training academic advisors: conceptual, relational & informational issues tom brown ...

Training Academic Advisors:Conceptual, Relational &

Informational Issues

Tom Brownwww.tbrownassociates.comtom@tbrownassociates.com

Objectives

Understand the Conceptual, Relational, and Informational elements necessary to design and implement comprehensive advisor development programs for faculty advisors, professional advisors, counselors and other providing academic guidance and support to students.

Understand concrete, tangible examples and strategies for addressing issues that can produce more effective advisor development programs and academic advisors

Understand how to design and implement advisor development programs to meet the needs of advisors with differing levels of experience, willingness to participate, etc.

Implementation Guide:Action Planning

1. List the main ideas and strategies from the session.

2. Select an idea to adapt or a strategy to implement.

3. List specific goals and objectives you want to achieve.

4. Who will be your collaborators and how will you engage them?

Academic Advisors: Lights in the Labyrinth

Maze or Labyrinth?

The term labyrinth is often used interchangeably with maze…

TRIAD FOR STUDENT SUCCESS

High Quality Teaching

Comprehensive Support Programs

Developmental Advising Program

DEVELOPMENTAL ACADEMIC ADVISING

Evaluation/ Assessment

Recognition & Reward

Advisor Developm

ent

Status of Academic Advising

National surveys have found academic advising programs are least effective in the following areas:

• Advisor development/training• Assessment & evaluation• Recognition & reward

Training/Development

It is impossible to do a job well if…

no one sets expectations or provides you with skills, tools or resources to do the job

Many key competencies are developed after educators arrive on campus. Therefore, colleges must assume the responsibility for teaching and developing their own educators to enhance student learning inside and outside the classroom by providing professional development programs.

Brown & Ward, 2007

The majority of institutions do not require advisor development programs.

Those that do, offer programs at the beginning of the Fall term for one day or less.

Sixth National Survey on Academic Advising

Most faculty report having had little or no training or other preparation prior to beginning their work in advising….

58% of campuses have programs in place for advisor training.

Advising Needs ReportNoel-Levitz, 2006

When I first began to advise, I had adequate preparation and training. (n=1570)

Strongly agree/agree 30%

Disagree/strongly disagree53%

Brown Survey of Faculty, 2001-2012

The Principle

All individuals engaged in academic advising should participate in pre-service and/or in-service development programs.

What’s needed is a different way of thinking about professional development—not as special occasions offered on a periodic basis but as an integral part of institutional work.

Strengthening Pre-Collegiate Education Carnegie Foundation, 2008

Advisor Development Programs

Conceptual

Informational

Relational

Without understanding (conceptual), there can be no context for advising.

Without information, there is no substance for advising.

Without interpersonal skills (relational), the quality of the advising interaction is left to chance….

Habley, 1995

Outcomes for Advisor Development

• Cognitive:

• Behavioral:

• Affective:

Factors in planning advisor development programs

• CONTENT

• AUDIENCE

• TECHNIQUES

Professional Development for Advisors

Conceptual

Informational

Relational

Conceptual Elements

• Definition of advising

• Role of advising and student development

• Relationship of advising to persistence• Connections: advising and support services• Student expectations of advising• Roles/responsibilities: advisors and advisees• Career issues in advising

Redefining academic advising:

From an event to a processthat is integrally linked to

student engagement and learning.

Much more than a service that supports registration….

A Classic Definition of Academic Advising

a systematic process based on a close advisor student relationship intended to aid students in achieving their personal, educational, and career goals….

focuses on helping them acquire skills and attitudes that promote their intellectual and personal development.

assists students to make full use of campus and community resources in the process.

Developmental Academic AdvisingWinston, Miller, Ender, Grites & Associates. 1984

Academic advising is:

• Multi-dimensional and intentional

• Grounded in teaching and learning

• Has its own purpose and content• Has specified learning outcomes

for student learning

National Academic Advising Association

www.nacada.ksu.edu/definitions.html

Advising is more meaningful when treated as a teaching process rather than a product.

Academic Advising for Student

Success: A System of Shared Responsibility

Susan Frost. 1991

Shared Goals of Teaching & Academic Advising

• Increase knowledge• Enhance critical thinking abilities

• Skills acquisition

• Increase problem solving abilities

• Integration of learning: making connections and finding meaning

• Broaden perspectives

Integration of Learning

The faculty members students identify as having had a powerful influence on their thinking and on their lives are those who helped them make connections between the curriculum and their personal lives, values, and experiences.

Light, 2001

Integration of Learning

Do Students recognize the value of general education requirements? (n=1555)

Strongly agree/agree 21%

Disagree/strongly disagree 52%

Brown Survey, 2001-2012

Integration of Learning

Field of Study

vs.

The Major

The question students should seek to answer

through advising...

NOT….

“What courses do I need to take?”

The question students should seek to answer...

Hierarchy of Advising

Life goals, values, abilities, interests, limitations.

Career/vocational opportunities

Academic Programs/Field of StudyCourse selection

Class scheduling

Terry O’Banion, 1972, 1994

Broaden Perspectives

Students need to understand that process is important, not just getting the answer—or the grade.

Faculty Viewpoint Understanding University Success, 2003

The Curriculum of Academic Advising

The curriculum of academic advising ranges from the ideals of higher education to the institution’s mission, culture and expectations….

White 2006

Conceptual Elements

• Definition of advising

• Role of advising and student development• Relationship of advising to persistence• Connections: advising and support services• Student expectations of advising• Roles/responsibilities: advisors and advisees• Career issues in advising

An overview of student development and student development theory should be included among the conceptual elements of an advisor development program.

Student development is far too important to be viewed only as a role for student affairs professionals.

Evans, Forney, Guido-DeBrito

Collaborative efforts [with] faculty are necessary to provide developmental programs and services. Chickering and Reisser

Psychosocial Development Models

Adults: Schlossberg; Taylor, Marienau & FiddlerGay/Lesbian: CassMinorities: Ruiz; Cross; Sue & SueBi-Racial: PostonWomen: Belenky, Gilligan

Conceptual Elements

• Definition of advising

• Role of advising and student development

• Relationship of advising to persistence• Connections: advising and support services• Student expectations of advising• Roles/responsibilities: advisors and advisees• Career issues in advising

Four Indicators of Success

1. Retention2. Graduation3. Transfer 4. Career Placement

What students say about advising?

Next to the quality of instruction, academic advising is consistently the next most important area of the college experience to students.

National Student Satisfaction ReportNoel Levitz 2006

National Student Satisfaction & Priorities Reports 2012

Academic Advising is:

#1 Public colleges and universities

#2 Private colleges and universities

#2 Career and proprietary institutions

#2 Adult students#3 Community and technical

colleges

Most faculty agree there is a relationship between advising and retention….

There is a relationship between advising and retention. (n=1594)

Agree/strongly agree 86%Disagree 4%

Brown Survey, 2001-2012

Relationship between advising and retention?

More faculty members need to know this….

Brown Survey of Faculty 2001-2012

Even if there are no conventional rewards for conscientious performance, faculty members can be motivated if the issues are significant, and they can feel they are making a contribution.

Derek Bok, Harvard UniversityUniversities in the Marketplace, 2003

Conceptual Elements

• Definition of advising

• Role of advising and student development

• Relationship of advising to persistence• Connections: advising and support services• Student expectations of advising• Roles/responsibilities: advisors and advisees• Career issues in advising

Campus & External Relations

• The academic advising program must establish, maintain and promote effective relations with relevant campus offices and external agencies

• Effective academic advising cannot be done in isolation

Peggy King

Academic Advising

Counseling

Financial Aid

Assessment Learning Center

Faculty

TRIO/SSS

Orientation

Registration

MulticulturalAffairs

Career Center

Referral Skills

• Know how to refer and when• Don’t refer too quickly

• Know referral resources

• Clarify reasons for referral

• Explain what referral resource will provide• Refer to a specific person

• Assist in making the appointment• Follow-up

Conceptual Elements

• Definition of advising

• Role of advising and student development

• Relationship of advising to persistence• Connections: advising and support services• Student expectations of advising• Roles/responsibilities: advisors and advisees• Career issues in advising

Student Expectation of Advisors

•Availability/Accessibility

•Knowledge

•Care and Concern

Why do students leave college?

Isolation

Inability to connect with significant members of the campus community….

Students don’t have interactions with institutions, they have a series of encounters and interactions with individuals that constitute their campus experience and enhance or undermine their commitment to persist.

Conceptual Elements

• Definition of advising

• Role of advising and student development

• Relationship of advising to persistence• Connections: advising and support services• Student expectations of advising• Roles/responsibilities: advisors and advisees• Career issues in advising

Advisor Responsibilities

• Help students define and develop realistic goals

• Identify special needs

• Connect students to available resources• Assist students to plan consistent with their goals, interests, aptitudes & limitations• Monitor progress toward goals

• Discuss linkage between academic preparation and careers

Advisee Responsibilities

• Gather relevant decision making information

• Clarify goals, interests, and values

• Become knowledgeable about programs, policies, requirements and procedures

• Accept responsibility for decisions

Academic advising is assisting students to share the responsibility for academic planning with faculty, with students finally being able to find their own answers and use their advisors as sounding boards.

Academic Advising for Student Success

Susan Frost

A Model:Shared Responsibility

Environment & Changing Students

1st Year 2nd Year 3 rd Year4th, 5th, 6th Year

PRESCRIPTIVE DEVELOPMENTAL

Lynch, 1989; Brown& Rivas, 1994; Creamer, 2000; Brown, 2006

Need for Information

Need for ConsultationChanging Needs for Advising

Moving In Moving Through Moving On I I/S I/S S/I SI = Faculty, advisors, etc.S = Student

Conceptual Elements

• Definition of advising

• Role of advising and student development

• Relationship of advising to persistence• Connections: advising and support services• Student expectations of advising• Roles/responsibilities: advisors and advisees• Career issues in advising

Students who are trying to make decisions about a major, career, or both need assistance answering some basic questions.

Betsy McCalla Wriggins, 2000

Students usually have a realistic understanding of careers and how to prepare for them. (n=1574)

Agree/strongly agree 58%Disagree 17%

Brown Survey, 2001-2012

What do employers look for?

In many occupations, your major will not be an issue. More desirable are the “transferable skills” developed, such as organising your time efficiently to meet deadlines, working well on your own and in a group.

Undergraduate Prospectus

University of Oxford

ADVISOR DEVELOPMENT PROGRAM

Conceptual

Informational

Relational

Informational Elements

• Who are your students?• Academic and co-curricular programs• Institutional/Program policies and• procedures — especially changes• Referral resources: campus and community• Student information systems• Resources for advisors• FERPA

Advisor Resources

• Catalogue/bulletin

• Advising handbook/ website

• Computer degree audits

• Academic planning worksheets

• Advising meeting records and notes

Asynchronous Delivery

• Web pages• E and V mail• Cybercasts• Listservs• Bulletin boards• Kiosks• Video/Audio tapes• Facebook

Training in information is still the primary area of focus and content for advisor development programs.

Training focused on informational aspects of academic advising perpetuates the idea that advising is information giving rather than a teaching relationship.

ADVISOR DEVELOPMENT PROGRAM

Conceptual

Informational

Relational

Relational issues tend to be least often included.

National Surveys of Academic Advising

Relational Elements

• Interview Skills• Communication Skills• Rapport Building• Referral Skills• Decision-making process• Pluralistic Advising Skills (ethnicities,

gender issues, disability issues, etc.)

Advisor Skills

• Listening--Comfortable with silence

• Open-ended questions

• Providing clarification and feedback

• Being positive

• Appropriate self-disclosure

• Offering options and alternatives

Relational Elements

• Interview Skills• Communication Skills• Rapport Building• Referral Skills• Decision-making process• Pluralistic Advising Skills

(ethnicities, gender issues, disability issues, etc.)

Treating everyone the same

may be equal treatment,

Pluralistic Advising Skills

• Understand, acknowledge, value difference.• Self-assess biases and attitudes.• Increase knowledge base of diverse groups

(in the communities you serve….)• Use culturally appropriate strategies.• Avoid over-generalizations.

Brown & Rivas, 1994, 2004

Advisor Topics of Greatest Concern

• Relationship between advising and retention• Going beyond class scheduling• Early identification of student needs• Engaging faculty in advising• Communication and relational skills in

advising

Noel-Levitz, 2006

Elements of Content

Conceptual: What advisors should UNDERSTAND

Informational: What advisors should KNOW

Relational: What advisors should DO

Successful advisor development programs integrate 1. content areas 2. skill levels & experience 3. willingness to participate

Audience Factors

To what extent do advisors understand and apply basic principles necessary to perform as an advisor?

HighMedium

Low

Audience Factors

What is the experiential level of advisors?High

MediumLow

Are experienced advisors the best advisors?

Audience Factors

To what extent are the advisors willing to participate in training?

HighMedium

Low

Advisor Development Cube

Skill

Willingness

ExperienceL M H

L

M

H

L

M

H

Preferred Advisor Development Format

Group setting 84%

Noel-Levitz, 2006

Advisor Development Techniques

External presentersInternal presentersReadings and discussionsQuizzesConsensus buildingPanel discussionsBrainstorming issuesRole playSimulationsGroup discussions

Case studiesVideo/CD presentations; webinars; conferences

Use multiple approaches and

offer multiple sessions.

Techniques

Approaches to Training and Development

Dugan Laird

Addison-Wesley Publishing

Learner Listens and Watches

• lecture• reading (assignments, handouts)• demonstrations (live, filmed, or with

modeling by trainer)

Learner Talks, Writes, and Responds

• note-taking• programmed instruction• structured discussion• panel discussion with advisors on

panel• panel discussion with guests on

panel• open forum• question-answer session

Learner Manipulates

• demonstration with learner imitating instructor

• performance tryout

Learner Makes Decisions

• brainstorming• action maze• case study• jigsaws• in-basket• incident process• team task (decision)• team task (set

agenda)• fishbowls

• role-play• simulation• games• clinic• critical incident• t-groups• hot role-plays• OD data gathering

Additional Training Considerations

• Conduct needs assessment• Connect training to issues which

arise from evaluation• Involve advisors in planning• Involve advisors in delivery• Secure administrative support

Additional Training Considerations

• Clearly communicate the objectives• Stress benefits of participation• Use multiple communication

channels• Send invitations from chief

administrators• Schedule to avoid conflicts• Select an appealing location• Schedule multiple sessions

Prime Opportunities for Professional Development

• Opening of the academic year events

(e.g., colloquia, symposia)•Orientation programs for new faculty and staff•In-service days•At key junctures in the academic year (e.g., pre-registration, advising weeks, midterm report periods)

Make on-going professional development an institutional responsibility and part of the job description of educators, fulltime and part time.

Carnegie Foundation, 2008

Questions?

Comments?

Effective Strategies?

Tom Brownwww.tbrownassociates.comtom@tbrownassociates.com

www.innovativeeducators.org