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The Conceptual Component Page 1
Presenters: Terry Musser Franklin Yoder Advising Coordinator Associate Director College of Agricultural Science Academic Advising Center Pennsylvania State University University of Iowa [email protected] [email protected] Pre-Webcast Activity Suggestions • Think about your own philosophy of advising. Jot down your beliefs and practices related to advising. • Recall the theories you studied in your educational journey. How have those theories influenced your work
as an adviser, or how might they? • Begin the process of creating your own advising portfolio to include your personal statement or philosophy
of advising, articles or descriptions of the theories you apply to your practice, your accomplishments and samples of your work, and the work you do outside of your home unit (departmental committees, university-wide work, NACADA, etc.). Be sure to include the professional development activities you have been involved in, including this Webinar. Read this article from the NACADA Clearinghouse of Academic Advising Resources about developing your professional portfolio. http://www.nacada.ksu.edu/clearinghouse/advisingissues/portfolioexamples.htm
Post-Webcast Activity Suggestions • Consider who and what else is joining us at the advising table? • Discuss advising philosophy with a colleague(s).
o Advisors: read and discuss the historic advising-related documents with others in your office, and then discuss how those concepts and theories might be used in your particular setting.
o Advising administrators: create opportunities to bring advisers together to discuss the unit’s philosophy of advising.
• Draw a concept map of advising; include the connections between nodes on that map. If there are gaps in
your map, perhaps those are areas where you could do more reading and thinking. o Revisit and refine map annually. o Ask colleagues to draw their own maps and then share your maps with each other.
The Conceptual Component of Academic Advising: What It Is and Why It's Important
Webinar Handout
The Conceptual Component Page 2
• Read NACADA Clearinghouse of Academic Advising Resources articles related to the conceptual component of advising.
• If you are not part of an advising office, connect with others either in person or electronically.
o utilize the NACADA website (Region pages, Commissions, Interest Groups, listervs, etc.) to find others with similar interests
o build a wiki of advising resources and concepts o create a Facebook page to share resources and ideas o exchange AIM or other instant messaging screen names and set aside time to “chat” about these
ideas o have a telephone conversation
References and Recommended Resources Chickering, A.W. & Reisser, L. (1993) Education and identity, (2nd ed.). San Francisco: Jossey-Bass. Erikson, E. H. (1968). Identity, youth and crisis. New York: W. W. Norton. Eugenie Scott quote: ThinkExist.com, n.d. Lee Knefelkamp quote: McEwen, M. K. (2003). The nature and uses of theory. In Komives, S. R., Woodard, D. B., Jr. & Associates, Student services: A handbook for the profession (p. 153-178). San Francisco: Jossey-Bass. Levinson, D. J., with Darrow, C. N, Klein, E. B. & Levinson, M. (1978). Seasons of a Man's Life. New York: Random House. Levinson, D. J., with Levinson, J. D. (1996). Seasons of a Woman's Life. New York, NY: Alfred A. Knopf. Perry, William. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart, and Winston Smith, M.K. (1999). Life span development and lifelong learning - http://www.infed.org/biblio/lifecourse_development.htm Vygotsky’s Zone of Proximal Development Theory – Berk, L.E. (2007). Development through the lifespan (4th ed.). New York: Pearson Education. Penn State Resources Goal Sheet – http://www.psu.edu/dus/students/Goal-setting%20worksheet.pdf Holland Personal Strengths and Interests - http://www.psu.edu/dus/students/Holland.pdf Self-Motivation Assessment Tool – http://www.thinkimpactsolutions.com/images/Self-Motivation_Assessment_Tool_-_Best.pdf Other University Tools and Resources Rogue Community College Holland Code Quiz - http://www.roguecc.edu/Counseling/HollandCodes/test.asp University of Texas at Dallas Website - primer for student development theory - http://www.utdallas.edu/dept/ugraddean/theory.html
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NACADA Clearinghouse of Academic Advising Resources Mission Statement Development - http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Mission-Statements.htm Multicultural Awareness section - overview article written by Leigh Cunningham - http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Multicultural.htm NACADA Concept of Advising - http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-Advising.htm Reynolds, M.M. (2010). An advisor's half dozen: Principles for incorporating learning theory into our advising practices. http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/learning.htm Williams, S. (2007). From Theory to Practice: The Application of Theories of Development to Academic Advising Philosophy and Practice. http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Theories.htm Academic Advising Today Articles Hutson, B., Bloom, J., and He, Y. (2009, December). Reflection in advising. http://www.nacada.ksu.edu/AAT/NW32_4.htm#12
Peters, Hyun, Taylor and Varney. (2010, Sept). Advising Non-Traditional Students: Beyond Class Schedules and Degree Requirements - http://www.nacada.ksu.edu/AAT/NW33_3.htm
Throgmorton, David. (2009, Sept). The Front Lines of Hope: Helping Students Connect to Themselves for a Brighter Future. http://www.nacada.ksu.edu/AAT/NW32_3.htm
Other NACADA Resources Academic Advising: A Comprehensive Handbook - http://www.nacada.ksu.edu/Resources/Publications/jbbook2ed.htm Advising Special Populations: Adult Learners, Community College Students, LGBTQ Students, Multicultural Students, Students on Probation, Undecided Students - http://www.nacada.ksu.edu/Monographs/M17.htm Pocket Guide Understanding Cultural Identity and Worldview Development - http://www.nacada.ksu.edu/Resources/Publications/pocketguide.htm#PG03 and the CD from which it was developed - http://www.nacada.ksu.edu/Videos/index.htm#cultural Pocket Guide Academic Advising Delivery Models - http://www.nacada.ksu.edu/Resources/Publications/pocketguide.htm#PG02 The New Advisor Guidebook - http://www.nacada.ksu.edu/Monographs/M16.htm
THE CONCEPT OF ADVISINGFamilyStructureSupport or Lack of Support Politics
ExternalInfluences
Finances
Family Economic Outlooks
Career Trends and CounselingRace/Ethnicity
StructureSupport or Lack of Support
Scholarship Requirements
Financial AidDebt Load
PoliticsInvestments
THE ADVISING
Values
Cultural Beliefs
Educational Goals
Vision
Mission
Advising History
Influences
Religion
Sexual Identity
Major MinorStudy Abroad
Institutional Type
Institutional History
THE ADVISING TABLE
StudentInstitutionInterests
Strengths/Weaknesses
P t f
g y
Advising Culture
Educational Opportunities
Aptitude
yGrad School Prep
InternshipHobbiesPassions
Faculty
Industry
Advisor
Past performanceResources
Values
Past Advising Experiences
Institutional Knowledge
Desire to Advise/Mentor Students
IQAptitude
MotivationAcademic Programs
ReferralsSupport Services Policies/Procedures
Technology
Personnel $$Physical Plant
Cultural Beliefs Disciplinary Theories/Knowledge
g p
Advising Theories/Techniques
Race/EthnicityReligion
Sexual Identity
Student Development Theory Communications skills (listening, reflecting, etc.)
Good or Bad?
Faculty or professional adviser?
p y
Decision-Making Theory/Skills
( g, g, )
Teaching/Learning Theory/Skills
Personal arsenal of theories/philosophiesSolid Line = Direct connection or impactDashed Line = Indirect connection or impact
Use of technology in advising
Advising Styles/Theories (developmental, appreciative, etc.)
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The Conceptual Component of Advising: Developing the Purpose Values and Framework
NACADA – The Global Community for Academic Advising
presents
Developing the Purpose, Values, and Framework for Why We Do What We Do
Terry MusserAdvising CoordinatorCollege of Agricultural Sciences Pennsylvania State University
Franklin YoderAssociate DirectorAcademic Advising Center University of Iowa
November 3, 2010
The Conceptual Component of Advising: Developing the Purpose, Values, and Framework
for Why We Do What We Do
Three essential components
All are necessary for a high quality advising program
Three essential components
• Conceptual• Informational
• Relational
Today’s Goals
•Discuss foundational conceptual components
• Encourage investigation of associated resourcesof associated resources
• Share practical ideas on how to convert theory to practice
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“Without understanding [conceptual elements] there is no context for the delivery of service. Without information, there is no substance to advising. And without interpersonal skills
[relational], the advisee/advisor interaction is l ft t h ”left to chance.”
Wes HableyAdvisor Training: Exemplary Practices in the Development of Advisor Skills
Conceptual Component
What an adviser must UNDERSTAND about:
h d• the student• the institution• her/himself as the adviser
• the environment
Informational Component
What an adviser must KNOW about:
• the internal environment
• the external environment
• student needs• advisor self‐knowledge
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Relational Component
What an adviser must be able to DO
the skills that we need to effectively connect with our students
Importance of Theory and Philosophy
Theories explain things
Theories serve as a common lang agecommon language
allowing us to collaborate
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Think of advising as broadly as possible
Tradition
Biases
At the tableHistory
Knowledge
Concept map
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Advising table
advisor
biases
What are my biases?
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resources
biases
What is my motivation?
Foundational Theories
• Psychosocial theories• Cognitive developmental theories
• Maturity models
• Typology models
Building the Framework: Advising as a Teaching and Learning Process (Webinar, September 2010)
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resources
biases
What are my disciplinary
underpinnings?
ExamplesEnglish Literature
• Analysis• Analogy • Character
Engineer• Problem solving• Analytical skills
Character development
Education• Learning theory
constructivism
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ExamplesVygotsky’s Zone of Proximal Development Theory
Education• Learning theory
constructivism
“An excellent advisor does the same thing for the
student’s entire curriculum
Marc Lowenstein (2006) NACADA Journal
that the excellent teacher does for one course.”
biasesWhat tools h I bhave I been
trained to use?
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student
Student Development Theory
Chickering’s Seven Vectors of Student Development
• developing competence
• managing emotions
• moving through autonomy d d dtoward interdependence
• developing mature interpersonal relationships
• establishing identity• developing purpose• developing integrity
Student Development Theory
• Chickering & Reisser’s 7 Vectors
• Eric Erickson’s Stage of gPsychosocial Development
• Daniel Levinson’s Theory of Adult Development
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Daniel Levinson’s Theory of Adult Development
Seasons of Life: • Early adult transition (17‐22) • Entering the adult world (22‐28) • Age 30 transition (28‐33) g ( )• Settling down (33‐40) • Mid‐life transition (40‐45) • Entering middle adulthood (45‐50)• Age 50 transition (48‐53)• Late adulthood transition (60‐65)• Late adulthood (65+)
student
AAT article
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student
Penn State G l ShGoal Sheet
Syllabus
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student
What motivates this
student?
External influences
family
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finances
institution
institution
What is our advising history?
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model How is d i iadvising
structured?
institution
What is our vision and mission?
institution
What educational opportunities are available?
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institution
Is advising valued?
Importance of Theory and Philosophy
Theories explain things
Practical Application
How can we use advising theory to makeadvising theory to make us better advisors and to improve our advising skills and knowledge?
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theory
Theories serve as a common lang agecommon language
allowing us to collaborate
Theory is helpful in our interactions with students
It sets a broad context that allows us to analyze and
understand student behavior
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ChickeringCrookston
How to connect?
Materials available in many formats
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Assumptions BeliefsPhilosophy
p
What advising is
How advising fits into our mission
How our work affects and guides students
Advise!
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New Advisor
Karen Thurmond
Advisor Guidebook
Concept of Advising
institution
What is our vision and mission?
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Differing advising situations
Common Concerns
Different Challenges
It is easy to allow information acquisition and transfer to become the focus of training
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clearinghouse
Almost all current advisingAlmost all current advising theories are built around the idea that advising should be a
holistic effort
Early theorists focused
on stages of development
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Effective Academic Advisingintegrates academic and institutional knowledge
with developmental theory
Knowledge of advising theory gives advisors:
• a framework to guide their practices and responses
• a means of assessing student• a means of assessing student development
• a context for understanding advisees as developing adults
Kim Roufs. (2007). In Theory, Advising Matters. The New Advisor Guidebook
Reynolds article
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Reynolds articleIn what concrete waysIn what concrete ways can advisors incorporate learning into advising?
‐Maura Reynolds
A student’s question becomes…
A teaching/learning opportunity
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Perry's Theory of Intellectual Development
Cognitive structures are shaped by how people viewshaped by how people view
their experiences
Perry's Theory of Intellectual Development
• Basic duality• Multiplicity pre‐legitimate
• Multiplicity legitimate but subordinate
• Multiplicity coordinate• Multiplicity coordinate
• Relativism subordinate
• Relativism• Commitment foreseen
• Evolving commitments
Perry Simplified
Dualism• dichotomous view
• knowledge is quantitative• authority figures have the answers• learning is receiving information
transition initiated by cognitive dissonance
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Perry Simplified
Multiplicity• accept diversity of view• all opinions are valid• analytical thinking improves
transition initiated by the need to support opinions
Perry Simplified
Relativism• opinions are not all equally valid• knowledge is viewed qualitatively and contextually
• based in evidence and supporting arguments
• able to accept reality and focus on possibilities
An increasingly complex, ambiguous, and paradoxical world
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When faced with cognitive dissonance,
students either retreat andretreat and withdraw or they begin to move through developmental
stages
Advising is a
process
Experiential Learning ModelDavid Kolb
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Experiential Learning Model
Experiential Learning Model
Experiential Learning Model
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Experiential Learning Model
Example: “Brian”
Adult Learner returning toreturning to college after ten years in
the work force
Experiential Learning Model
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Experiential Learning Model
Experiential Learning Model
Vygotsky’s Zone of Proximal Development Theory
“Scaffolding”
Education• Learning theory
constructivism
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Vygotsky’s Zone of Proximal Development Theory
“Scaffolding”
Education• Learning theory
constructivism
Why? What? How?
Coach, Teacherand Guide
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Daniel Levinson’s Theory of Adult Development
Seasons of Life: • Early adult transition (17‐22) • Entering the adult world (22‐28) • Age 30 transition (28‐33)Age 30 transition (28 33) • Settling down (33‐40) • Mid‐life transition (40‐45) • Entering middle adulthood (45‐50)• Age 50 transition (48‐53)• Late adulthood transition (60‐65)• Late adulthood (65+)
Share the Dream
Questions
Terry Musser Frank Yoder
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Suggestions for engaging
in the conceptual
component of advising
Reflection in Advising
(Dec 2009)Academic
Advising Today
The Conceptual Component of Advising: Developing the Purpose, Values, and Framework for Why We Do What We Do
Terry MusserPennsylvania State University
Franklin YoderUniversity of Iowafranklin‐[email protected]
National Academic Advising AssociationCopyright 2010
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