Dr. Julie Tetley, Chief, Academic Advising and FYE The United States Air Force Academy...
-
Upload
stephany-hallett -
Category
Documents
-
view
234 -
download
0
Transcript of Dr. Julie Tetley, Chief, Academic Advising and FYE The United States Air Force Academy...
Roanoke CollegeAdvising as Intellectual Inquiry
Dr. Julie Tetley, Chief, Academic Advising and FYEThe United States Air Force [email protected]
My Background and Perspectives
What does an excellent teacher do?
Engage student actively in the learning process
Facilitate learning—act as c0-learners
Teach students how to evaluate information
Provide regular feedback, reinforcement, and encouragement
Provide problem-solving tasks to students
Knowledgeable and caring Demonstrate passion and interest
Advising as Teaching and Learning
“An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.”
Marc Lowenstein, 2005
Reconsidering the way we think about Academic Advising
Prescriptive Advising Advising as bookkeeping Student is passive recipient of
knowledge Unidirectional Flow of information Advisor tells the student actions to
undertake Checklists, rules, requirements Instruction paradigm—teacher focused
Reconsidering the way we think about Academic Advising
Developmental Advising Holistic model Focused on personal growth and
development Counseling model“To say that students’ personal development is the essential core of teaching is to ignore teachers’ primary academic goals and responsibilities” (Lowenstein, 2005)
Reconsidering the way we think about Academic Advising
Learning-centered Advising Curriculum, Pedagogy, and Outcomes for Advising Academically focused Mission-centered, student-centered Students as active learners, Advisors as
facilitator“The core purpose of advising is to enhance learning, a more academically oriented goal than the broader personal growth advocated by the developmental model” (Lowenstein, 2005)
Academic Advising as Learning
Curriculum: What should students learn through advising? Mission and Principles
Pedagogy: How might the learning take place?
Using this paradigm, advising is centered on institutional mission/core values and on student learning.
Roanoke College Mission and Principles: The Advising Curriculum
Mission Roanoke College develops students as whole persons
and prepares them for responsible lives of learning, service, and leadership by promoting their intellectual, ethical, spiritual and personal growth.
Principles At Roanoke College a liberal arts education prepares
students for lives of freedom with purpose. The college aims to produce resourceful, informed, and responsible citizens prepared for productive careers and for leadership in community, with an understanding of community appropriate to American diversity and to the increasingly global experience of the 21st century.
Small Group Discussion
Outcomes for Advising What attitudes, beliefs, knowledge,
and skills do you want students to have as a result of the advising experience?
Students will: craft a coherent educational plan based on
assessment of abilities, aspirations, interests, and values
use complex information from various sources to set goals, reach decisions, and achieve those goals
assume responsibility for meeting academic program requirements
articulate the meaning of higher education and the intent of the institution’s curriculum
cultivate the intellectual habits that lead to a lifetime of learning
behave as citizens who engage in the wider world around them
First-generation College Student Dilemma
Did this advisor approach advising from a teaching and learning perspective? If so, in what ways?
How was Lisa’s advisor able help her to get to a place in which she is able to advocate for her passions and interests in future conversations with her parents?
What curricular and co-curricular opportunities exist here at Roanoke that might allow Lisa to explore her interests and engage more in the community?
What sorts of referrals or supports would be helpful for Lisa?
Advising using the Learning Paradigm
Require students to actively participate in the advising process Ask students to seek out answers
Provide opportunities for students to enhance their skills of reflection, self-assessment, goal-setting, problem-solving, and critical thinking skills
Ask students to reflect on their experiences—respond in writing
Advising First-Year Students
Your first advising meeting with new students What were your favorite courses and
strengths in high school? What are your greatest concerns about
coming to college? Why did you choose to attend Roanoke? How do you think is Roanoke different
than a large, state university? Do you have any ideas about possible
fields of interest (majors) or career goals?
Mid-Semester First-year
In general, in what ways is Roanoke meeting or not meeting your expectations?
What experiences at Roanoke have been most rewarding?
What experiences have been most challenging?
What have you found to be the most stimulating academic or intellectual experiences so far? Explain why.
In what way(s) are you addressing Roanoke’s mission and core values? Why is the core curriculum important?
Advising Sophomores
At the beginning of the year, what did you expect that your sophomore year would be like? In what ways have your expectations been met or not?
Talk about your level of confidence in your choice of an academic major. Describe the process that you have gone through to make this decision. Who have you asked for advice or guidance?
Tell me about one of your best academic or co-curricular experiences you’ve had so far in college. Have you encountered any negatives experiences, challenges, or stressful situations? If so, could you describe those for me?
What kind of support systems do you have and how have those played a role in your college experience thus far?
Scenarios Break-out Session
Discuss 2 scenarios in groups of about 5 Apply the principles of the Advising as
Learning ParadigmScenarios: Scenario 1: Brian, Underperforming Student-
Athlete Scenario 2: Mary Beth, Pressure to Declare a
Major Scenario 3: Rose, Shattered Dreams Scenario 4: Brooke, Personal Issues Scenario 5: David, Not Reaching his Potential
Break-out Locations
Group 1, 2 KimeGroup 3 Ramser-BeamerGroup 4, 5, 6 GarrettGroup 7, 8 President’s Dining
RoomGroup 9, 10, 11, 12, 15
Pickle
Group 13, 14 Patterson
Constructing Learning Partnerships in Academic Advising
Keep Questioning Paramount—asking probing and open-ended questions
Use your resources and act as a referral agent
Slow Down—remember process rather than just product
Do what is comfortable for you as an advisor/teacher, know your boundaries
Turn more responsibility to the student—Balance Challenge with Support
Do whatever you can to encourage students to reflect on their experiences
High Impact Practices (HIP)
High Impact Practices are defined by: Student-faculty
contact Active learning Prompt feedback Time on task High expectations Respect for diverse
learning styles Cooperation among
students
Advising done well is a high impact practice
Connecting students to High Impact Practices through advising Undergraduate
research Service-learning Experiential learning Internships Diversity/Global
Learning
HIP Break-out Session
How do you work with advisees to encourage and plan for experiential learning? What techniques are successful? How do your strategies differ based on the student? (e.g. the highly engaged honors student versus the student that just wants to “get through” their courses; 1st year students versus juniors and seniors)
What are your frustrations/concerns about advising students about experiential learning opportunities? Pitfalls and obstacles you have encountered?
What supports/information would be helpful for advisors in the area of experiential education?
The Realities
Time constraints Consider group advising when appropriate Use upperclass students in the process
Can we really do more? Require more from students Use technology to your benefit: DataTel
degree audits, online major declaration Use referrals—don’t try to do it all
Begin to discuss advising within the category of teaching when creating promotion packets
Feedback
What resonated most with you today?One take-away
“Call me TrimTab!”
Buckminster Fuller said:
You should never try to change the course of a great ship by applying force to the bow. You shouldn’t even try it by applying force to the rudder. Rather you should apply force to the trim-tab.
The shift to the Learning Paradigm is the trim-tab of the great ship of advising
(Adapted from Barr and Tagg, 1995)
Thank You and Good Luck as you begin the new academic year!
Dr. Julie TetleyThe United States Air Force [email protected]