internship learning project

Katie MeyWestern Illinois University

ACADEMIC ADVISOR TRAINING:

BUILDING SKILLS FOR WORKING WITH FIRST

GENERATION STUDENTS

Start with what the learner knows

HOW I PICKED MY INTERNSHIP

LEARNING EXPERIENCE (ILE)

First semester as an Academic Advisor

What it can be like to be fi rst year and fi rst generation

What it is like to be new here at WIU

What COAA training can be like Fall Training- full day, divided into two major segments Professional Development- periodic discussion or

presentations & Spring semester retreat

TWO OR THREE THINGS I KNOW FOR SURE

SOME BACKGROUND ON ACADEMIC

ADVISING

Decentralized advising system University Advising and Academic Services Center (UAASC)

Undeclared Advising (UA) & Transitional Advising (TAP) Offi ce of Academic Services (OAS)

Alternative Admissions Program Tutoring

Departmental & Faculty Advisors College and major specific advisors in areas across campus

Structure, personnel, and process vary widely

Counsil of Academic Advisors (COAA) Non-regulatory, advisory counsil

Representatives from UAASC, Advising within each Academic College, and several related offi ces on campus (Admissions, Registrar, Athletic Advising, etc.)

ACADEMIC ADVISING AT WIU

The mission of the academic advising program at Western I l l inois University is to support the overall mission of the University…

The academic advising program should identify resources to assist students in overcoming specifi c personal, physical, or educational problems or skil l defi ciencies . The academic advising program should identify environmental conditions that may negatively infl uence welfare and propose interventions that may neutralize such conditions .

The academic advising program must make strides to keep the university free from discrimination. It must not discriminate on the basis of abil ity; age; cultural identity; ethnicity; family educational history (e.g., fi rst generation to attend college) ; gender identity and expression; nationality; polit ical affi liation; race; religious affi liation; sex; sexual orientation; economic, marital, social, or veteran status; or any other basis included in institutional policies and codes and laws.

Mission statement

COUNSIL OF ACADEMIC ADVISORS

MAKING IT LEARNING CENTERED

INP

UT

- What does fi rst gen mean- Realize other identities do not indicate someone being fi rst gen- Know that they aren't that different from other students, but lack parental guidance - Separate fi rst generation from millennial

- need to know more from a fi rst generation student's point of view about how they feel being a fi rst generation student- advisors need to be aware or reminded of how our students' feel , especial ly i f they are fi rst gen.

- I want to know what i t is they don’t know…- What “l ingo” is foreign to them?- How to identi fy what they don't know - “[we] sometimes overlook those things that seem so obvious to us but are not so obvious to a new student OR his/her family. Famil ies would ask the questions, i f they knew what to ask, r ight?”

- . .point at the screen and show them something important to go take care of i t but by the next meeting they haven’t done anything with that…- How to steer them to resources

- I want to learn something I can do something with- Something practical I can use

Academic advisors who attend COAA training will…1. Defi ne “fi rst generation student” for themselves and with

others to create a common understanding within the advising community

2. Utilize advising experience to identify similarities and diff erences between fi rst generation students and other fi rst year college students to compare their respective needs

3. Recognize motivations and perspectives of fi rst generation students in relation to their University and advising experience

4. Identify elements of University and advising environment that present particular diffi culty to fi rst generation students

5. Analyze current personal advising practices to recognize potential barriers they present to fi rst generation students

6. Utilize knowledge of the University and fi rst generation population to create strategies to eff ectively refer students to appropriate resources

DEVELOPING LEARNING OUTCOMES

Learning outcomes must have audience, action, condition and degree

Academic advisors who attend COAA training will…1. Define “fi rst generation student” for themselves and

with others to create a common understanding within the advising community

DIAGRAMING LEARNING OUTCOMES

(Learning Outcomes)

Learning outcomes must have audience, action, condition and degree

Academic advisors who attend COAA training will…1. Defi ne “fi rst generation student” for themselves and with

others to create a common understanding within the advising community

2. Util ize advising experience to identify similarities and diff erences between fi rst generation students and other fi rst year college students to compare their respective needs


4. Identify elements of University and advising environment that present particular diffi culty to fi rst generation students


6. Util ize knowledge of the University and fi rst generation population to create strategies to eff ectively refer students to appropriate resources

DIAGRAMING LEARNING OUTCOMES

Transformative learning outcomes must involve the three dimensions of self: cognitive, interpersonal, intrapersonal

Academic advisors who attend COAA training will…1. Define “fi rst generation student” for themselves and

with others to create a common understanding within the advising community

DIAGRAM (TRANSFORMATIVE) LEARNING OUTCOMES

(Shaping the Environment)

Transformative learning outcomes must involve the three dimensions of self: cognitive, interpersonal, intrapersonal

Academic advisors who attend COAA training wil l…1. Defi ne “fi rst generation student” for themselves and with others

to create a common understanding within the advising community2. Util ize advising experience to identify similarit ies and diff erences

between fi rst generation students and other fi rst year college students to compare their respective needs


4. Identify elements of University and advising environment that they believe present particular diffi culty to fi rst generation students


6. Util ize knowledge of the University and fi rst generation population to create strategies to eff ectively refer students to appropriate resources

DIAGRAMING (TRANSFORMATIVE) LEARNING OUTCOMES

SHAPING THE ENVIRONMENT

Concrete Experience (Sensory Cortex)

Reflective Observatio

n (Back Integrative

Cortex)

Abstract Hypothesis

(Front Integrative

Cortex)

Active Testing (Motor Cortex)

LEARNING HAPPENS VIA THE LEARNING CYCLE

We must engage all parts of the brain and complete the cycle

(Zull, 2002)

Learning occurs best with Experience (input) Repeated opportunities to engage with material Multiple formats and contexts in which to engage Opportunities for personal connection Reflection, including internal and eternal processing Active involvement

Basic process of learning involves


Sense Integrate Act

(Zull, 2002; Shaping the Environment)

LE

AR

NIN

G

PA

RT

NE

RS

HIP

S

MO

DE

L

Support

Validate learners’ capacity to know

Situate learning in learners’ experience

Define learning as mutually constructed meaning making

Baxter Magolda, M.B. (2004)

“Our concrete experience contains much of the information we need for understanding” (Zull, 2002 p. 145)

“Prior knowledge is the beginning of new knowledge” (Zull 2002 p. 93)

“Knowing is feeling.” (Zull, 2002 p. 73)

“Refl ection is the search for connections- l iterally!” (Zull, 2002 p. 165)

Teaching is Showing “We should show what we hope our students will eventually be able to do

themselves.” (Zull, 2002 p. 147)

Action is necessary “The only pathway that seems unproductive for learning is the pathway that

excludes active testing of ideas, [which] lead the learner to keep her ideas inside rather tan showing them to the world beyond her brain.” (Zull, 2002, p.219)

A FEW MORE THINGS ABOUT LEARNING

COAA Training Fall Training- full day, divided into two major segments Professional Development- periodic discussion or

presentations & Spring semester retreat

Context I am working with Fall Training

30 minute morning presentation Afternoon discussion (approximately three hours)

Professional Development Two brown bag lunch discussions, one each semester (one hour

each)


Refl ection prompts (Written) Training workbook- individual writing prompts Consideration of self in knowledge construction (situate in

learners’ experience) During and between training (multiple contexts)

Discussion prompts (Verbal) Small and large group context (multiple contexts) Work with others to construct meaning (Define learning as

mutually constructed meaning making)

Activities (Interactive) Testing of ideas in a group context (abstract hypothesis and active

testing) Generation of ideas by learners (Validate learner’s capacity to

know)

TOOLS USED

As a large groupEngage with a presentation:

Professionals who can situate first generation students in University setting Andy Borst, Sara Lytle, Karolynn Heuer,

Financial aid advisor

Student panel to speak to experiences Multiple versions of the “first generation

story” to engage with Question and answer

Activity: On your own, develop a detailed defi nition of “fi rst generation student” highlighting the components that are important to consider as an academic advisor. Then discuss these defi nitions as a group in order to develop a working defi nition for the group

Defi ne “fi rst generation student” for themselves and with others to create a common understanding within the advising community

LEARNING OUTCOME 1

In small groupsDiscussion prompt: Considering all of your experience in relation to what we have been presented with so far today, what similarities and differences do you see between first generation students and their peers?

Report back to the large group to make a “master list” for discussion.

Util ize advising experience to identify similarities and diff erences between fi rst generation students and other fi rst year college students

LEARNING OUTCOME 2

As individualsRefl ection prompt: What was the

experience of your fi rst day on the job as an academic advisor like? Your fi rst week? What did you think the job would entail? How

did you feel as you were presented with all the documents and other information you would need to assimilate? How about your first time on MVS alone? How did you feel before or after your first (or worst) student appointment?

How might this relate to the way first generation students feel coming into an advising environment?

In small groups Activity: use your previous knowledge as

well as what we have learned today to answer the following question on a college admissions application as if you were a hypothetical fi rst generation student. Why do you want to pursue a college

education? Discuss what you would bring with you to college to help you be successful, as well as your motivation and goals.

Recognize motivations and perspectives of fi rst generation students in relation to their University and advising experience to compare their respective needs

LEARNING OUTCOME 3

As a large groupActivity: if we were trying to

construct a University and Advising Center designed to keep first generation students from succeeding, what would that look like? What practices, polices, and environments would be in place? Which, if any, of these reflect WIU or

our offi ces?

As individualsReflection prompt: how would

you feel were you a traditional age first year student facing these barriers?

Identify elements of University and advising environment that present particular diffi culty to fi rst generation students

LEARNING OUTCOME 4

As individuals Reflection prompt: considering

what we have learned today, over the course of the semester, reflect on your own daily advising practice and your experience in your offi ce. What, if anything, do you that may create or perpetuate barriers for fi rst generation students? Why are these things problematic?

Your thoughts will be solicited prior to Fall semester lunch discussion and used to guide our discussion.

Analyze current personal advising practices to recognize potential barriers they present to fi rst generation students

LEARNING OUTCOME 5

As individualsEngage with articles on best

practices in working with fi rst generation students

As a large groupDiscussion:

What do you think about the prominent themes in advisor submissions?

How can we to apply experience and knowledge gained about first generation population thus far to reduce these barriers or better aid first generation students in navigating them?

Activity: identify one element that you will change in your advising practice and describe how you will do so based on what we have learned

Util ize knowledge of the University and fi rst generation population to create strategies to advise and eff ectively refer students to appropriate resources

First Brown Bag Discussion

LEARNING OUTCOME 6

As individualsEngage with written articles on

best practices in working with first generation students

As a large groupDiscuss results of your

implementation of previously identified strategies

Identify continuing and new strategies for implementation

Uti l ize knowledge of the University and fi rst generation population to create strategies to advise and eff ectively refer students to appropriate resources

LEARNING OUTCOME 6

ASSESSMENT

Formative Multiple large group discussion prompts allow for check-ins

What definition is developed What thoughts are reported back to the large group & facilitator What barriers are identified as a large group What thoughts are submitted about personal advising practices

Small group activity collection Response generated to hypothetical essay prompt

Discussion facilitator notes- small and large group Workbook sampling

Summative Advisor training evaluation form (Fall training) Brown Bag Lunch evaluation (electronic)

HOW WILL THIS BE ASSESSED?

Baxter Magolda, M.B. (2004) Learning partnerships model: A framework for promoting self-authorship. In M.B. Baxter Magolda & P.M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 37-62). Sterling, VA; Stylus Publishing.

Learning Outcomes [Powerpoint slides] Personal Collection of Sarah Schoper, Western Illinois University, Macomb, IL

Shaping the Environment [Powerpoint slides] Personal Collection of Sarah Schoper, Western Illinois University, Macomb, IL Zull, J.E. (2002). The art of changing the brain. Sterling, VA; Stylus Publishing.

REFERENCES

internship learning project

Education