Advising is Teaching Integrating Student Learning and Development in Academic AdvisingPURPOSETo use our knowledge of student development theory and observations as graduate assistants todevelop practical applications of relevant theories.OBJECTIVES Share demographic data on Academic Advising at FIU Introduce relevant student development theories Discuss previous literature on integrating academic and student affairs Suggest practical programs that advisors can implement or encourage students to get involved inFIU DATA Do you think student development theory isThe following questions were distributed in an beneficial in advising?online survey to 55 academic advisors, bridge Yes – 75%advisors, and two advising supervisors at FIU. No – 9% Thirty-two staff members responded. I don’t know – 16%How much do you know about student Is the use of student development theorydevelopment theory? encouraged in your office?Nothing – 6% Yes – 47%Very little – 13% No – 19%Some – 47% I don’t know – 34%A lot – 31%I could teach it – 3%How often do you use student development Would you like to know more about studenttheory in daily advising sessions? development theory?Never – 15% Yes – 72%Hardly ever (a few times a semester) – 15% No – 22%Occasionally (a few times a month) – 31% I don’t know – 6%Frequently (a few times a week) – 30%Every day – 9%
THEORIESChickering’s Theory of Identity Development consists of seven “vectors” that students canexperience simultaneously and/or in a non-linear fashion. 1. Developing Competence 2. Managing Emotions 3. Moving Through Autonomy Towards Interdependence 4. Developing Mature Interpersonal Relationships 5. Establishing Identity 6. Developing Purpose 7. Developing IntegritySchlossberg’s Transition Theory describes the “4 S’s” that contribute to how a student transitionsinto college. 1. Situation 2. Self 3. Support 4. StrategiesSanford’s Challenge and Support Theory focuses on the idea that student development is afunction of person-environment interaction. The amount of challenge a student can toleratecorrelates directly with the amount of support they are given.Schlossberg’s Marginality and Mattering emphasizes the importance of making students feellike they matter to the university. The theory hinges on getting involved, which can lead togreater academic achievement and retention.Astin’s Theory of Involvement states that students need to actively engage in the collegeenvironment in order to be successful. It is the responsibility of educators to provide andencourage these opportunities.REFERENCESDay, P., Dungy, G. J., Evans, N., Fried, J., Komives, S., McDonald, W., Salvador, S. (2004). Learning reconsidered: A campus-wide focus on the student experience. 1-43. http://www.myacpa.org/pub/documents/learningreconsidered.pdfEvans, N. J., Forney D. S., Guido, F. M., et al. (2010). Student Development in College: Theory, Research, and Practice (2nd Ed.). San Francisco: Jossey-Bass.