Recommended
More Related Content
What's hot
What's hot (20)
Similar to Advising millennials
Similar to Advising millennials (20)
Recently uploaded
Recently uploaded (20)
Advising millennials
- 1. Academic Advising: Effectively Engaging the Millennial Student Jarrod E. Patterson, Ed.D. Alabama A&M University
- 2. Presentation Outline Background Purpose Overview of Chickering and Gamson’s (1987) Seven Principles for Good Undergraduate Education Implications
- 3. Background Students were traditionally monolithic Traditional undergraduate students Same age Similar characteristics Millennials are today’s “traditional” student Born between 1980-2000 Most diverse group Largest group in American society Largest group in higher education
- 4. Background (Continued) Millennial Characteristics Optimistic Sociable Collaborative Flexible Sheltered Conventional High-achieving
- 5. Background (Continued) Pedagogical shift “The mission of education is to produce learning, not to deliver instruction.” (Wilson, 2004) Emphasis on student engagement student success retention Redesigning of campus learning environments Faculty training Faculty collaboration Student engagement emphasis
- 6. Purpose The purpose of this presentation is intended to demonstrate how Chickering and Gamson’s (1989) Seven Principles for Good Practice in Undergraduate Education can be applied as a practical way of providing effective academic advising to millennial students.
- 7. Foundational Practices for Engaging Millennials Contact Cooperative collaborations between students Active learning Feedback Time on task/time management Diversity in talents and learning
- 8. Principle 1: Contact Student-faculty contact Contact is considered an important in higher education Frequent contact can enhance student motivation, involvement, and intellectual commitment (Chickering & Gamson, 1987). Successful students are more likely to pursue contact with faculty. Response to contact-enthusiasm and engagement Institutional representatives Classroom teachers Academic advisors
- 9. Principle 2: Collaboration Learning process Enhanced when facilitated as a group activity Students’ individual involvement in the learning process significantly increases when learning becomes more social (Chickering & Gamson, 1987). Shared learning More collaboration results in deeper understanding (Hathaway, 2004)
- 10. Principle 3: Active Learning Non-spectator sport Learning is not accomplished by students sitting in a classroom, listening to lectures, memorizing information, and giving “canned” responses Discussion-based activities Discussions as a catalyst for learning is better suited for problem-solving and critical thinking development (McKeachie, 2002)
- 11. Principle 4: Feedback Common thread of student success discussion “…Students benefit from timely feedback, delivered effectively to help them learn” (Wilson, 2004).
- 12. Principle 5: Time Management Time + energy = learning (Wilson, 2004) Learning to use time wisely Learning to allocate time to academic endeavors
- 13. Principle 6: High Expectations “Expect more and you’ll get more.” Expectations and effort (Chickering & Gamson, 1987) Meeting challenges (Kuh, 2003) Require major investments of stakeholders Teaching Meeting with students
- 14. Principle 7: Diverse Talents Good student engagement respects different talents and ways of learning Race ethnicity Culture gender Faculty who employ a variety of active learning techniques are able to enhance students’ academic outcomes.
- 15. Recommendations Contact Establish early connections More intrusive academic advising Quality contact Use of technology Chat room FaceTime Skype Collaboration Group advising Social group discussions Group short-term/long- term goal development Peer role models
- 16. Recommendations Active Learning Discussion sessions peer engagement Internships and cooperative employment opportunities Feedback Assessment for academic planning Existing knowledge or competency Suggestions for improvement Email availability
- 17. Recommendations Time Management Online orientation Use of advising syllabus, course calendar, and weekly/monthly reminders High Expectations Academic advising syllabus Objectives Academic expectations Advisor advisee University policies Academic integrity Plagiarism Advising workshops
- 18. Recommendations Diverse Talents Use a variety of advising tools