I Got the Job! Now What?

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I Got the Job! Now What?

  1. 1. student, teacher, resource, referral agent, advocate, friend, curriculum expert, counselor, career planner, student development specialist, educator, manager, administrators, evaluator, researcher, mentor, information professional, team member, academic advisor
  2. 2. Curriculum (what advising deals with) Pedagogy (how advising does what it does) Student learning outcomes (the result of academic advising
  3. 3. Providing academic information Providing career information Conveying institutional regulations and procedures Addressing personal and social concerns
  4. 4. Understanding of Conceptual Framework of Academic Advising Knowledge of Institution Knowledge of Student Demographics, Student Needs, and Special Student Populations Knowledge of Tools & Resources Knowledge of Relational Aspect of Advising
  5. 5. For the individuals they advise For involving others (when appropriate) To their institutions To higher education To their educational community Personally & Professionally
  6. 6. Advise students about academic requirements and course selection Provide information about institutional policies and procedures Perform and interpret degree audits Assist students with career planning Participate in the development, implementation, review, and presentation of orientations for first- time college students and transfer students
  7. 7. Understand the institution’s interpretation of FERPA Case Study
  8. 8. To release information from a student’s educational record, request written consent from student University staff may disclose directory information without written consent - name - address, phone, e-mail - dates of attendance - degrees and awards received - most recent previous institution attended
  9. 9. Monitor student’s academic progress and recommend solutions to academic difficulties Case Study
  10. 10. Identify the set of circumstances which led to probation status - improper choice of major - personal motivation - peer culture - skills - self regulation Assist student in the development and implementation of a plan for success Intrusive advising focusing on more personal rather than professional approach * Higgins, E. M. (2003). Advising students on probation. Retrieved February 13, 2009 from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/probation.htm.
  11. 11. Refer students to the appropriate specialized staff Case Study
  12. 12. Be knowledgeable of campus resources – know names of contact people Have campus contact list readily available Be aware of students’ need for referrals Help make student comfortable with contacting an outside resource by establish goals for referral beforehand Facilitate referral process Keep a record of recommended referrals
  13. 13. You cannot be all things to all people Too many duties, not enough time Outsiders view of advising
  14. 14. Understand what students expect of you  To know the college  Help them solve problems  Communicate effectively
  15. 15. Familiarize yourself with the campus layout Study course catalog, brochures, flyers, and websites Seek the answers to common questions Network with staff and faculty across campus Gather as much information as possible regarding the function of different campus departments Observe other advisors Use theory to inform your advising practice Develop rapport first then seek to assess students’ knowledge Keep detailed student records to jog your memory for future meetings Have fun
  16. 16. Create an environment where students feel like they matter Provide students with recognition for accomplishments Involve students in the academic advising process by allowing them ownership of decisions Focus on the decision making process and guiding students through that Practice active listening Listen for patterns in students’ narratives Ask probing questions Demonstrate the usefulness and relevance of information to students • Fox, R. (2008). Delivering One-to-One Advising: Skills and Competencies. In V. N. Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic Advising A Comprehensive Handbook (2nd ed.) (pp 342 - 355). San Francisco: Jossey-Bass.
  17. 17. Be willing to fail Take risks Commit to the advising process Have fun Be present and in the moment - - Listen Be obvious – clearly articulate your ideas Be willing to give up some control over the process Make eye contact Open up awareness The most important thing is what the student just said or did * Merlin Works (2008). Merlin Works Cheat Sheet. [Brochure]. Austin, TX: Author.
  18. 18. Take a bow.
  19. 19. I made a mistake. I feel silly. Oops, that was wrong. I forgot to… I messed up.
  20. 20. Accept This
  21. 21. Three headed expert
  22. 22. “Becoming a good advisor is a lifelong process and there will never be a day when I (can) say, ‘Well I know it all now!’ ” “I realize…that expertise is developed, not accomplished.” *Patrick Lynch, A New Advisor’s Journal. The Mentor: An Academic Advising Journal.

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