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Future of Academic Advising

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  • Professional networking <br /> Profile = dynamic resume <br /> Personalized Branding <br /> Customized URL e.g. /in/YourName <br /> Profile = dynamic resume <br /> “Contacts” = digital rolodex <br /> Recommendations => “Endorse Me” <br /> Integration = Twitter, Facebook, blog, SlideShare, websites, etc. <br />
  • Discuss the role of advising in higher education - how it needs to change from common practice. <br />
  • Advising & Advisor Relationship - what is the role of our advisor? <br /> -Advising is a year-round <br /> -Not just an administrative function “paper pushers” <br /> -goes beyond course selection, GPA calculating, and providing codes <br /> -Transformational experiences <br /> -Socializes our students to take responsibility <br />
  • Advising as teaching; not a service. Rather than asking “how can I help you” it’s empowering the student to take responsibility as to “what brings you in today” - advising is not a mere service to direct students to where they can learn, as they should be learning WITHIN their advising experience. Socractic, developmental, or coaching in advising - so we need to equip our advisors with pedagogical skills to support these “learning” practices. <br />
  • Advisors are the swiss army knifes in the higher education tool box. They have the ability the connect our students to new opportunities, experiences, interpret the process of learning to think beyond degree/course requirements. Advisors encourage accountability and often provide a space for our learners to share their own journey and stories growth, student development, and meaning making with Marcia Baxter Magodla defines as self-authorship. <br /> -See patterns in learning; empower students to recognize and learn from development <br /> -Connecting course work, involvement on campus, internship experience, mentoring & more to the process of the undergraduate degree <br />
  • Technology, <br /> Ends 24:30 <br />
  • Advising supervision & campus leaders needs to value the importance of these practical applications to value the role of the advisor with our learners: <br /> -academic certificate program (August 2013) is a great start <br /> -collaborative meetings in EAC and Undergraduate Advising Council <br /> -Do More? A regular ALL advisor network that gathers on a regular basis; connected advising resources for on-demand training; shared job-aids and modification to current advising practices that allow for more developmental advising experiences 1:1 <br />
  • To assess the “value” or view of academic advising on campus, I consider: <br /> -how holistic advising models are in theory & application <br /> -student experience - input, interactions, and commentary <br /> - <br />
  • Image we “Required” students to complete academic advising for credit? Or what if our students were graded on their participation during our 1:1 advising appointments? <br /> -We model this in our First Year Seminars - e.g. Your EGN: 1002 - Intro to Engineering <br /> -Expectations vs. Reality for our learners - value grades & want feedback <br /> -Intentional and purposeful process; outline clear expectations <br /> -Defined “teaching loads” or ratio of advising populations; ratio of job expectations - freedom to “teach,” advise, create, research, develop projects and more <br />
  • Why wouldn’t we expect our advisors to be part of the continual assessment process? We have high stakes for retention & persistence in our programs - so all campus stakeholders need to be involved in: <br /> -Guiding our learners though an advising syllabus with SLOs/requirements <br /> -Facilitate reflective and authentic learning experiences <br /> -Self-evaluation of advising experience, student progress, and outcomes for program <br />
  • Utilize our advising staff/faculty for institutional challenges, development & growth: <br /> -leaders - lead within - task forces, committees, hiring, and contribute to decision-making <br /> -increasingly advisors are studying the issues around teaching & learning, curriculum committees, and student interaction throughout the degree progression <br /> -Seek out PD (#acadv chat), webinars, lectures, courses, degrees, and learning networks <br /> -Scholarly work demonstrated by publications, grants, presentations recognized on campus, NACADA, and other national and international domains <br /> -Learners success is attributed to advisor impact - why admissions brags, enrollment increases, and employers want to hire your undergraduate students <br />
  • Utilize our advising staff/faculty for institutional challenges, development & growth: <br /> -leaders - lead within - task forces, committees, hiring, and contribute to decision-making <br /> -increasingly advisors are studying the issues around teaching & learning, curriculum committees, and student interaction throughout the degree progression <br /> -Seek out PD (#acadv chat), webinars, lectures, courses, degrees, and learning networks <br /> -Scholarly work demonstrated by publications, grants, presentations recognized on campus, NACADA, and other national and international domains <br /> -Learners success is attributed to advisor impact - why admissions brags, enrollment increases, and employers want to hire your undergraduate students <br />
  • A new view of what the academic advising position and role is for higher education: <br /> -Provides opportunities in career development, professional growth & the “calling” is bigger <br /> -CoP: problem solving, development of assests, seeking experience, synergy, development of projects, mapping knowledge & identifying gaps <br />
  • -Interdisciplinary scholarship development - presentations, pubs, research, grants, etc. <br /> -Problem-solving initiatives & development to solve larger issues in higher education <br /> -Collaborative work among scholars to encourage paradigm shifts <br /> -Contribute to the professional literature of advising knowledge <br />
  • Through Advisor Interaction, Influence & Integration we will see more connected learning. <br />

Future of Academic Advising Future of Academic Advising Presentation Transcript

  • W hat’s on the Horizon for Academic Advising Laura A. Pasquini @laurapasquini
  • What will the future of academic advising look like?
  • The Tech?
  • “Students experience an increasing need for connectivity and digital access to excel beyond the higher education learning environment. They must access and interact with information, learning materials, and colleagues from around the globe.” Implications for use of technology in advising 2011 NACAD
  • The Reality
  • Go Beyond the Silo Thinking Flickr photo c/o dsearls
  • “... networks reconfigure themselves in real-time, on a global local scale, and permeate all domains of social life. This is why we live in a network society, not in an information society or a knowledge society.” Castells, 2004
  • Questions to Consider… • What is the role of the advisor in higher education? • What will advising look like in 10 years? • What kind of advising profession do I want to participate in? • How will I contribute to the change and development of how advising is organized?
  • A Vision, Not a Prediction The future of academic advising will have both impact and relevance to how higher education evolves: 1. Advisor Interaction with Learners 2. Advisor Influence at their Own Institutions 3. Advisors Integrated into Academia (Lowenstein, 2013)
  • Advisors & Our Learners: Interaction
  • Advisor & Learner Collaboration • Relationship and Roles • Locus of Learning • Connect to Meaning
  • “I just need help picking a few classes for next semester”
  • Advising is Not a Service (Hemwall & Trachte, 2005)
  • Connect to Meaning Via @EricStoller
  • Self-authorship is a strong basis to advance learning outcomes, prepare our students, and include reflection for our learning experience. (Baxter Magolda, 2004)
  • Practical Applications • Administrative support • Evaluation the advising “workflow” • On-going training & development • Mentoring initiatives • Holistic advising on campus • Advisor learning networks Flickr photo c/o furiousgeorge81
  • Advisors & Our Campus: Influence
  • How is Academic Advising Viewed on Campus? • Student Experience & Commentary • Unit Involvement & Collaboration on Campus • Program Evaluation • Self-Assessment of Advising • Administrative Expectation
  • Value of Advising in Academia • Advisors as Faculty (ALL) • Advising Syllabus • Academic Advising for Credit
  • Advising & Assessment • Advising Learning Outcomes • Student Portfolios & Artifacts • Students are Partners in Advising Assessment
  • Cox & Richlin, 2004
  • Advisors as Campus Thought Leaders • Taking on Leadership Roles • Evaluation of Academics • Life-Long & Continuous Learning • Student Success is Recognized
  • Practical Applications • Taking on Leadership Roles • Evaluation of Academics • Life-Long & Continuous Learning • Student Success is Recognized
  • Advisors & Our Faculty: Integration
  • A Look Back, Before Looking Forward To think about the future of advising, it is critical to review the historical context of the advising practice. Specifically how the REALITY has differed from the IDEAS. (Schulenberg & Lindhorst, 2010)
  • The Advising Profession Communities of Practice (Wenger, 1999)
  • Advising Integration Advising as a “faculty position” would encourage: • Innovative Thinking • Research Development • Contributing the Canon • Interdisciplinary Studies • Idea Generation & Debates About Practice
  • Practical Applications • Review of advising qualifications • Service, teaching & research scholarship • Contribute to the community of practice • Hybrid & dynamic advising positions
  • What will the future of academic advising look like?
  • References Cox, M. D., & Richlin, L. (Eds.). (2004). New directions for teaching and learning: Building faculty learning communities, 127-135. Hemwell, M. K., & Trachte, K. C. (2005). Academic advising as learning: 10 organizing principles. NACADA Journal, 25 (2); 75-83. Lowenstein, M. (2013). Chapter 14: Envisioning the future. In J. K. Drake, P. Jordan, M. A. Miller(Eds.), Academic advising approaches: Strategies that teach students to make the most of college. (pp. 243-258). San Francisco, CA: Jossey-Bass Magolda, M. B. B. (1999). Creating Contexts for Learning and Self-authorship: Constructive-developmental Pedagogy. Vanderbilt University Press. Schulenberg, J., & Lindhorst, M. (2010). The historical foundations and scholarly future of academic advising. In P. L. Hagen, T. L. Kuhn, & G. M. Padak (Eds.), Scholarly inquiry in academic advising (pp. 17-29). Manhattan, KS: National Academic Advising Association. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.