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ACADEMIC ACADEMIC ACADEMIC ACADEMIC ADVISINGADVISINGADVISINGADVISINGAPPROACHESAPPROACHESAPPROACHESAPPROACHESNancy Roadruck, Kent State UniversityNancy Roadruck, Kent State UniversityNancy Roadruck, Kent State UniversityNancy Roadruck, Kent State UniversityThe presenter acknowledges the work of Kathy Stockwell, Jayne Drake, and Jon Steven Antalvari in the preparation of this presentation.

NACADA SUMMER INSTITUTENACADA SUMMER INSTITUTENACADA SUMMER INSTITUTENACADA SUMMER INSTITUTE

Goals for this session:Goals for this session:Goals for this session:Goals for this session:

• Work on various advising strategies per Work on various advising strategies per Work on various advising strategies per Work on various advising strategies per designationdesignationdesignationdesignation

• Learn more about group advisingLearn more about group advisingLearn more about group advisingLearn more about group advising

• Learn how to utilize peer advisingLearn how to utilize peer advisingLearn how to utilize peer advisingLearn how to utilize peer advising

• Review the benefits of appreciative Review the benefits of appreciative Review the benefits of appreciative Review the benefits of appreciative advisingadvisingadvisingadvising

• Reflect on the challenges faced with Reflect on the challenges faced with Reflect on the challenges faced with Reflect on the challenges faced with distance learnersdistance learnersdistance learnersdistance learners


Making the simple complicated is Making the simple complicated is Making the simple complicated is Making the simple complicated is commonplace. Making the complicated commonplace. Making the complicated commonplace. Making the complicated commonplace. Making the complicated simple, awesomely simple, that’s creativity.simple, awesomely simple, that’s creativity.simple, awesomely simple, that’s creativity.simple, awesomely simple, that’s creativity.

Charles Mingua

What is your role at your institution?


Why learn different advising approaches?Why learn different advising approaches?Why learn different advising approaches?Why learn different advising approaches?


• First generation studentsFirst generation studentsFirst generation studentsFirst generation students

• Veterans/Active military studentsVeterans/Active military studentsVeterans/Active military studentsVeterans/Active military students

• Transfer studentsTransfer studentsTransfer studentsTransfer students

• NonNonNonNon----traditional studentstraditional studentstraditional studentstraditional students

• Students with disabilitiesStudents with disabilitiesStudents with disabilitiesStudents with disabilities

• LGBTQ+ studentsLGBTQ+ studentsLGBTQ+ studentsLGBTQ+ students

• Undeclared studentsUndeclared studentsUndeclared studentsUndeclared students

• Student athletesStudent athletesStudent athletesStudent athletes

• Honors studentsHonors studentsHonors studentsHonors students

• International studentsInternational studentsInternational studentsInternational students

• Adult studentsAdult studentsAdult studentsAdult students

• FirstFirstFirstFirst----year studentsyear studentsyear studentsyear students

• SecondSecondSecondSecond----year studentsyear studentsyear studentsyear students

• Distance learnersDistance learnersDistance learnersDistance learners

• Probationary and atProbationary and atProbationary and atProbationary and at----risk studentsrisk studentsrisk studentsrisk students

DATADATADATADATA

• 21 m 21 m 21 m 21 m students studying in the USstudents studying in the USstudents studying in the USstudents studying in the US

• 4300 4300 4300 4300 colleges and universitiescolleges and universitiescolleges and universitiescolleges and universities

• 44%44%44%44% graduate in 4 yearsgraduate in 4 yearsgraduate in 4 yearsgraduate in 4 years

• 60% 60% 60% 60% graduate in 6 yearsgraduate in 6 yearsgraduate in 6 yearsgraduate in 6 years

• 57%57%57%57% sixsixsixsix----year rate for femalesyear rate for femalesyear rate for femalesyear rate for females

• 62%62%62%62% sixsixsixsix----year rate for malesyear rate for malesyear rate for malesyear rate for males

• 93%93%93%93% aspire to more educationaspire to more educationaspire to more educationaspire to more education

• 0%0%0%0% can do it alonecan do it alonecan do it alonecan do it aloneNational Center for Education Statistics and Charlie NuttNational Center for Education Statistics and Charlie NuttNational Center for Education Statistics and Charlie NuttNational Center for Education Statistics and Charlie Nutt


Defining Your Own ExperienceDefining Your Own ExperienceDefining Your Own ExperienceDefining Your Own Experience

• How would you describe your first year in How would you describe your first year in How would you describe your first year in How would you describe your first year in college?college?college?college?

• What could have made it better?What could have made it better?What could have made it better?What could have made it better?

• How do your experiences relate to your role How do your experiences relate to your role How do your experiences relate to your role How do your experiences relate to your role as an advisor?as an advisor?as an advisor?as an advisor?

• How is this significant to our discussion How is this significant to our discussion How is this significant to our discussion How is this significant to our discussion today?today?today?today?


We can all agree.We can all agree.We can all agree.We can all agree.

Building relationships and encouraging Building relationships and encouraging Building relationships and encouraging Building relationships and encouraging students’ holistic development are key students’ holistic development are key students’ holistic development are key students’ holistic development are key elements in nearly all academic advising elements in nearly all academic advising elements in nearly all academic advising elements in nearly all academic advising approaches.approaches.approaches.approaches.

NACADA’S DEFINITION OF ADVISINGNACADA’S DEFINITION OF ADVISINGNACADA’S DEFINITION OF ADVISINGNACADA’S DEFINITION OF ADVISING

It is:It is:It is:It is:

• MultiMultiMultiMulti----dimensional and intentionaldimensional and intentionaldimensional and intentionaldimensional and intentional

• Grounded in teaching and learningGrounded in teaching and learningGrounded in teaching and learningGrounded in teaching and learning

• Has its own purpose and contentHas its own purpose and contentHas its own purpose and contentHas its own purpose and content

• Has specified outcomes for student Has specified outcomes for student Has specified outcomes for student Has specified outcomes for student learninglearninglearninglearning

• http://www.nacada.ksu.edu/definitions.htm


Advising needs flexible, eclectic practitioners Advising needs flexible, eclectic practitioners Advising needs flexible, eclectic practitioners Advising needs flexible, eclectic practitioners able to adapt their advising strategies in able to adapt their advising strategies in able to adapt their advising strategies in able to adapt their advising strategies in accordance with the needs of their students. accordance with the needs of their students. accordance with the needs of their students. accordance with the needs of their students. Being married to a single approach to Being married to a single approach to Being married to a single approach to Being married to a single approach to academic advising, advisors potentially academic advising, advisors potentially academic advising, advisors potentially academic advising, advisors potentially disregard the diverse ways in which students disregard the diverse ways in which students disregard the diverse ways in which students disregard the diverse ways in which students learn and presume a single, linear learn and presume a single, linear learn and presume a single, linear learn and presume a single, linear developmental path that is clearly more developmental path that is clearly more developmental path that is clearly more developmental path that is clearly more idealistic than realistic.idealistic than realistic.idealistic than realistic.idealistic than realistic.

Kimball and Campbell, Kimball and Campbell, Kimball and Campbell, Kimball and Campbell, Academic Advising Approaches, Academic Advising Approaches, Academic Advising Approaches, Academic Advising Approaches, p.6p.6p.6p.6

PRESCRIPTIVE ADVISINGPRESCRIPTIVE ADVISINGPRESCRIPTIVE ADVISINGPRESCRIPTIVE ADVISING

Old:Old:Old:Old:

Advisors as disseminators ofAdvisors as disseminators ofAdvisors as disseminators ofAdvisors as disseminators of

informationinformationinformationinformation


NewNewNewNew::::

Advisors as teachers, mentors,Advisors as teachers, mentors,Advisors as teachers, mentors,Advisors as teachers, mentors,

facilitators, guides, allowing facilitators, guides, allowing facilitators, guides, allowing facilitators, guides, allowing

for individual differencesfor individual differencesfor individual differencesfor individual differences

ADVISING AS TEACHINGADVISING AS TEACHINGADVISING AS TEACHINGADVISING AS TEACHING

Both Teachers and Advisors are:Both Teachers and Advisors are:Both Teachers and Advisors are:Both Teachers and Advisors are:

“caring, good listeners, knowledgeable about “caring, good listeners, knowledgeable about “caring, good listeners, knowledgeable about “caring, good listeners, knowledgeable about their content areas, and prepared. Both their content areas, and prepared. Both their content areas, and prepared. Both their content areas, and prepared. Both believe in the human dignity of all their believe in the human dignity of all their believe in the human dignity of all their believe in the human dignity of all their students. Their behaviors reflect clarity, students. Their behaviors reflect clarity, students. Their behaviors reflect clarity, students. Their behaviors reflect clarity, enthusiasm, warmth, flexibility, availability, enthusiasm, warmth, flexibility, availability, enthusiasm, warmth, flexibility, availability, enthusiasm, warmth, flexibility, availability, and businesslike, taskand businesslike, taskand businesslike, taskand businesslike, task----oriented behaviors.oriented behaviors.oriented behaviors.oriented behaviors.

As cited in Lowenstein: Wade and Yoder, “The Professional Status of Teachers and Academic Advisors: It Matters.” In As cited in Lowenstein: Wade and Yoder, “The Professional Status of Teachers and Academic Advisors: It Matters.” In As cited in Lowenstein: Wade and Yoder, “The Professional Status of Teachers and Academic Advisors: It Matters.” In As cited in Lowenstein: Wade and Yoder, “The Professional Status of Teachers and Academic Advisors: It Matters.” In RRRReinarzeinarzeinarzeinarzand White, and White, and White, and White, Teaching through Academic Advising: A Teaching through Academic Advising: A Teaching through Academic Advising: A Teaching through Academic Advising: A FFFFaculty Perspective.aculty Perspective.aculty Perspective.aculty Perspective.


Like good teachers, advisorsLike good teachers, advisorsLike good teachers, advisorsLike good teachers, advisors

• AskAskAskAsk

• Show Show Show Show

• ClarifyClarifyClarifyClarify

• ChallengeChallengeChallengeChallenge

• SupportSupportSupportSupport


“An excellent advisor does the same for the “An excellent advisor does the same for the “An excellent advisor does the same for the “An excellent advisor does the same for the student’s entire curriculum that the excellent student’s entire curriculum that the excellent student’s entire curriculum that the excellent student’s entire curriculum that the excellent teacher does for one course.”teacher does for one course.”teacher does for one course.”teacher does for one course.”

Marc LowensteinMarc LowensteinMarc LowensteinMarc Lowenstein


Lowenstein’s quote begs the questions:Lowenstein’s quote begs the questions:Lowenstein’s quote begs the questions:Lowenstein’s quote begs the questions:

What is it that the excellent teacher does for What is it that the excellent teacher does for What is it that the excellent teacher does for What is it that the excellent teacher does for one course?one course?one course?one course?

What is it that the excellent advisor does for What is it that the excellent advisor does for What is it that the excellent advisor does for What is it that the excellent advisor does for the student?the student?the student?the student?

ADVISING AS TEACHINGADVISING AS TEACHINGADVISING AS TEACHINGADVISING AS TEACHING

Advising as Teaching focuses on students’ Advising as Teaching focuses on students’ Advising as Teaching focuses on students’ Advising as Teaching focuses on students’ academic and personal growthacademic and personal growthacademic and personal growthacademic and personal growth

Advisors teach students:Advisors teach students:Advisors teach students:Advisors teach students:

• To value the learning processTo value the learning processTo value the learning processTo value the learning process

• To apply decisionTo apply decisionTo apply decisionTo apply decision----making strategiesmaking strategiesmaking strategiesmaking strategies

• To put the college experience into perspectiveTo put the college experience into perspectiveTo put the college experience into perspectiveTo put the college experience into perspective

• To set priorities and evaluate eventsTo set priorities and evaluate eventsTo set priorities and evaluate eventsTo set priorities and evaluate events

• To develop thinking and learning skillsTo develop thinking and learning skillsTo develop thinking and learning skillsTo develop thinking and learning skills

• To make choicesTo make choicesTo make choicesTo make choicesNACADA Core Values


LearningLearningLearningLearning----Centered AdvisingCentered AdvisingCentered AdvisingCentered Advising

“Some teachers and advisors may assume that “Some teachers and advisors may assume that “Some teachers and advisors may assume that “Some teachers and advisors may assume that student learning is automatic, the result of good student learning is automatic, the result of good student learning is automatic, the result of good student learning is automatic, the result of good teaching or good academic advising. However, teaching or good academic advising. However, teaching or good academic advising. However, teaching or good academic advising. However, students learn for and by themselves; it is a process, students learn for and by themselves; it is a process, students learn for and by themselves; it is a process, students learn for and by themselves; it is a process, a change, a response to experiences. Advising and a change, a response to experiences. Advising and a change, a response to experiences. Advising and a change, a response to experiences. Advising and teaching techniques and tools matter, not as ends in teaching techniques and tools matter, not as ends in teaching techniques and tools matter, not as ends in teaching techniques and tools matter, not as ends in themselves, but as means of fostering and themselves, but as means of fostering and themselves, but as means of fostering and themselves, but as means of fostering and supporting student learning. When teaching and supporting student learning. When teaching and supporting student learning. When teaching and supporting student learning. When teaching and advising are learningadvising are learningadvising are learningadvising are learning----centered, the focus rests on centered, the focus rests on centered, the focus rests on centered, the focus rests on students (not teachers or advisors.)”students (not teachers or advisors.)”students (not teachers or advisors.)”students (not teachers or advisors.)”

Maura Reynolds (2013)Maura Reynolds (2013)Maura Reynolds (2013)Maura Reynolds (2013)

“Learning“Learning“Learning“Learning----Centered Advising”Centered Advising”Centered Advising”Centered Advising”

In Academic Advising ApproachesIn Academic Advising ApproachesIn Academic Advising ApproachesIn Academic Advising Approaches

PRINCIPLES OF LEARNING-CENTERED ADVISING

• Clear, reasonable, and positive goalsClear, reasonable, and positive goalsClear, reasonable, and positive goalsClear, reasonable, and positive goals

• Learning requires active involvementLearning requires active involvementLearning requires active involvementLearning requires active involvement

• Motivated students learn more effectivelyMotivated students learn more effectivelyMotivated students learn more effectivelyMotivated students learn more effectively

• High expectations encourage high High expectations encourage high High expectations encourage high High expectations encourage high achievementsachievementsachievementsachievements

• Students need feedbackStudents need feedbackStudents need feedbackStudents need feedback

• Interaction promotes learningInteraction promotes learningInteraction promotes learningInteraction promotes learningMaura Reynolds (2013)Maura Reynolds (2013)Maura Reynolds (2013)Maura Reynolds (2013)


Advising as Teaching and LearningAdvising as Teaching and LearningAdvising as Teaching and LearningAdvising as Teaching and Learning

• If advising is teaching and learningIf advising is teaching and learningIf advising is teaching and learningIf advising is teaching and learning----centered, treat it as suchcentered, treat it as suchcentered, treat it as suchcentered, treat it as such�Develop a curriculum for advisingDevelop a curriculum for advisingDevelop a curriculum for advisingDevelop a curriculum for advising

�Identify learning outcomesIdentify learning outcomesIdentify learning outcomesIdentify learning outcomes

�Identify learning activities for attaining the Identify learning activities for attaining the Identify learning activities for attaining the Identify learning activities for attaining the outcomesoutcomesoutcomesoutcomes

ADVISING APPROACHES

• Appreciative Advising

• Strengths-Based Advising

• Proactive (Intrusive) Advising

• Coaching

• Career Construction (Life Design)

• Group Advising

• Peer Advising

APPRECIATIVE ADVISINGAPPRECIATIVE ADVISINGAPPRECIATIVE ADVISINGAPPRECIATIVE ADVISING

“Appreciative Advising is the intentional collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials.”

http://www.appreciativeadvising.net/what-is-appreciative-advising.html


Appreciative InquiryAppreciative InquiryAppreciative InquiryAppreciative Inquiry

• DisarmDisarmDisarmDisarm

• DiscoverDiscoverDiscoverDiscover

• DreamDreamDreamDream

• DesignDesignDesignDesign

• DeliverDeliverDeliverDeliver

• Don’t settleDon’t settleDon’t settleDon’t settle


The Six Phases of Appreciative AdvisingThe Six Phases of Appreciative AdvisingThe Six Phases of Appreciative AdvisingThe Six Phases of Appreciative Advising

• DisarmDisarmDisarmDisarm�Make positive first impressionMake positive first impressionMake positive first impressionMake positive first impression

�Warm, welcoming greetingWarm, welcoming greetingWarm, welcoming greetingWarm, welcoming greeting

• DiscoverDiscoverDiscoverDiscover�Build rapportBuild rapportBuild rapportBuild rapport

�Learn about strengths, skills, abilitiesLearn about strengths, skills, abilitiesLearn about strengths, skills, abilitiesLearn about strengths, skills, abilities

Bloom, Hutson & He (2013)Bloom, Hutson & He (2013)Bloom, Hutson & He (2013)Bloom, Hutson & He (2013)

The Six Phases of Appreciative The Six Phases of Appreciative The Six Phases of Appreciative The Six Phases of Appreciative AdvisingAdvisingAdvisingAdvising

• DreamDreamDreamDream�Elicit hopes and dreamsElicit hopes and dreamsElicit hopes and dreamsElicit hopes and dreams

�Discussions that make them think of the futureDiscussions that make them think of the futureDiscussions that make them think of the futureDiscussions that make them think of the future

• DesignDesignDesignDesign�Create plans together for the future Create plans together for the future Create plans together for the future Create plans together for the future

�Students take ownershipStudents take ownershipStudents take ownershipStudents take ownership



The Six Phases of Appreciative AdvisingThe Six Phases of Appreciative AdvisingThe Six Phases of Appreciative AdvisingThe Six Phases of Appreciative Advising

• DeliverDeliverDeliverDeliver�Students take responsibility for executing their Students take responsibility for executing their Students take responsibility for executing their Students take responsibility for executing their plansplansplansplans

�Advisors express confidenceAdvisors express confidenceAdvisors express confidenceAdvisors express confidence

• Don’t settleDon’t settleDon’t settleDon’t settle�Encourage continued improvementEncourage continued improvementEncourage continued improvementEncourage continued improvement

�Set higher expectationsSet higher expectationsSet higher expectationsSet higher expectations


Has anyone used this approach in your Has anyone used this approach in your Has anyone used this approach in your Has anyone used this approach in your advising practice?advising practice?advising practice?advising practice?

How is it different from other approaches you How is it different from other approaches you How is it different from other approaches you How is it different from other approaches you might use?might use?might use?might use?

STRENGTHSSTRENGTHSSTRENGTHSSTRENGTHS----BASED ADVISINGBASED ADVISINGBASED ADVISINGBASED ADVISING

“Strengths“Strengths“Strengths“Strengths----based advising represents a based advising represents a based advising represents a based advising represents a paradigm shift for higher education from paradigm shift for higher education from paradigm shift for higher education from paradigm shift for higher education from failure prevention and a survival mentality to failure prevention and a survival mentality to failure prevention and a survival mentality to failure prevention and a survival mentality to success promotion and a perspective of success promotion and a perspective of success promotion and a perspective of success promotion and a perspective of thriving.”thriving.”thriving.”thriving.”

Laurie A. Schreiner, Laurie A. Schreiner, Laurie A. Schreiner, Laurie A. Schreiner, Academic Advising ApproachesAcademic Advising ApproachesAcademic Advising ApproachesAcademic Advising Approaches, p. 105 , p. 105 , p. 105 , p. 105


“A strengthsA strengthsA strengthsA strengths----based approach encourages based approach encourages based approach encourages based approach encourages students to capitalize on their unique gifts to students to capitalize on their unique gifts to students to capitalize on their unique gifts to students to capitalize on their unique gifts to become the best version of themselves and become the best version of themselves and become the best version of themselves and become the best version of themselves and gain the most they can from their college gain the most they can from their college gain the most they can from their college gain the most they can from their college experiences.”experiences.”experiences.”experiences.”

Laurie Schreiner, Laurie Schreiner, Laurie Schreiner, Laurie Schreiner, Academic Advising Approaches, Academic Advising Approaches, Academic Advising Approaches, Academic Advising Approaches, p. 117p. 117p. 117p. 117


Step 1. Identify Students’ TalentsStep 1. Identify Students’ TalentsStep 1. Identify Students’ TalentsStep 1. Identify Students’ Talents

Step 2. Affirm Students’ Talents and Increase Step 2. Affirm Students’ Talents and Increase Step 2. Affirm Students’ Talents and Increase Step 2. Affirm Students’ Talents and Increase Awareness of StrengthsAwareness of StrengthsAwareness of StrengthsAwareness of Strengths

Step 3. Envision the FutureStep 3. Envision the FutureStep 3. Envision the FutureStep 3. Envision the Future

Step 4. Plan Specific Steps for Step 4. Plan Specific Steps for Step 4. Plan Specific Steps for Step 4. Plan Specific Steps for Students to Reach GoalsStudents to Reach GoalsStudents to Reach GoalsStudents to Reach Goals

Step 5. Apply Students’ Strengths Step 5. Apply Students’ Strengths Step 5. Apply Students’ Strengths Step 5. Apply Students’ Strengths to Challengesto Challengesto Challengesto Challenges


• What did you learn with the greatest ease in high What did you learn with the greatest ease in high What did you learn with the greatest ease in high What did you learn with the greatest ease in high school?school?school?school?

• What fascinates you?What fascinates you?What fascinates you?What fascinates you?

• What are you like when you are at your best?What are you like when you are at your best?What are you like when you are at your best?What are you like when you are at your best?

• How have you used your talents to succeed in the past?How have you used your talents to succeed in the past?How have you used your talents to succeed in the past?How have you used your talents to succeed in the past?

• What brings out your best or helps you thrive in What brings out your best or helps you thrive in What brings out your best or helps you thrive in What brings out your best or helps you thrive in college?college?college?college?

• What do you see yourself doing as a result of being a What do you see yourself doing as a result of being a What do you see yourself doing as a result of being a What do you see yourself doing as a result of being a college graduate that you cannot do now?college graduate that you cannot do now?college graduate that you cannot do now?college graduate that you cannot do now?

• How would you describe the person you want to How would you describe the person you want to How would you describe the person you want to How would you describe the person you want to become? What is that person like? What is that become? What is that person like? What is that become? What is that person like? What is that become? What is that person like? What is that person able to do?person able to do?person able to do?person able to do?

PROACTIVE ADVISINGPROACTIVE ADVISINGPROACTIVE ADVISINGPROACTIVE ADVISING

• Deliberate, structured student Deliberate, structured student Deliberate, structured student Deliberate, structured student interventionsinterventionsinterventionsinterventions

• Purposeful, structured involvement with Purposeful, structured involvement with Purposeful, structured involvement with Purposeful, structured involvement with studentsstudentsstudentsstudents

• Efforts to reach out to students before they Efforts to reach out to students before they Efforts to reach out to students before they Efforts to reach out to students before they ask for helpask for helpask for helpask for help

• Inquiries into causes of the students’ Inquiries into causes of the students’ Inquiries into causes of the students’ Inquiries into causes of the students’ concerns/difficultiesconcerns/difficultiesconcerns/difficultiesconcerns/difficulties

PROACTIVE ADVISING PROACTIVE ADVISING PROACTIVE ADVISING PROACTIVE ADVISING STRATEGIESSTRATEGIESSTRATEGIESSTRATEGIES

• When do you use proactive strategies?When do you use proactive strategies?When do you use proactive strategies?When do you use proactive strategies?

• How do you reach out to your students?How do you reach out to your students?How do you reach out to your students?How do you reach out to your students?�What strategies do you use on your campus?What strategies do you use on your campus?What strategies do you use on your campus?What strategies do you use on your campus?�What strategies do you think would work?What strategies do you think would work?What strategies do you think would work?What strategies do you think would work?

• Are proactive advising strategies only for atAre proactive advising strategies only for atAre proactive advising strategies only for atAre proactive advising strategies only for at----risk risk risk risk students?students?students?students?�Why?Why?Why?Why?�Why not?Why not?Why not?Why not?

• What is the advisor’s role as a “What is the advisor’s role as a “What is the advisor’s role as a “What is the advisor’s role as a “mediator”mediator”mediator”mediator” between between between between the intervention and the resolution/outcome?the intervention and the resolution/outcome?the intervention and the resolution/outcome?the intervention and the resolution/outcome?

ADVISING AS COACHINGADVISING AS COACHINGADVISING AS COACHINGADVISING AS COACHING

“A process designed to facilitate the “A process designed to facilitate the “A process designed to facilitate the “A process designed to facilitate the decisiondecisiondecisiondecision----making activities to the [student] making activities to the [student] making activities to the [student] making activities to the [student] and to provide ongoing accountability and and to provide ongoing accountability and and to provide ongoing accountability and and to provide ongoing accountability and follow up with a strong emphasis on follow up with a strong emphasis on follow up with a strong emphasis on follow up with a strong emphasis on personal responsibility.”personal responsibility.”personal responsibility.”personal responsibility.”

WhitemoreWhitemoreWhitemoreWhitemore, 1996, 1996, 1996, 1996

“Coaching is about understanding where a “Coaching is about understanding where a “Coaching is about understanding where a “Coaching is about understanding where a student wants to go and creating an action student wants to go and creating an action student wants to go and creating an action student wants to go and creating an action plan and accountability to get them there.”plan and accountability to get them there.”plan and accountability to get them there.”plan and accountability to get them there.”

NealyNealyNealyNealy, 2008, 2008, 2008, 2008


Student Success Depends on Student Success Depends on Student Success Depends on Student Success Depends on

• CaringCaringCaringCaring

• Proactive managementProactive managementProactive managementProactive management

• Frequent feedbackFrequent feedbackFrequent feedbackFrequent feedback

• Sense of purposeSense of purposeSense of purposeSense of purpose

• MentoringMentoringMentoringMentoring

• RecognitionRecognitionRecognitionRecognition


Common Stages of CoachingCommon Stages of CoachingCommon Stages of CoachingCommon Stages of Coaching

• Relationship BuildingRelationship BuildingRelationship BuildingRelationship Building

• AssessmentAssessmentAssessmentAssessment

• FeedbackFeedbackFeedbackFeedback

• PlanningPlanningPlanningPlanning

• ImplementationImplementationImplementationImplementation

• Evaluation and followEvaluation and followEvaluation and followEvaluation and follow----upupupup


Results in Results in Results in Results in

• SelfSelfSelfSelf----awarenessawarenessawarenessawareness

• ConfidenceConfidenceConfidenceConfidence

• Improved performanceImproved performanceImproved performanceImproved performance

• SelfSelfSelfSelf----authorshipauthorshipauthorshipauthorship


Applying the approachesApplying the approachesApplying the approachesApplying the approaches

Please help Riley and Ali find their wayPlease help Riley and Ali find their wayPlease help Riley and Ali find their wayPlease help Riley and Ali find their way


Practical ApplicationsPractical ApplicationsPractical ApplicationsPractical Applications

• OneOneOneOne----onononon----one advisingone advisingone advisingone advising

• Group advisingGroup advisingGroup advisingGroup advising

• Peer AdvisingPeer AdvisingPeer AdvisingPeer Advising


OneOneOneOne----totototo----One AdvisingOne AdvisingOne AdvisingOne Advising

• A commitment to the whole studentA commitment to the whole studentA commitment to the whole studentA commitment to the whole student

• Recognition and appreciation of individual Recognition and appreciation of individual Recognition and appreciation of individual Recognition and appreciation of individual differencesdifferencesdifferencesdifferences

• A commitment to facilitating student A commitment to facilitating student A commitment to facilitating student A commitment to facilitating student development, success, and learningdevelopment, success, and learningdevelopment, success, and learningdevelopment, success, and learning

• Providing quality services to meet student Providing quality services to meet student Providing quality services to meet student Providing quality services to meet student needsneedsneedsneeds

• A commitment to providing access and A commitment to providing access and A commitment to providing access and A commitment to providing access and opportunityopportunityopportunityopportunity“Students don’t care how much we know until they know how much we care.”“Students don’t care how much we know until they know how much we care.”“Students don’t care how much we know until they know how much we care.”“Students don’t care how much we know until they know how much we care.”


“Academic advising is the only structured “Academic advising is the only structured “Academic advising is the only structured “Academic advising is the only structured activity on the campus which all students activity on the campus which all students activity on the campus which all students activity on the campus which all students

have the opportunity for an onhave the opportunity for an onhave the opportunity for an onhave the opportunity for an on----going, onegoing, onegoing, onegoing, one----onononon----one interaction with a concerned one interaction with a concerned one interaction with a concerned one interaction with a concerned representative of the institution.”representative of the institution.”representative of the institution.”representative of the institution.”

Wes Wes Wes Wes HableyHableyHableyHabley


Group AdvisingGroup AdvisingGroup AdvisingGroup Advising

Peer AdvisingPeer AdvisingPeer AdvisingPeer Advising

“To learn from one another, students with “To learn from one another, students with “To learn from one another, students with “To learn from one another, students with different backgrounds and from different different backgrounds and from different different backgrounds and from different different backgrounds and from different racial and ethnic groups must interact.”racial and ethnic groups must interact.”racial and ethnic groups must interact.”racial and ethnic groups must interact.”

Richard Light, Richard Light, Richard Light, Richard Light, Making the Most of College, 2001.Making the Most of College, 2001.Making the Most of College, 2001.Making the Most of College, 2001.


Group Advising is…Group Advising is…Group Advising is…Group Advising is…

• A studentA studentA studentA student----centered, participatory process centered, participatory process centered, participatory process centered, participatory process in which advising is a shared responsibilityin which advising is a shared responsibilityin which advising is a shared responsibilityin which advising is a shared responsibility

• An extension of teachingAn extension of teachingAn extension of teachingAn extension of teaching

• An efficient, prescriptive method of sharing An efficient, prescriptive method of sharing An efficient, prescriptive method of sharing An efficient, prescriptive method of sharing information with adviseesinformation with adviseesinformation with adviseesinformation with advisees


Why Use Group Advising?Why Use Group Advising?Why Use Group Advising?Why Use Group Advising?

• When individual advising is not a viable When individual advising is not a viable When individual advising is not a viable When individual advising is not a viable optionoptionoptionoption

• When the group to be advised has time When the group to be advised has time When the group to be advised has time When the group to be advised has time constraintsconstraintsconstraintsconstraints

• When there is important information to be When there is important information to be When there is important information to be When there is important information to be shared with a large number of studentsshared with a large number of studentsshared with a large number of studentsshared with a large number of students

ONE MILLION advisees….ONE MILLION advisees….ONE MILLION advisees….ONE MILLION advisees….


Venues for DeliveringVenues for DeliveringVenues for DeliveringVenues for Delivering

Group AdvisingGroup AdvisingGroup AdvisingGroup Advising

• Orientation programsOrientation programsOrientation programsOrientation programs

• FirstFirstFirstFirst----year seminar coursesyear seminar coursesyear seminar coursesyear seminar courses

• Learning Communities or Freshman Learning Communities or Freshman Learning Communities or Freshman Learning Communities or Freshman Interest Groups (FIG)Interest Groups (FIG)Interest Groups (FIG)Interest Groups (FIG)

• Residence HallsResidence HallsResidence HallsResidence Halls

• Senior Capstone coursesSenior Capstone coursesSenior Capstone coursesSenior Capstone courses

• ExamplesExamplesExamplesExamples


Peer Advising is…Peer Advising is…Peer Advising is…Peer Advising is…

A service provided by trained peer student A service provided by trained peer student A service provided by trained peer student A service provided by trained peer student advisors that is intentionally designed to advisors that is intentionally designed to advisors that is intentionally designed to advisors that is intentionally designed to help other students to adjust to college life, help other students to adjust to college life, help other students to adjust to college life, help other students to adjust to college life, assist in their satisfaction with the college assist in their satisfaction with the college assist in their satisfaction with the college assist in their satisfaction with the college experience, and help in their persistence experience, and help in their persistence experience, and help in their persistence experience, and help in their persistence toward achieving their goals.toward achieving their goals.toward achieving their goals.toward achieving their goals.


Benefits for the Peer AdvisorsBenefits for the Peer AdvisorsBenefits for the Peer AdvisorsBenefits for the Peer Advisors

• Enhance leadership, problem solving, and Enhance leadership, problem solving, and Enhance leadership, problem solving, and Enhance leadership, problem solving, and communication skillscommunication skillscommunication skillscommunication skills

• Actively engage in the college environmentActively engage in the college environmentActively engage in the college environmentActively engage in the college environment

• Contribute to the intellectual and personal Contribute to the intellectual and personal Contribute to the intellectual and personal Contribute to the intellectual and personal growth of other studentsgrowth of other studentsgrowth of other studentsgrowth of other students

• Great for building the resumeGreat for building the resumeGreat for building the resumeGreat for building the resume


Peer AdvisingPeer AdvisingPeer AdvisingPeer Advising

• Enhances academic advising programsEnhances academic advising programsEnhances academic advising programsEnhances academic advising programs

• Demonstrates that advising is taken seriouslyDemonstrates that advising is taken seriouslyDemonstrates that advising is taken seriouslyDemonstrates that advising is taken seriously

• Demonstrates that addressing student needs Demonstrates that addressing student needs Demonstrates that addressing student needs Demonstrates that addressing student needs is an institutional priorityis an institutional priorityis an institutional priorityis an institutional priority

• Compatible with all academic advising delivery Compatible with all academic advising delivery Compatible with all academic advising delivery Compatible with all academic advising delivery modelsmodelsmodelsmodels

• Offers versatility Offers versatility Offers versatility Offers versatility –––– can be tailored to the needs can be tailored to the needs can be tailored to the needs can be tailored to the needs of the institutionof the institutionof the institutionof the institution

• Implemented instituteImplemented instituteImplemented instituteImplemented institute----widewidewidewide

• Used for certain majors or subUsed for certain majors or subUsed for certain majors or subUsed for certain majors or sub----sets of studentssets of studentssets of studentssets of students


Do’s and Don’ts for Peer AdvisorsDo’s and Don’ts for Peer AdvisorsDo’s and Don’ts for Peer AdvisorsDo’s and Don’ts for Peer Advisors

• Peer advisors should not be considered Peer advisors should not be considered Peer advisors should not be considered Peer advisors should not be considered professional advisors or counselorsprofessional advisors or counselorsprofessional advisors or counselorsprofessional advisors or counselors

• Peer advisors need to know the limits of Peer advisors need to know the limits of Peer advisors need to know the limits of Peer advisors need to know the limits of their authority/responsibilitiestheir authority/responsibilitiestheir authority/responsibilitiestheir authority/responsibilities

• Peer advisors should advise rather than tell Peer advisors should advise rather than tell Peer advisors should advise rather than tell Peer advisors should advise rather than tell advisees what they should or should not doadvisees what they should or should not doadvisees what they should or should not doadvisees what they should or should not do

• Peer advisors need to refer, refer, referPeer advisors need to refer, refer, referPeer advisors need to refer, refer, referPeer advisors need to refer, refer, refer

ADVISING ADVISING ADVISING ADVISING DISTANCEDISTANCEDISTANCEDISTANCELEARNERSLEARNERSLEARNERSLEARNERS

• Establish solid, meaningful student-advisor relationships

• Have a single point of contact for students

• Assign dedicated advisors and staff--Distance Learners are the primary responsibility

• Maintain ongoing, regular contact


Advising Distance LearnersAdvising Distance LearnersAdvising Distance LearnersAdvising Distance Learners

• Create Create Create Create a sense of community and engage a sense of community and engage a sense of community and engage a sense of community and engage learnerslearnerslearnerslearners

• Provide the same attention that faceProvide the same attention that faceProvide the same attention that faceProvide the same attention that face----totototo----face face face face students students students students receive, if not morereceive, if not morereceive, if not morereceive, if not more

• Invest in technology to support Distance Invest in technology to support Distance Invest in technology to support Distance Invest in technology to support Distance LearnersLearnersLearnersLearners

• Be proactive to communicate Be proactive to communicate Be proactive to communicate Be proactive to communicate upcoming events upcoming events upcoming events upcoming events and deadlines to and deadlines to and deadlines to and deadlines to DL studentsDL studentsDL studentsDL students

• Keep track and provide outreach at various Keep track and provide outreach at various Keep track and provide outreach at various Keep track and provide outreach at various checkpointscheckpointscheckpointscheckpoints


New Advising Approach on the Horizon…New Advising Approach on the Horizon…New Advising Approach on the Horizon…New Advising Approach on the Horizon…

Career Construction ( Life Design)Career Construction ( Life Design)Career Construction ( Life Design)Career Construction ( Life Design)

Career Construction is a comprehensive theory of vocational choice and adjustment that addresses the what, how and why of a career decision.

Adapted from: Dr. Kevin Adapted from: Dr. Kevin Adapted from: Dr. Kevin Adapted from: Dr. Kevin GlavinGlavinGlavinGlavin and Dr. Mark and Dr. Mark and Dr. Mark and Dr. Mark SavickasSavickasSavickasSavickas

Career Construction Institute Career Construction Institute Career Construction Institute Career Construction Institute -------- 2016201620162016


Career ConstructionCareer ConstructionCareer ConstructionCareer Construction

Stories reveal Stories reveal Stories reveal Stories reveal patternspatternspatternspatterns

Patterns reveal themesPatterns reveal themesPatterns reveal themesPatterns reveal themes

Themes reveal purposeThemes reveal purposeThemes reveal purposeThemes reveal purpose


The PremisesThe PremisesThe PremisesThe Premises

Academic advising is central to the delivery Academic advising is central to the delivery Academic advising is central to the delivery Academic advising is central to the delivery of services to students.of services to students.of services to students.of services to students.

“Advising should be at the core of the “Advising should be at the core of the “Advising should be at the core of the “Advising should be at the core of the institution’s educational mission rather than institution’s educational mission rather than institution’s educational mission rather than institution’s educational mission rather than

layered on as a service.”layered on as a service.”layered on as a service.”layered on as a service.”

Robert Robert Robert Robert BerdahlBerdahlBerdahlBerdahl

New Directions for Teaching and LearningNew Directions for Teaching and LearningNew Directions for Teaching and LearningNew Directions for Teaching and Learning


No Matter What Approach You Use, No Matter What Approach You Use, No Matter What Approach You Use, No Matter What Approach You Use, Remember~it’sRemember~it’sRemember~it’sRemember~it’s a collaborationa collaborationa collaborationa collaboration


No Matter What Approach You Use, No Matter What Approach You Use, No Matter What Approach You Use, No Matter What Approach You Use, Remember~it’sRemember~it’sRemember~it’sRemember~it’s about our studentsabout our studentsabout our studentsabout our students

“The questions we raise, the perceptions we “The questions we raise, the perceptions we “The questions we raise, the perceptions we “The questions we raise, the perceptions we share, the resources we suggest, the shortshare, the resources we suggest, the shortshare, the resources we suggest, the shortshare, the resources we suggest, the short----term decisions and longterm decisions and longterm decisions and longterm decisions and long----range plans we help range plans we help range plans we help range plans we help [students] think through, all should aim to [students] think through, all should aim to [students] think through, all should aim to [students] think through, all should aim to increase their capacity to take charge.”increase their capacity to take charge.”increase their capacity to take charge.”increase their capacity to take charge.”

ChickeringChickeringChickeringChickering


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