integrative academic & career advising: using reflective...
TRANSCRIPT
Integrative Academic & Career Advising: Using Reflective
Wanderings to Lead to Possibilities
DR. KATIE ADAMCHIK, JESSICA NEWTON, ERIC TURNER, MARISSA WILLIAMS
Agenda• Session Learning Outcomes
• Course Development
• Course Structure
• Integrative Advising Components
• Assessment Results
• Q&A
Learning Outcomes
During this presentation, participants will:• Develop an understanding of second-year students’ needs around decision-making and certainty.• Learn about the concept of integrative advising and ways to incorporate it into daily practice. • Complete exploration activities in order to consider facilitating them with their students.
What’s Your Why?
Finding Your Spark• What activities do I get lost in? What things do I love to do where I lose track of time and would pay to be able to do that thing more?
• Who do I feel compelled to help? What person or community or being? It doesn’t have to be human; it could be an animal, a plant, or even the planet.
Finding Your Spark (continued)• What am I curious about in particular? What big question would I love to answer? What problem do I feel compelled to solve?
• What things fascinate me? What topic or field or thing or pursuit or even a person do I have a deep yearning to know more about?
• What is something I want to master? What art or field or pursuit would I love to be really good at, maybe even world-class great?
Course Development• Collaboration •Delphi Center, Exploratory & Transition Advising, Libraries, University Career Center
• ECPY 302: Personal & Academic Inquiry•Offered Fall & Spring; First offering was Spring 2018
• Focus on 2nd Year student needs•Molly Schaller, 2nd Year Scholar, Project Consultant
Course Structure• Faculty + Integrative Advisor + Librarian
• 3-credit hour course, taught twice a week, max 20 students
• Curriculum Frameworks• You Majored in What? by Katherine Brooks• Life Design Catalyst Coaching by Bill Johnson, UNCG• Inquiry Guided Learning by Virginia Lee• 3-I Career Advising Model by Virginia Gordon
• Section Themes• Gen Z, Emotional Intelligence, College Experience, Leadership, Ethnomusicology,
Walls, Social Change, Storytelling, Positive Psychology, Hip Hop Culture, Reality Check
Student-Learning Outcomes• Students will demonstrate informed decision-making.
• Students will report an increase in their sense of academic and social belonging or fit.
• Students will report an increase in their sense of decidedness.
• Students will report an increase in their sense of self-regulated behavior.
Integrative Advising Components• In-Class Facilitation• Reflective Activities
•Assessments
• 16 Personalities, Strengths for Students, Career Values, Focus2
•Mapping
•Wandering, Major, Occupational, Possible Lives, Academic & Personal Plan
•Alumni Panel
• 3 Individual Coaching Appointments
Activity – Wandering MapCompleted during the second integrative-advising class session as a foundation for moving forward.
Part 1:
1. Think about interesting and significant things you’ve done or that have happened to you.
2. Write down the meaningful things that come to mind – write them anywhere on the paper using keywords.
3. Don’t try to organize the significant or interesting things in any way. Just write them down and draw a shape around them.
Adapted from You Majored in What?
Activity – Wandering MapPart 2:
1. Identify basic categories related to your items, and write a list somewhere on the paper.
2. Dig deeper by identifying themes and threads in your life, traits and skills.
3. Share your map with 2 others to look for more connections.
Adapted from You Majored in What?
What We Have Learned• Students started with a fairly high level of social sense of belonging, but a lower level of academic sense of belonging.
• Statistically significant increase in students’ sense of decidedness.
• Increased sense of academic self-efficacy and information literacy efficacy.
• Participants persist at a higher rate than non-participants.
• Course is positively influencing students’ ability to make informed decisions.
~50% change their major within 1 semester
~75% change their major within 2 semesters
What Students are Saying…“Two insights I learned about planning my future regarding my major
and career are to focus more on what I enjoy and less on salary, and to take more courses I find interesting. I had gotten distracted by the
chaos of school and forgot why I was here. This course helped me to realize that my main goal in school is to grow more as a person and
find what interests me.”
“This semester I have learned a lot about my career path as well as the path of studying and my major. I have done research which I have
gained many skills from and I have done activities which showed me the skills I already had. I learned a lot about who I am as a person and a student and how I can thrive in the upcoming years of my life. This
class has taught me both educationally and personally.”
What Students are Saying…“I was in [this] small class with students who shared the same
struggles as me. After a while, I felt comfortable with them and learned that my confusion as a college student was a shared
emotion. It made me feel less lonely knowing that lots of other students shared the same feelings of uncertainty and confusion.”
“I know for a fact that I would not have learned and obtained the same amount of information in the duration of this course if I had not
researched through the databases, reflected following in-class activities, and put my thoughts on paper using my wandering maps. These maps outlined all my unforeseen strengths and weaknesses.
Everything I have done this semester in this course and in my advising appointments worked to push me to organize my thoughts
and analyze where I am in my educational journey.”
Think/Pair/Share
• What strategies do you/your institution use to help students work through uncertainty?
• What from this presentation do you want to try to adopt at your institution or within your practice?
QUESTIONS?HTTP://LOUISVILLE.EDU/FINDYOURFIT/
Contact Us!• Katie Adamchik, PhD.
• Jessica [email protected]
• Eric [email protected]
• Marissa [email protected]
Or visit http://louisville.edu/findyourfit/ to learn more!