financial Aid (assisting students, FAFSA) Degree planning and requirements Linking courses together, linking curriculum to

careers Services available (tutoring, counseling, career

services) Referral strategies Student forms

Other issues as they arise.

TechnologyThe Department of LifeLong Learning is committed to ensuring you have the information you need to accurately and efficiently handle technology as it relates to your work.

Development in these areas is available on DVD and periodically scheduled live training sessions.

What students need you to be able to talk to them about:

Blackboard CAPP: can they run and print their own degree

audit? Email: student email address, etiquette Lionet SmarThinking

What you need to know about: Excellent typing skills Computer Literacy Excellent email and online ‘netiquette Banner screens and codes CAPP: can you run a degree audit for course

recommendations? LionNet/LionAlert Navigating MSSU’s website Outlook and calendaring

How do you build and sustain connections?

Where is your advisee coming from and how can you help him/her grow?

On the ground Online

How do their needs differ?

How do their outcomes differ?

What differences in resources exist for these two populations?

What can we do to enhance the experience of our online population?

Who are MSSU’s students?

Be sensitive to the differences And unique needs of groups

Academically Underprepared

Adult LearnersAgeAt Risk Enrollment StatusFirst Generation

StudentsGenderInternational

Learning Styles LGBTQQOnline LearnersOn ProbationRace & EthnicityStudents with DisabilitiesTransferUndecidedVeteransVeterans with Disabilities

Special Populations and Diversity

“The new majority on many college campuses….Adult learners are persons who:

“Typically the adult learner is…

Are no longer financially dependent upon parents or guardians or

Have major life responsibilities outside schooling through work, home or community or

Whose principal identities have evolved beyond the role of full time student”

Over age 24

Is married

Has dependents

Has multiple time constraints

Able to learn best when curriculum builds upon the life experience and interests of the learner”

Information from CAEL: Benchmarking Study, 1999

Adult Learners

Some shared characteristics with adult learners

Many of these characteristics are also risk factors to success.

Over the age of 24Multiple time

constraintsHave dependents

They may also be: MarriedEmployed full time

These students need:Regular, frequent

communication with their advisor

Time management skills

Study skills and possibly tutoring

Distance Learners

Advising vs. Counseling (we are not counselors! Refer to ACTS)

Asking good questionsCommunication Dealing with difficult

studentsEffective documentation

of advising sessions

Effective referrals to online/campus resources

ListeningProblem solvingReflectingSmile: be

supportive and warm

Advising Skills for Distance Advising

ReferencesCouncil for Adult and Experiential Learning, (1999) Benchmarking study: National adult learners satisfaction- priorities report . Retrieved from http://www.cael.org/pdfs/ALI_report_2011.

Crookston, B.B., (1994). A developmental view of academic advising as teaching. NACADA Journal, 14, (2), 5-9. Laff, N.S. (1994).

Folson, P. , Joslin, J., & Yoder, F. (2005) From advisor training to advisor development: Creating a blue print for first- year academic advisors. NACADA Clearinghouse of Academic Advising Resources website. Retrieved from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year-Advisors.htm

Habley, W. R. (1986). Advisor training: Whatever happened to instructional design? Presentation presented at ACTS Workshop. Iowa City, IA: ACT.

Habley, W.R. (2000) Current practices in academic advising. In Gordon, V.N. & Habley, W. R. & Associates (Eds.), Academic advising: A comprehensive Handbook. (pp 35-43) San Francisco: Jossey-Bass.

Light, R. J. (2001) The power of good advice for students. [Electronic version] The Chronicle Review, B11, Retrieved from http://chronicle.com/weekly/r47/i25/25b01101.htm.

NACADA, (2011). 25th Annual Academic Advising Summer Institute Session Guide. Proceedings of NACADA Summer Institute. New Orleans, LA: NACADA.

Nutt, C.L. (2003) Creating advisor training and development programs in advisor training: Exemplary practices in the development of advisor skills. (pp 9-16) National Academic Advising Monograph Series, no 9. Manhattan, KS; National Academic Advising Association.

Starks, S. (2011) Distance advising: An invitation to join the discussion. Retrieved on from http://www.nacada.ksu.edu/AAT/NW34_3.htm#10.