Developmental Advising

1

• Developmental Advising
• Educational Goals and Plans
• Admissions Advisement
• Carla Jenkins Audrey Jackson
• Kathleen Von Balson Amy Perkins
• Revised 10.2007

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Introductions

• Find a partner
• Spend 5 minutes getting to know them
• Report back to the group and share the following
  about your partner
• Name, Title, Campus
• Partners expectations for the training
• Something unique about your partner

3
Origins of this training

• Mission and Learning Outcomes of Advising
• Developed by Advising Council
• Mission of Advising
• To guide, educate, support and empower students
  to develop and achieve their academic and career
  goals.
• Learning Outcomes
• Review all outcomes
• Find the outcome that you most connect with and
  stand by that outcome
• Explain why you chose that outcome over the
  others

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• Prescriptive Advising vs. Developmental Advising

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Prescriptive Advising

• Relationship based on authority
• Student usually comes to advisor for a solution
• Advisor responds directly to questions asked and
  gives specific answers

6
Developmental Advising

• A special advising relationship with students
  that both stimulates and supports their quest for
  an enriched educational experience (p. 171)
• A systematic process of ongoing interactions as
  well as an orientation where the student learns
  to take responsibility for his/her decisions and
  actions
• Focuses on the whole person

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3 Embedded Themes of Developmental Advising

• Assessing, achieving, and maintaining academic
  competence
• Planning and implementing active personal
  involvement in co-curricular offerings
• Exploration and identification of meaningful life
  goals and objectives, including an academic major

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Unscientific Research

• Advising Assessment given to 100 students
• Most important issues to students
• Having a thorough and competent advisor
• Being able to make their own decisions
• Having an advisor who emphasizes career planning
• Least important issues to students
• Getting assignments between sessions
• Restricting discussions to course selection

9
Characteristics of the Relationship

• Process oriented and intentional
• On-going and purposeful a cumulative
  relationship
• Advisors challenge and support students
• Advisors are role models
• Effectively utilizes available resources

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The Interview

• Identification of the theme area
• Define area to be explored or problem to be
  solved
• Assessment of readiness to establish goals and
  goal identification
• Check their motivation and commitment level
• Clarify and write down a goal statement
• Assessment of strengths and weaknesses related to
  goal
• Explore past performance, current
  responsibilities

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Goal Setting

• Help students set goals that are SMART goals
• Specific, Measurable, Achievable, Realistic and
  Timely
• Write down objectives for goal accomplishment
• Identify objectives that move student toward goal
• Each objective should assist with decision making
• Establish an Action Plan
• List the actual steps, tasks or actions that must
  be completed to achieve the goal
• Consider short-term and long-term steps

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The Interview

• Establish a timetable and benchmarks for
  objectives
• Goal completion
• State evidence that goal has been accomplished
• Include steps for follow-up set timeline for
  future appointments and progress reports
• Establish new goals once goals are completed

13
Advising Process

• Exploration of life goals
• Exploration of vocational goals
• Program choice
• Course choice
• Schedule classes

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Role play

• Prescriptive vs. Developmental Advising
• What aspects of developmental advising did you
  see in the second scenario?
• What are some other questions you might ask the
  student?

15
Critical Elements of Advising Process

• Effective communication
• Non-verbal communication
• Verbal communication
• Good listening skills
• Respect and Caring
  
  
  
  

16
Nonverbal CommunicationHow can you show you care?

• Physical environment
• Preparedness
• Body language/attending behavior

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Verbal CommunicationHow can you show you care?

• Listening
• Questioning
• Reflecting/ Paraphrasing

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Listening vs. Hearing

• Hearing
• Physical process
• Natural
• Passive
• Listening
• Physical mental process
• Active
• A learned process and skill
• Listening is hard! You must choose to participate
  in the process of listening.

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Why Be A Good Listener?

• Needs of the Receiver
• To be recognized and remembered
• To feel valued
• To feel appreciated
• To feel respected
• To feel understood
• To feel comfortable about a want or need

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Barriers to Listening

• Equate With Hearing
• Uninteresting Topics
• Speakers Delivery
• External Distractions
• Mentally Preparing Response

• Listening for Facts
• Personal Concerns
• Personal Bias
• Language/Culture Differences
• Faking Attention

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Levels of Listening

• Level 3Listening in spurts, half-listening,
  passive listening, faking attention.
• Level 2Hearing sounds and words but not really
  listening. Listening at the surface, but not
  getting the feeling behind the words.
• Level 1Active listening, paying attention to
  speakers total communication, suspending ones
  own thoughts and feelings.

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Listen

• To Feelings As Well As Words
• Words Emotions -- Implications
• Focus on Speaker
• Dont plan, speak, or get distracted
• What Is Speaker Talking About?
• Topic? Speaker? Listener? Others?
• Look At Speaker
• Use Verbal Non-Verbal Encouragers

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Question

• 3 Purposes
• Demonstrate you are listening
• Gather information
• Clarification
• Open-endedactively draw the student into
  discussion
• How did you come to that decision?
• What else do you have going on besides school?
• What activities are you planning to be involved
  with this term?

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Reflect-Paraphrase

• Reflect or Paraphrase what is said
• In your words
• Reflect said or unsaid feelings
• Reframe
• Capture the essence of the communication
• Remove negative framing
• Move toward problem solving
• Check for understanding

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Role Play

• Groups of Three
• Select an Observer, Advisor, Student
• Act out a student scenario
• AA student
• Undecided major
• 1st semester
• Practice your skills Listening, Questioning,
  Reflecting

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The greatest compliment that was ever paid me was
when one asked me what I thought, and attended
to my answer. -Henry David Thoreau.
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Advising Strategies

• Be ready to offer help
• Empower students to make decisions
• Help students move toward independence
• Be an advocate
• Walk the line

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Intrusiveness

• Actions on the part of advisors or advising
  programs to reach out to students and to build
  relationships so that as problems or issues come
  up, students will know whom to contact.
• Noel Levitz Academic Advising Resource Guide p.
  67

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On the other hand

• Students need to take responsibility for their
  actions
• If they need help, they should ask for it
• Students shouldnt have to be reminded of
  deadlines

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Intrusiveness is

• Reaching out to students
• Anticipating problems
• Bringing up issues students may not know about
• Influencing decisions
• Identifying resources to help change behavior
• Discussing and making sense of results
• Following up

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Remember

• They dont know
• what they dont know
• SO
• What could I teach this student today?

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Challenging Students

• Asking students to explain their decisions and
  opinions
• Openly comparing what the student says and what
  the student does
• Encouraging them to think above and beyond
• Helping a student see both/all sides

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Is challenging appropriate?

• Consider
• the relationship
• how it could be helpful
• whose needs you are meeting

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Activity Student Scenarios

• An advisee reveals she is doing poorly in math
  class
• A student with a 4.0 high school GPA wants to be
  an LPN
• You find out one of your advisees has dropped all
  his classes
• A student believes he deserves a better grade in
  Biology
• A student reveals she does not regularly apply
  for scholarships

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• Decisions.
• Decisions.
• Decisions

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Decision-making

• Your student
• May not know how to make good decisions
• Needs good decision-making skills to be
  successful
• May rely on you to teach them those skills
• Assess their skills

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Decision-making

• You the Advisor should
• Build/Develop Relationships
• Front load at the beginning
• Be more heavily involved at first
• SA SA SA SA SA
• Help students learn to be responsible for their
  own educations

38
Decision-making

• Model Decision-Making Skills
• Teach Decision-Making Skills
• Allow students to learn skills so they can apply
  skills to other situations
• Our examples
• Your examples

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Steps of Decision-making

• Define problem / Clarify situation
• Collect relevant information / Search for
  alternatives
• Evaluate alternatives
• Assess risks
• Develop a plan of action /
• Follow through
• Ex full-time or part-time

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• Advisor
• Resources

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Advising Myths

• I should KNOW everything
• I should have ALL the right answers\
• I should be prepared to deal with ANY issue that
  arises
• I should do the work for the students
• I should be ALL THINGS to ALL STUDENTS

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Dont SHOULD on Yourself!

• I can be a resource person
• I can direct students to the experts
• I can know what resources are available
• I can deal with issues with which I am
  comfortable and competent
• I can refer when appropriate and/or necessary

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Guidelines for Referral

• Refer when
• Problem beyond your level of competence
• Problem is personal and student is a friend or
  neighbor
• Personality conflict
• You are not being effective

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How to Refer

• Reassure student of right to service and referral
  sources abilities to help.
• Keep it Simple outline steps
• Explore questions to ask role play
• Consider calling ahead
• Create follow-up plan with student
• What are the benefits of referring out?

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Building your Resources

• Activity Share your favorite advising-related
  website
• Some of our favorites
• Online Resources for Counselors and Advisors
  http//www.fccj.edu/resources/advisorguide/
• Counseling Services Handling Crises
  http//www.fccj.org/resources/counseling/counselin
  g.html
• Articulations Transfer Agreements
• http//www.fccj.edu/resources/advisorguide/articul
  ation.html
• Consider saving these as favorites on your
  computer
• http//www.nacada.ksu.edu/
• National ACademic ADvising Association

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What did we accomplish?

• What is something that you learned today that
  will help you as an advisor?
• What is one change you want to make immediately
  to make you a more effective advisor?
• What is something that you will continue to work
  on to build your skills as an advisor?

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Evaluations

• http//www.zoomerang.com/recipient/survey-intro.zg
  i?pWEB2256XR4CTAE