Olga Salinas, M.P.A. Academic Advisor Student Success and Academic Advising College of Health Science & School of Nursing Boise State University firstname.lastname@example.orgI’d love to hear from you regarding this session andyour own experiences!
Student Advising: Visible and Important
Academic Advising – NACADA “Academic advising, based in the teaching and learning mission of higher education, is a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes” (NACADA Clearinghouse for Advising Resources).
Advising for Student Development and Success Answers to: • Create New Approaches and Venues • Increase Persistence • Ensure a Quantifiable Educational Achievement
Our work often looks and feels like this:
Our resources/funding look more like this…
Brick and Mortar , and Virtual Hallways
The Perfect Fit (Tinto)
What Do We Do?What Do You Do?Experiences are Priceless
Student Development Independence Confidence Interdependence Educational Achievement
Guiding Students Towards Becoming Creators of Their Own Success
Transformative1. To change in form, appearance, or structure; metamorphose.2. To change in condition, nature or character; convert. (Merriam- Webster)
Advising = Transformative Learning ExperienceIt must meet and work in the “activecontexts of student’s lives”.(Learning Reconsidered 2: Implementing a Campus-WideFocus on the Student Experience, 2006)
No wonder we can feel like this!
Outcomes Directed Thinking•Meets students at their level ofexperience•Facilitates self-designed outcomes•Means to modify perspective•Fosters creative solutions•Provides a tool for communication
Outcomes Directed Thinking – Has a Successful History (1980s – Research on high performing athletes, managers, teams.) Locke, Latham, Cashman and more…
Outcomes Language Evolving• Business: Reframe the question cost andprofit by increasing the level of vestedinterest between vendors and clients for amutual outcome.•Healthcare: Move away from polarizingstatements such as “health care foreveryone” to higher level motivation of“ensuring good health for everyone”.
Outcomes Directed Thinking in Advising: Experiential and Cognitive •Identify motivation. •Ownership of plans, solutions, tasks. •Broadens perspective of resources. •Method of promoting communication with key support people.
Partner to Appreciative Advising and Goal Setting Appreciative Advising – Sets the foundation for a positive experience. Goal Setting – Clarifies destination (S.M.A.R.T. Goal)
A Procedural Pause… “Never bring the problem solvingstage into the decision making stage.Otherwise you surrender yourself to the problem rather than the solution.” – Robert Schuller
Important …Why? Goal setting alone is risky.Locke & Latham, 2002
A Practical Application Problem/Existing Situation Desired OutcomeWorking on Prereqs Admission toFor Rad Sci Rad Sci Program for fall 2012
Up and Down an Outcomes Space Map Stuck > Progress Non-Commital > Vested“No problem can be solved from the same level of consciousness that created it .” Einstein
Outcomes Space Map or Motivational MapWhat will this“do for me?” This IS the question!
Outcome Space Map – Motivational Leverage It would be exciting, rewarding, allowing for personal and professional growth. I could be a role model for someone else. It would make me successful/feel successful. Improved finances for myself and my family. Entrance to career.Established Outcome: Admission to the Rad Sci Program in fall 2012 application cycle.
Defines the motivation behind the outcome. •Self-Defined – Therefore has opportunity to be a transformative experience. •Vested in outcome.
“A Man cannot be satisfiedwithout his own approval.” - Mark Twain
Moving Down the Map: From Obstacles to Solutions “Design is directed toward human beings. To design is to solve human problems by identifying them and executing the best solution.” Ivan Chermayeff
Moving the Map: ReflectiveMoments and Destroying the Barriers. “Put your heart, mind, and soul into even your smallest acts. This is the secret of success.” Swami Sivananda
Motivations established?• Easier to identify distractions andbarriers.• Once again “flip” to what is desiredinstead of the barrier.•Create the strategy.•Identify resources/buy-in needed foreach strategy.
Focus is now on the smaller steps that move astudent from overwhelmed by diluted unspecified, time - costly efforts, to progress through specific, doable strategies…supported by the motivation. From What is to What is Desired
Down the Outcomes MapEstablished Outcome: Admission to the Rad Sci Program inFall 2012. Barrier: Feels like I’m always out of time. Want Instead/Barrier Buster: Focused time for study – especially Math 254 this semester. Resources: Academic Makeover, homework for tough subjects done at school – use math Skills lab; discussion with family regarding household chores and delegation of same.
Introducing Outcomes Directed Thinking to Students
Barriers and “Busters”Motivation: Become a recognized “Rock Star Advisor”Motivation: A learning environment that allows sharing, and growing.Motivation: Introduce a method that will be of benefit.Motivation: Introduce material.What is: A new class with new and personally difficult subject matter.Target Outcome? A comfortable learning environment and to buildsome camaraderie among the students in NURS 108 Sp 12.Barrier: Student anxiety/distress in a new class setting as well aslearning new, personalized material. Barrier Buster: De-personalize the first attempts – Fictional Student Exercise. Barrier-Buster: Encourage creativity and fun through art and group effort. Resources: Flip charts, markers, classroom.
Examples of Student Work:Outcomes Directed Thinking Active and Transformative
Cross-Culturally Beneficial• Meets students in their own, individual active context.• Creates a safe place of exploration and modification.• Clarifies purpose/motivation.• Implementable solutions created.• Energy and resources targeted.
Beneficial for Advisors• Tool to guide students along student development.• Supports student ownership towards goals.• When link with a plan, can reduce need for frequent interactions.• Others can assist when physical plan is present.
Let’s Learn Together•Create your Student•Include Name, occupations,challenges, dreams, affiliations,•Identify Motivations for being atyour institution.•Identify one or two key barriers.•Want instead?
Student Quotes from Experiencing This Approach With a detailed plan of action based on things that I have control over, I will no longer waste time and stress over those things I cannot change. – Joseph B. Sometimes when under a lot of stress it is difficult to isolate one problem from many, and next to impossible to distinguish the steps for resolving problems. When it is all mapped out it becomes less difficult to identify the resources and solutions. – Sarah S.
Advisors• Facilitators of learning •Partners in Student Development Watch them take flight…
I saw the angel in the marble andcarved until I set him free. Michelangelo
Outcomes Directed Thinking Part of your Student Development tool kit?
Think off-center.George Carlin
Thank You! Olga Salinas, M.P.A. Advisor email@example.com Student Success and Academic AdvisingCollege of Health Science & School of Nursing Boise State University firstname.lastname@example.org
References:Groves, Richard. 2009. Outcomes Based Thinking and the Healthcare Debate.Mission Measurement, LLC.Edwin A. Locke & Gary P. Latham. 2002. Building a Practically Useful Theory ofGoal Setting and Task Motivation. American Psychologist Journal.Council for the Advancement of Standards in Higher Education. 2008. TheRole of Academic Advising. CAS Standards Contextual Statement.Vicki Clawson and Bob Bostrom. 2003. Outcome Directed Thinking: Questionsthat Turn Things Around.