Harvesting an Advisor/ Student Partnership From Prescriptive to Developmental Advising.

Harvesting an Advisor/Student Partnership

From Prescriptive to Developmental Advising

The Two Notions of Advising

Prescriptive Advising

Developmental Advising

Prescriptive Advising:

Very straight forward.

Based upon an authoritarian relationship, like that between a doctor and a patient. Advisors list requirements and students complete requirements. Communication tends to be fairly sporadic.

Most common in early advising visits (i.e., during SOAR)

Developmental Advising:A decision-making process by which students realize their maximum educational potential through communication and information exchanges with an advisor.

It is ongoing, multifaceted, and the responsibility of both the student and advisor. The advisor serves as a facilitator of communication, a coordinator of learning experiences through course and career planning and an agent of referral to other campus agencies as necessary.

More common in later advising visits. The level of advisor involvement is relative to the needs of each particular student.

Partnership Continuum

Advisor Student

Developmental Advising

Developmental advising…

…involves students in their college experiences.

…explores with students the facts that lead to success.

…shows interest in students’ academic progress and extracurricular achievements.

~Susan Frost

A Dichotomy?

Developmental vs. Prescriptive This analytical distinction is useful for the purpose of

evaluating advising practices within a meaningful framework.

Developmental advising is a theoretical model with a high potential for positive guidance, YET there are certain students and situations for which prescriptive advising is appropriate.

The important thing is to look through a “developmental lens” to develop the skills and habits of genuine interaction with students and to advise according to individual student needs.

“She always greets me individually and with a smile.”

“I am impressed with her ability to remember so many different people while many of them she has only met once or

twice.”

“Most of the time I receive information in the mail or by email before I realize I need it.”

“She remembered my name, my school situation, my area of emphasis, and even where I worked. Every time I see her

she takes a minute to stop and see how I am doing whether it is a formal office visit or at the supermarket.”

“I appreciated her personal interest in my life outside of school and found it refreshing and fun to talk to her about those

things.”

“She comes in each morning prepared for her day with a positive attitude, making it evident she enjoys her work.”

“She takes the time necessary to get to know each one on an individual basis. She listens carefully to find out how she can

best serve them and councils them accordingly.”

“I very much admire how she is able to balance her caring for the progress and success of each student with departmental

demands for rigor.”

“I have seen her go way beyond what is necessary for an advisor in order to assist the students in our department.

She takes a very personal interest in their future and seems to know each of them by name.”

“She relates to people well, with much kindness and appreciation, but still being firm when it is necessary, so that

people respond to her by doing their best.”

Advising Students in Groups

SOAR – Typically a student’s first advising experience. Transfer Bash. Peak advising times. Special populations (students on probation, honors students,

students with disabilities, minority students, international students, adult learners, oversubscribed majors, undeclared students, students who fail to be admitted to the major of their choice).

Freshman Seminar – college orientation course or University Connections.

Learning communities – Freshman Interest Group (FIG). Advising in residence halls. Senior capstone courses. Chat room.

Advantages of Group Advising

Convey important information to several students at the same time (Prescriptive Advising).

• Instructions about the registration process• General course selection• Policies and procedures• General career-planning advice• General degree requirements

Free advisors to spend their one-to-one advising time addressing individual needs.

Invite representatives from administration, faculty, and students.

Establish peer groups.

Keys to Successful Group Advising

Introductions and icebreakers (depending on size of group).

Discuss purpose of advising.Specific topics (major requirements, etc.)Lecture is less effective than a give-and-

take discussion (advisor acts as a coach).Motivate and encourage.Refer when necessary.

Prescriptive Elements

Responsibilities of the student (Advisor Handbook) Content on websites General Education, major, and other requirements Course content, prerequisites, and course sequences Registration policies and procedures How to use General Catalog and Schedule of Classes Degree Audit Institutional Organization Academic Standing, Probation, Suspension

Prescriptive Elements

Dean’s List, Academic Honors Important dates and deadlines FERPA Curricular structure – majors, minors, options,

emphases, bachelor of science vs. bachelor of arts, etc. Difference between withdrawing from school vs. not

attending classes What it takes to succeed Importance of Internships Placement testing Major-related academic clubs

Often the one-to-one relationship between the student and advisor is the only opportunity a student has to build a personal link with the institution. (Chickering and Gamson, 1987)

What are students’ expectations?

Advisor available for scheduled appointments Advisor to provide accurate information Relationship with advisor (not simply a transaction for

scheduling) Respect for their dignity and self-worth Straightforward, honest answers Assurance of privacy Uninterrupted and undivided attention of the advisor Objective, non-judgmental responses Focus on advisee’s strengths, not their weaknesses

(John N. Gardner)

One of students’ most stated expectations of an advisor is the ability to give accurate and correct academic guidance.

Communication skills are perhaps the most important set of skills needed by advisors in building relationships with their advisees. Advisors must understand that listening effectively to both what their advisees are saying and what they are not saying is an essential communication skill in creating an environment of trust in the advising relationship.

Communication Skills

1. Establishing and maintaining eye contact with students.2. Avoiding the inclination to interrupt students with

solutions before students have fully explained their ideas or problems.

3. Being aware of body language.4. Focusing on the content of students’ words.5. Focusing on the tone of students’ words.6. Acknowledging what students are saying through verbal

and nonverbal feedback.7. Reflecting on or paraphrasing what students have said.

Questioning Skills: Focus the questions on the concerns of the student and not on the concerns of the advisor. Advisors must develop skills in using both open-ended and closed-ended questions.

What do you want to talk about today?What issues do you have about next

semester?

Ask yourself – Can this question be answered in three words or less?

Open-ended questions indicate interest in the student.

Closed-ended questions indicate interest in only the facts.

Referral Skills

Students may see referrals as only a method of getting them out of the advisor’s office instead of as genuine desire to assist students in the best possible way.

Explain clearly and in an open manner why the student should seek assistance from another source.

Demonstrating effective referral skills requires advisors to have a clear understanding of the services available on campus and in the community.

Referral Skills

An effective referral includes:• Name• Location• Telephone number • E-mail address

To increase the likelihood of a successful referral, the advisor should assist the student by scheduling the appointment or by walking the student to the appropriate office. (Walking Office Hours)

Referral Skills

If the situation warrants, the advisor should contact the student shortly after the appointment to discuss the referral and to determine if the student needs additional assistance.

Failure to follow-up indicates to a student that the referral was not important or that the advisor is not interested in the student’s progress.

Essential Components of an Advising Session

Planning and preparing

Content of session

Follow-up

Planning and Preparing for the Advising Session For many students, scheduling an appointment with an

advisor is something they may not do without the advisor taking some proactive measures.

Planning for an advising session involves the advisor learning as much as possible about the student.

Stress to students the importance of scheduling appointments in advance.

Let students know what they need to bring with them or be prepared to discuss.

Plan for uninterrupted time with students during the advising session.

Content and Process of the Advising Session Developing or quickly reestablishing rapport with the

student. Discuss the previous advising session. Purpose of the current advising session. Discussion of issues or concerns that the student has

brought to the advising session. Discuss issues and concerns of the advisor. Summarize discussion and outline any plans of action

that have been developed. Assist student in setting a time line for accomplishing

any goals or plans. Make appropriate referrals (if necessary). Make a follow-up appointment (if necessary).

Differing Attitudes of Advisors

Students are totally responsible for their own actions; thus, advising contacts should always be initiated by the student.

Advisors and students are partners in the exploration process. Advisors are intrusive, contacting their advisees by appointment, mail, or phone on a regular basis. They create with the student the feeling of mutual responsibility for the student’s academic and decision-making progress.

Student Transitions

Choosing a major or meeting with an advisor might take a back seat to other pressing forces:

Adjusting to new living conditions Making friends Building a social life Learning to live with people of different cultures Adjusting to lecture halls Learning to interact with professors Learning how to study effectively Managing time

Interest in choosing a major or meeting with an advisor usually resurfaces when students need to register for classes for the following term.

Advising Delivery Services

The ideal situation is when each first-year student is assigned an advisor immediately upon entry. Students should work on a continuous basis with one person who understands their needs. In this way, they do not have to repeat their life history to a different person every time they seek advice.

(Virginia Gordon)

Suggested Readings

Nutt, Charlie L. One-to-One Advising, Academic Advising: A Comprehensive Handbook (2000) pp. 220-227.

King, Nancy S. Advising Students in Groups, Academic Advising: A Comprehensive Handbook (2000) pp. 228-237.

Gardner, John N. Perspectives on Academic Advising for First-Year Students: Present and Future, First-Year Academic Advising: Patterns in the Present, Pathways to the Future (1995) pp. 163-169.

What’s Next?

October 23Growing the Relationship: Intrusive Advising

November 20Cultivating the Partnership: Developmental

Advising