Academic Advising Philosophy
•
0 likes•108 views
Rachel Daniel outlines her philosophy and approach to academic advising. She believes advisors play a vital role in helping students achieve their academic and career goals by fostering behaviors like resilience and self-reflection that lead to graduation. Her advising framework blends teaching, developmental, appreciative, and intrusive methods. This allows her to view each interaction as a learning opportunity and help students grow as decision makers. As an advisor, she strives to be a connector, mentor, listener, cultivator, encourager, guide, and advocate for students.
Report
Share
Report
Share
![My Commitment to the Students I Serve
- As a connector, I link students to meaningful and timely resources, opportunities, and individuals.
- As a mentor, I model professionalism, share personal wisdom, and inspire a lifelong love of learning.
- As a listener, I give my undivided attention to each student with empathy and follow up accordingly.
- As a cultivator, I help students grow as responsible individuals capable of dynamic decision-making.
- As an encourager, I provide students a positive environment and words that boost their self-efficacy.
- As a guide, I help students navigate their curriculum, program requirements, and college as a whole.
- As an advocate, I intercede for the welfare of students and provide a voice for their concerns.
References
Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The
Mentor: An Academic Advising Journal, 4 (3). http://www.psu.edu/dus/mentor/020829jb.htm.
Crookston, B. B. (2009). A developmental view of academic advising as teaching. NACADA Journal, 29 (1),
78–82. (Reprinted from Journal of College Student Personnel, 13, 1972, pp. 12–17; NACADA Journal,
14[2], 1994, pp. 5–9).
Habley, W.R. (1994). Key concepts in academic advising. In Summer Institute on Academic Advising Session
Guide (p.10). Available from the National Academic Advising Association.
Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal 23 (2), 72.
Varney, J. (2012, September). Proactive (Intrusive) advising. Academic Advising Today, 35 (3).](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Faculty Advising In A Learner by Maura Reynolds
This article explores issues of concern for all faculty-based advising situations (not small colleges alone). May we continue to recognize our similarities and acknowledge (but not focus on) our differences; we have much to learn from each other.
Inculcating Value in student
This document discusses the role of teachers in value education. It defines value education as a process of developing students' character, personality, and spirituality. The teacher's role is important because they can inculcate important values in students like discipline, appreciation, cooperation, and accountability. Some effective strategies mentioned for teaching values include storytelling, social activities, visual experiences, group activities, and silent sitting. The conclusion emphasizes that teachers play a key role in shaping students and the future of the nation by instilling good values and character building.
Stats tutoring 2014
Tutoring involves providing additional instruction to help someone learn, whether it's a basic subject or a more advanced topic. Good tutors guide students, help identify their learning needs, and stimulate critical thinking and participation. They get to know each student to understand their current abilities and provide encouragement and empathy. Quotes from education experts emphasize that tutoring teaches students how to learn and take responsibility for the learning process.
Concepts & Connections - A Publication for Leadership Educators
Concepts & Connections - A Publication for Leadership EducatorsRockefeller Center for Public Policy at Dartmouth College
Deputy Director of the Rockefeller Center Sadhana Hall submitted an article on resilience to the publication 'Concepts & Connections', which released an issue on leadership competencies.Leadership Philosophy DSchwartz
Daniel Schwartz's educational leadership philosophy focuses on connecting people, purpose, practice, and passion through shared leadership and collaboration. He believes the purpose of education is to teach students to think deeply, act courageously, and explore creatively. As a leader, Schwartz guides the long-term strategic direction of the school while ensuring it stays true to its mission through skillful management, mentoring staff, and involving parents and the community. His goal is to create tightly-knit, democratic communities that support students' growth.
Presentation1
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Learning in the Workplace
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
Peer mentoring for international students at Newcastle Law School
The document outlines a peer mentoring program for international students at Newcastle Law School. The program aims to facilitate social and academic transition, prevent isolation, and increase cooperation among students. Mentors and mentees are paired and receive training. A qualitative assessment of the program was conducted via focus groups. Key concerns raised were the need for more guidance, informality being crucial, and reducing meeting frequency. The program was initiated in 2008 as a pilot pairing mentors and mentees to help international students adjust socially and academically through collaboration.
Recommended
Faculty Advising In A Learner by Maura Reynolds
This article explores issues of concern for all faculty-based advising situations (not small colleges alone). May we continue to recognize our similarities and acknowledge (but not focus on) our differences; we have much to learn from each other.
Inculcating Value in student
This document discusses the role of teachers in value education. It defines value education as a process of developing students' character, personality, and spirituality. The teacher's role is important because they can inculcate important values in students like discipline, appreciation, cooperation, and accountability. Some effective strategies mentioned for teaching values include storytelling, social activities, visual experiences, group activities, and silent sitting. The conclusion emphasizes that teachers play a key role in shaping students and the future of the nation by instilling good values and character building.
Stats tutoring 2014
Tutoring involves providing additional instruction to help someone learn, whether it's a basic subject or a more advanced topic. Good tutors guide students, help identify their learning needs, and stimulate critical thinking and participation. They get to know each student to understand their current abilities and provide encouragement and empathy. Quotes from education experts emphasize that tutoring teaches students how to learn and take responsibility for the learning process.
Concepts & Connections - A Publication for Leadership Educators
Concepts & Connections - A Publication for Leadership EducatorsRockefeller Center for Public Policy at Dartmouth College
Deputy Director of the Rockefeller Center Sadhana Hall submitted an article on resilience to the publication 'Concepts & Connections', which released an issue on leadership competencies.Leadership Philosophy DSchwartz
Daniel Schwartz's educational leadership philosophy focuses on connecting people, purpose, practice, and passion through shared leadership and collaboration. He believes the purpose of education is to teach students to think deeply, act courageously, and explore creatively. As a leader, Schwartz guides the long-term strategic direction of the school while ensuring it stays true to its mission through skillful management, mentoring staff, and involving parents and the community. His goal is to create tightly-knit, democratic communities that support students' growth.
Presentation1
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Learning in the Workplace
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
Peer mentoring for international students at Newcastle Law School
The document outlines a peer mentoring program for international students at Newcastle Law School. The program aims to facilitate social and academic transition, prevent isolation, and increase cooperation among students. Mentors and mentees are paired and receive training. A qualitative assessment of the program was conducted via focus groups. Key concerns raised were the need for more guidance, informality being crucial, and reducing meeting frequency. The program was initiated in 2008 as a pilot pairing mentors and mentees to help international students adjust socially and academically through collaboration.
Concept of teaching
Teaching can be understood both traditionally and modernly. Traditionally, teaching is the act of imparting instructions to learners in the classroom, involving the teacher giving information to students. Modernly, teaching is defined as causing students to learn and acquire knowledge, skills, and ways of living through a systematic and psychological process to achieve goals. Teaching involves the interaction between the teacher, students, learning environment, and curriculum, with the teacher consciously designing educational experiences based on the social environment and students participating in social situations. Good teaching is characterized by giving desirable information, creating self-motivation for learning, having effective planning, keeping students active, focusing on selected information, being democratic and directional, and enhancing students' potentialities
PLC Papago
The document summarizes key aspects of professional learning communities (PLCs) discussed at a conference for PLC attendees. It defines PLCs as groups of educators committed to collaborative inquiry and improvement to better serve students. Characteristics of effective PLCs include shared values, collaborative teams, data-driven improvement and commitment to continuous learning.
Leveraging Transformative Learning Theory to Promote Student Development in T...
1. A campus crisis has emerged at Jones State University over the controversial commencement speaker selection of Senator Umbridge, who has made public comments criticizing the Black Lives Matter movement. Student protests have occurred but university leadership has refused to retract the invitation.
2. The student government at JSU is divided over whether to organize a student walk-out during graduation ceremonies to protest the speaker selection.
3. As the VP of Student Affairs, the presenter has been tasked with handling the crisis. They plan to meet with student government leaders and leverage transformative learning theory to resolve the crisis and foster growth for all students involved.
Ethics[2]
The document discusses several key aspects of ethical decision making and leadership in education. It emphasizes building trust through open communication, developing interpersonal skills to communicate effectively with all stakeholders, and creating an environment of care. It also stresses the importance of having codes of ethics to guide behavior, maintaining confidentiality and integrity, and avoiding unjustified favoritism to prevent dissension.
Transformative Learning
The document discusses the concept of "transformative learning" which involves experiencing a deep shift in one's basic premises, thoughts, feelings, and actions that changes one's perspective and way of being in the world. It provides definitions and perspectives from scholars including that transformative learning involves critically reflecting on prior learning and assumptions to determine if they are still valid. It also outlines Mezirow's stages of perspective transformation and different forms and levels of reflection that can lead to transformative learning experiences.
Managing the classroom
This document discusses how active learning and full participation leads to deeper understanding of knowledge for students. It suggests enabling students to have ownership over their classroom environment, developing pedagogy relevant to students, and celebrating diversity and building relationships as ways to achieve this in the classroom. The document cites several references that discuss models of classroom management, understanding student needs, and constructivist learning experiences.
Philosophy
Carrie Esposito's personal teaching philosophy is derived from her experiences as a student, parent, and teacher. She believes it is a teacher's duty to recognize each student as an individual with unique interests, strengths, and abilities. Teachers should provide a wide variety of opportunities to help maximize each student's learning potential through differentiated instruction, flexible grouping, and peer interaction. Allowing students a degree of responsibility and ownership over their education will help develop independent thinkers who can make valid contributions to the world.
The Learning Environment
The document discusses the learning environment and its importance for effective education. It addresses the physical environment, noting classrooms should be neat, tidy, well-lit and ventilated. It also covers psychological climate, emphasizing safety, relationships, and teaching/learning. A facilitative learning environment encourages active participation, allows self-discovery of ideas, and respects diversity. It permits mistakes and confrontations so students feel safe, accepted and able to trust themselves and others.
Presentation for screencast
The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
Progressivism by Taylor Lofton
Progressivism is an educational philosophy that believes students learn best through experiences they find relevant to their lives, such as working in groups and on real-world projects. The goal of progressivism is to create independent, socially aware problem solvers. John Dewey was an influential proponent, believing students learn through social interaction and hands-on experiences rather than just books. Teachers adopt student-centered methods like group work, projects, simulations and field trips rather than traditional lecturing.
Transformative learning theory applied
1. The document discusses transformative learning theory which involves critically reflecting on one's experiences, assumptions, and beliefs to develop new perspectives.
2. It provides an example of how this theory could apply to adult learners adopting healthier eating habits after experiencing a disorienting event like a health crisis.
3. The theory involves 10 steps including experiencing a disorienting dilemma, critically assessing assumptions, acquiring new knowledge and skills, and reintegrating into life with a new perspective.
Engaging the learner and ensuring high quality learning
Learner engagement begins with the lecturer awakening joy in knowledge and creative expression. While technology is a tool, the teacher is most important for motivating and engaging students. Effective teachers engage and support learners through the learning process by establishing positive relationships, providing information and feedback, and enabling learner-driven development. The role of the teacher has shifted from solely imparting information to facilitating discovery and acting as a guide. Ensuring quality in education requires effective evaluation of teaching and learning at both the institutional and external level.
What Is Self Directed Learning
This document discusses self-directed learning (SDL), including its definition as a process where the learner assumes responsibility for planning, implementing, and evaluating their own learning project. It also discusses why SDL is studied, to isolate learning from formal environments, and the goals of enhancing adults' ability to direct their own learning, foster transformational learning, and promote social action. The document outlines that SDL requires both skills and attributes to be developed in learners, and educators should help adults better plan, carry out, and evaluate their own learning.
Laing Middle School
The document summarizes the experience and responsibilities of a school counselor at Laing Middle School of Science and Technology. It describes the counselor's role in counseling individual students and leading various group counseling sessions to address issues like behavior management, social skills, and diversity training. It also outlines the counselor's participation on school teams to support students' classroom performance, behavior, and 504 plans. Charts are included showing the progress of a behavior management counseling group and an example of a classroom guidance session on cultural diversity.
Cooperative learninggroup3 (1) norrrrrrrrrah
The document discusses leveraging cooperative learning to improve academic achievement in middle school environments. It explains that cooperative learning capitalizes on adolescents' social and cognitive developmental stages by engaging students to work together to accomplish shared learning goals. This fosters skills like communication, comprehension, and problem solving while meeting students' needs for inclusion and belonging. Research shows cooperative learning facilitates information processing in the brain and that peer relationships account for a significant portion of variation in middle school achievement. The document advocates for using cooperative learning strategies in today's multicultural, technology-enabled classrooms to engage diverse generations of digital native students.
M boatwright what is student centered learning in the online environment
This document provides an overview of student-centered learning in an online environment. It discusses Malcolm Knowles' theory of andragogy and the six assumptions about how adult learning differs from child learning. Student-centered learning is defined as putting the learner in control of their education, with the teacher acting as a facilitator. The document also explores intrinsic and extrinsic student motivation and how teachers can promote student-centered learning online through community building, feedback, and clear expectations.
Elements Of A Culture Of Achievement For All
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net
Enhancing Life Skill for Learning to Live Together
The document defines life skills as the abilities that allow individuals to effectively handle the demands of everyday life according to the WHO and UNICEF. Life skills education aims to develop knowledge, attitudes, and skills in areas like problem solving, decision making, critical thinking, communication, self-awareness, and stress management. It strengthens individuals' ability to evolve and act with self-confidence. The Dakar Framework also emphasizes education should enable learning to know, do, live together, and be - referring to developing reasoning, human functional capabilities, social skills, and self-management skills. The overall goal is to help youth through early identification of problems and building self-image, well-being, and dimensions of human development.
Transformative learning powerpoint (4.1)
Transformative learning theory focuses on recognizing and reassessing assumptions through critical reflection. It involves enhanced awareness of beliefs/feelings, critiquing assumptions, considering alternatives, and taking informed action. Adults learn through action learning, experiential learning, project-based learning, and self-directed learning. Transformative learning occurs through life experiences combined with education and critical thinking. Mezirow identified 10 phases of transformative learning including a disorienting dilemma, self-examination, critical assessment of assumptions, recognition of issues, exploration of options, planning a course of action, and reintegration into life with a new perspective.
Johnson & johnson
The document discusses the research of brothers Robert and David Johnson on cooperative learning. They established the Cooperative Learning Center to promote cooperative classrooms and teach skills like leadership, communication, and conflict resolution. Students can interact by competing, working individually, or cooperatively with invested interest in each other's learning. Effective cooperative learning involves common goals, individual accountability, idea sharing, social skills, and group processing. Research shows students learn more and have more positive relationships when structured cooperatively rather than competitively or individually.
Arts-based reflection
The document summarizes a study on supporting professional agency in Australian and Macedonian pre-service teachers. The study used arts-based reflection methods including collaborative drawings and collages to explore pre-service teachers' visions of an ideal classroom and teacher qualities. Findings showed participants could clearly articulate ideal teacher qualities and factors supporting agency development, though Australian participants demonstrated greater ability to identify obstacles. The study concluded arts-based reflection promotes prerequisites for agentic behavior like deep reflection and connectedness. It also suggested reflection strengthens with practice and supports knowledge and identity development aligned with models of teacher development.
Academic cover letter
Jennifer Treglown is applying for an advising position and believes her experience in teaching diverse students makes her well-suited for the role. She has worked in education for over 10 years, promoting academic excellence and cultural awareness. As an advisor, she would guide students to make informed choices to meet their goals using individual conferences and ongoing assessment. Treglown also has strong administrative skills and enjoys collaborating with colleagues to cultivate positive relationships across the institution. She is eager to discuss how she can become an excellent advisor for the organization.
More Related Content
What's hot
Concept of teaching
Teaching can be understood both traditionally and modernly. Traditionally, teaching is the act of imparting instructions to learners in the classroom, involving the teacher giving information to students. Modernly, teaching is defined as causing students to learn and acquire knowledge, skills, and ways of living through a systematic and psychological process to achieve goals. Teaching involves the interaction between the teacher, students, learning environment, and curriculum, with the teacher consciously designing educational experiences based on the social environment and students participating in social situations. Good teaching is characterized by giving desirable information, creating self-motivation for learning, having effective planning, keeping students active, focusing on selected information, being democratic and directional, and enhancing students' potentialities
PLC Papago
The document summarizes key aspects of professional learning communities (PLCs) discussed at a conference for PLC attendees. It defines PLCs as groups of educators committed to collaborative inquiry and improvement to better serve students. Characteristics of effective PLCs include shared values, collaborative teams, data-driven improvement and commitment to continuous learning.
Leveraging Transformative Learning Theory to Promote Student Development in T...
1. A campus crisis has emerged at Jones State University over the controversial commencement speaker selection of Senator Umbridge, who has made public comments criticizing the Black Lives Matter movement. Student protests have occurred but university leadership has refused to retract the invitation.
2. The student government at JSU is divided over whether to organize a student walk-out during graduation ceremonies to protest the speaker selection.
3. As the VP of Student Affairs, the presenter has been tasked with handling the crisis. They plan to meet with student government leaders and leverage transformative learning theory to resolve the crisis and foster growth for all students involved.
Ethics[2]
The document discusses several key aspects of ethical decision making and leadership in education. It emphasizes building trust through open communication, developing interpersonal skills to communicate effectively with all stakeholders, and creating an environment of care. It also stresses the importance of having codes of ethics to guide behavior, maintaining confidentiality and integrity, and avoiding unjustified favoritism to prevent dissension.
Transformative Learning
The document discusses the concept of "transformative learning" which involves experiencing a deep shift in one's basic premises, thoughts, feelings, and actions that changes one's perspective and way of being in the world. It provides definitions and perspectives from scholars including that transformative learning involves critically reflecting on prior learning and assumptions to determine if they are still valid. It also outlines Mezirow's stages of perspective transformation and different forms and levels of reflection that can lead to transformative learning experiences.
Managing the classroom
This document discusses how active learning and full participation leads to deeper understanding of knowledge for students. It suggests enabling students to have ownership over their classroom environment, developing pedagogy relevant to students, and celebrating diversity and building relationships as ways to achieve this in the classroom. The document cites several references that discuss models of classroom management, understanding student needs, and constructivist learning experiences.
Philosophy
Carrie Esposito's personal teaching philosophy is derived from her experiences as a student, parent, and teacher. She believes it is a teacher's duty to recognize each student as an individual with unique interests, strengths, and abilities. Teachers should provide a wide variety of opportunities to help maximize each student's learning potential through differentiated instruction, flexible grouping, and peer interaction. Allowing students a degree of responsibility and ownership over their education will help develop independent thinkers who can make valid contributions to the world.
The Learning Environment
The document discusses the learning environment and its importance for effective education. It addresses the physical environment, noting classrooms should be neat, tidy, well-lit and ventilated. It also covers psychological climate, emphasizing safety, relationships, and teaching/learning. A facilitative learning environment encourages active participation, allows self-discovery of ideas, and respects diversity. It permits mistakes and confrontations so students feel safe, accepted and able to trust themselves and others.
Presentation for screencast
The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
Progressivism by Taylor Lofton
Progressivism is an educational philosophy that believes students learn best through experiences they find relevant to their lives, such as working in groups and on real-world projects. The goal of progressivism is to create independent, socially aware problem solvers. John Dewey was an influential proponent, believing students learn through social interaction and hands-on experiences rather than just books. Teachers adopt student-centered methods like group work, projects, simulations and field trips rather than traditional lecturing.
Transformative learning theory applied
1. The document discusses transformative learning theory which involves critically reflecting on one's experiences, assumptions, and beliefs to develop new perspectives.
2. It provides an example of how this theory could apply to adult learners adopting healthier eating habits after experiencing a disorienting event like a health crisis.
3. The theory involves 10 steps including experiencing a disorienting dilemma, critically assessing assumptions, acquiring new knowledge and skills, and reintegrating into life with a new perspective.
Engaging the learner and ensuring high quality learning
Learner engagement begins with the lecturer awakening joy in knowledge and creative expression. While technology is a tool, the teacher is most important for motivating and engaging students. Effective teachers engage and support learners through the learning process by establishing positive relationships, providing information and feedback, and enabling learner-driven development. The role of the teacher has shifted from solely imparting information to facilitating discovery and acting as a guide. Ensuring quality in education requires effective evaluation of teaching and learning at both the institutional and external level.
What Is Self Directed Learning
This document discusses self-directed learning (SDL), including its definition as a process where the learner assumes responsibility for planning, implementing, and evaluating their own learning project. It also discusses why SDL is studied, to isolate learning from formal environments, and the goals of enhancing adults' ability to direct their own learning, foster transformational learning, and promote social action. The document outlines that SDL requires both skills and attributes to be developed in learners, and educators should help adults better plan, carry out, and evaluate their own learning.
Laing Middle School
The document summarizes the experience and responsibilities of a school counselor at Laing Middle School of Science and Technology. It describes the counselor's role in counseling individual students and leading various group counseling sessions to address issues like behavior management, social skills, and diversity training. It also outlines the counselor's participation on school teams to support students' classroom performance, behavior, and 504 plans. Charts are included showing the progress of a behavior management counseling group and an example of a classroom guidance session on cultural diversity.
Cooperative learninggroup3 (1) norrrrrrrrrah
The document discusses leveraging cooperative learning to improve academic achievement in middle school environments. It explains that cooperative learning capitalizes on adolescents' social and cognitive developmental stages by engaging students to work together to accomplish shared learning goals. This fosters skills like communication, comprehension, and problem solving while meeting students' needs for inclusion and belonging. Research shows cooperative learning facilitates information processing in the brain and that peer relationships account for a significant portion of variation in middle school achievement. The document advocates for using cooperative learning strategies in today's multicultural, technology-enabled classrooms to engage diverse generations of digital native students.
M boatwright what is student centered learning in the online environment
This document provides an overview of student-centered learning in an online environment. It discusses Malcolm Knowles' theory of andragogy and the six assumptions about how adult learning differs from child learning. Student-centered learning is defined as putting the learner in control of their education, with the teacher acting as a facilitator. The document also explores intrinsic and extrinsic student motivation and how teachers can promote student-centered learning online through community building, feedback, and clear expectations.
Elements Of A Culture Of Achievement For All
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net
Enhancing Life Skill for Learning to Live Together
The document defines life skills as the abilities that allow individuals to effectively handle the demands of everyday life according to the WHO and UNICEF. Life skills education aims to develop knowledge, attitudes, and skills in areas like problem solving, decision making, critical thinking, communication, self-awareness, and stress management. It strengthens individuals' ability to evolve and act with self-confidence. The Dakar Framework also emphasizes education should enable learning to know, do, live together, and be - referring to developing reasoning, human functional capabilities, social skills, and self-management skills. The overall goal is to help youth through early identification of problems and building self-image, well-being, and dimensions of human development.
Transformative learning powerpoint (4.1)
Transformative learning theory focuses on recognizing and reassessing assumptions through critical reflection. It involves enhanced awareness of beliefs/feelings, critiquing assumptions, considering alternatives, and taking informed action. Adults learn through action learning, experiential learning, project-based learning, and self-directed learning. Transformative learning occurs through life experiences combined with education and critical thinking. Mezirow identified 10 phases of transformative learning including a disorienting dilemma, self-examination, critical assessment of assumptions, recognition of issues, exploration of options, planning a course of action, and reintegration into life with a new perspective.
Johnson & johnson
The document discusses the research of brothers Robert and David Johnson on cooperative learning. They established the Cooperative Learning Center to promote cooperative classrooms and teach skills like leadership, communication, and conflict resolution. Students can interact by competing, working individually, or cooperatively with invested interest in each other's learning. Effective cooperative learning involves common goals, individual accountability, idea sharing, social skills, and group processing. Research shows students learn more and have more positive relationships when structured cooperatively rather than competitively or individually.
What's hot (20)
Leveraging Transformative Learning Theory to Promote Student Development in T...
Leveraging Transformative Learning Theory to Promote Student Development in T...
Engaging the learner and ensuring high quality learning
Engaging the learner and ensuring high quality learning
M boatwright what is student centered learning in the online environment
M boatwright what is student centered learning in the online environment
Enhancing Life Skill for Learning to Live Together
Enhancing Life Skill for Learning to Live Together
Similar to Academic Advising Philosophy
Arts-based reflection
The document summarizes a study on supporting professional agency in Australian and Macedonian pre-service teachers. The study used arts-based reflection methods including collaborative drawings and collages to explore pre-service teachers' visions of an ideal classroom and teacher qualities. Findings showed participants could clearly articulate ideal teacher qualities and factors supporting agency development, though Australian participants demonstrated greater ability to identify obstacles. The study concluded arts-based reflection promotes prerequisites for agentic behavior like deep reflection and connectedness. It also suggested reflection strengthens with practice and supports knowledge and identity development aligned with models of teacher development.
Academic cover letter
Jennifer Treglown is applying for an advising position and believes her experience in teaching diverse students makes her well-suited for the role. She has worked in education for over 10 years, promoting academic excellence and cultural awareness. As an advisor, she would guide students to make informed choices to meet their goals using individual conferences and ongoing assessment. Treglown also has strong administrative skills and enjoys collaborating with colleagues to cultivate positive relationships across the institution. She is eager to discuss how she can become an excellent advisor for the organization.
Individual Student Profile
This document is an individual student profile for Sarah Crume that outlines her philosophy of education and goals as a graduate professional. Her goals focus on treating students as individuals through differentiated instruction and Universal Design for Learning to engage diverse learners. She believes performance-based assessments and technology projects can motivate students. Sarah also aims to create a flexible classroom environment that inspires learning and collaboration.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
Literate environment analysis
This document provides an overview of strategies to create a literate environment for students in pre-k through 3rd grade. It discusses the importance of understanding cognitive and non-cognitive aspects of students, incorporating interactive, critical, and response perspectives in instruction, and providing an environment rich with text, language, and motivation. Specific strategies are presented, such as implementing formative assessments, selecting appropriate texts based on factors like genre and structure, and teaching students to be strategic readers. Feedback from colleagues emphasizes tailoring instruction to individual students and incorporating social learning.
Edad 516 wsup
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus in the fall semester of 2014. It lists the instructor as Ailene M. Baxter, the Director of Human Resources for the Puyallup School District. The syllabus outlines the course objectives, assignments, expectations, and topics to be covered throughout the semester, including leadership and supervision of instruction, culturally responsive teaching practices, student shadowing experiences, and using intrinsic motivation to engage all students in learning.
Seminar on guidance and counselling
This document discusses guidance and counseling in education. It provides definitions of guidance from various authors, emphasizing that guidance involves helping individuals solve problems and pursue paths suited to their abilities. Counseling is defined as a relationship where a professionally trained counselor helps a client address personal difficulties. The differences between guidance and counseling are outlined. Principles of each are presented, as well as needs for their services in education. Current trends and issues novice counselors may face are also summarized. Finally, an abstract of a related research study on the effectiveness of guidance and counseling in enhancing student adjustment is provided.
Educational Philosophy2
The educator believes in a student-centered learning philosophy that fosters positive relationships between the school, parents, family, and community. They believe each student is unique and capable of success with high expectations. Their approach uses constructivist teaching methods where students take an active role in their learning through collaboration, exploration, and self-regulation. The educator aims to empower faculty through purposeful collaboration to maintain the vision of student-centered learning and success.
Teacher As A Counselor
The document discusses the role of teachers as counselors. It defines counselling as a learning process where a counselor helps facilitate personal growth and positive change through self-understanding. A counselor is trained to give guidance on personal or psychological problems. The roles of a counselor include establishing rapport, conducting individual and group counselling, and helping students understand themselves and maximize their potential. As counselors, teachers collect students' information, identify problems, help students adjust and solve learning problems, assist with decision making and refer students to school counselors when needed. Teachers work cooperatively with counselors and parents in their role as student counselors.
MY PERSONAL PHILOSOPHY OF EDUCATION
The document outlines the author's personal philosophy of education. The main goals are to nurture students who will contribute positively to society by being intelligent and good character, and to ensure all students can pass their subject and progress grade levels. The author believes moral values, respect, and self-discipline are essential foundations for success. They will make these priorities and use different teaching methods like discussions and debates. The author prefers a learner-centered approach including cooperative learning and uses various learning styles and resources to engage students as visual and auditory learners. The overall aim is for students to achieve their highest potential and add value to society.
Elizabeth Sony.pptx
The document discusses the roles of teachers, guidance, and counseling. It defines guidance as helping students understand themselves and live effectively in society. Counseling requires specific skills and helps students relate to their environment and resolve problems. As teachers have close contact with students, they are well-positioned to provide counseling and guidance by establishing trust, showing empathy, and helping students address concerns. A background in counseling allows teachers to professionally assist students with problems.
Education philosophy
The document outlines Mary Lee's educational philosophy. It discusses how in the 21st century, education needs to focus on skills like critical thinking, communication, and problem solving. Mary Lee's goals as a teacher are to challenge students to achieve their highest potential and develop skills like creative thinking, problem solving, and collaboration. She believes in facilitating a student-centered learning environment that addresses different learning styles and helps students become self-directed, lifelong learners prepared for college and careers.
Education philosophy
The document outlines Mary Lee's educational philosophy. She believes students should develop skills like critical thinking, problem solving, and collaboration. Her goals are to challenge students to excel, guide them to become self-directed learners, and prepare them for college. She thinks it is important to consider students' learning styles and needs. Parents can expect her to provide a caring learning environment and communicate about their child's progress. She believes in facilitating student-centered, collaborative, and technology-enhanced learning to develop skills needed for the 21st century workplace.
Embracing the Role of Academic Advising in Supporting Student Success
This document discusses the important role of academic advising in supporting student success and retention. It argues that effective advising is key to promoting student engagement and integration, which are important factors that influence student intentions to stay or leave college. The document also discusses promising advising practices such as viewing advising as teaching, using collaborative reflection and decision-making, implementing advising syllabi, and promoting student self-authorship and high-impact educational experiences.
What is Invitational Education?
Invitational Education is a systematic approach to creating effective schools and organizations through communication that results in learning and human development. It is based on the foundations of the democratic ethos, the perceptual tradition, and self-concept theory. The key aspects of Invitational Education are optimizing human potential through intentionally inviting practices, policies, places, programs, and people. Effectiveness is measured by assessing functioning on "The Ladder" of four levels - from least to most desirable are intentionally disinviting, unintentionally disinviting, unintentionally inviting, and intentionally inviting.
Pattonville model (REFRENSI)
This document outlines the comprehensive guidance program for grades 6-12 in the Pattonville School District. It provides the mission, philosophy, purpose and beliefs that guide the program. The program includes responsive services like counseling and consultation. It also includes a counseling curriculum of sequential activities for students in grades K-12 focused on personal, social, emotional and academic growth. The program shifts its focus from the curriculum in elementary school to more individual planning and support in middle and high school. Counselors provide counseling, groups, crisis response and consultation to support students.
My Adult Education Philosophy
Tseliso Ncheke believes in a learner-centered philosophy of adult education that emphasizes self-directed learning and empowerment. Their approach focuses on drawing out the experiences and knowledge that learners already possess, and helping them develop critical thinking skills to analyze issues and make informed decisions. They strive to create a safe, participatory learning environment where learners feel comfortable sharing views and experiences. The goal is for learners to take responsibility for their own learning and development, rather than relying on the educator.
The learner is the center 2014
This document discusses learner-centered education and provides strategies for teachers to engage students. It begins by describing how learner-centeredness is not about lowering expectations or eliminating challenging tasks, but is instead about being responsive to students' needs and making decisions in their best interests. Several instructional strategies are presented for engaging students, such as graphic organizers, debates, visuals, and cooperative learning. The document emphasizes that teachers should share control with students and use strategies that allow students to direct their own learning through inquiry, projects, and other active methods. It concludes by stating the importance of teachers acting as facilitators rather than solely controlling students' learning experiences.
Being an instructional leader
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Personal Statement Of Beliefs 2012.Ppt
Ed Mentell left administration to return to teaching but now wants to take on an administrative role again to create an effective learning environment for students. He believes administrators play a vital role in facilitating school operations and providing a dynamic, safe place for learning. Mentell is passionate about helping students become independent adults prepared for the world.
Similar to Academic Advising Philosophy (20)
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...
Embracing the Role of Academic Advising in Supporting Student Success
Embracing the Role of Academic Advising in Supporting Student Success
Recently uploaded
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Academic Advising Philosophy
- 1. Academic Advising Philosophy Rachel R. Daniel, M.A. Academic Advisor: Music/Secondary Education, Community Health & Human Services “Education is the most powerful weapon which you can use to change the world”—Nelson Mandela The Role and Responsibility of Advising I believe that, for receptive minds, education has the ability to open doors, uphold diversity, empower individuals, and initiate positive local and global change. While higher education represents just one of many viable pathways to a career, it presents a financial and social burden if institutions fail to produce completers that are both critical thinkers and responsible citizens beyond the classroom. Due to their special proximity to students, academic advisors serve a vital role in helping advisees not only fulfill academic and career goals, but also adopt behaviors of resiliency and self-reflection that see them to graduation and beyond (Habley, 1994). As an academic advisor, I strive every day to be a genuine connector, mentor, listener, cultivator, encourager, guide, and advocate. My Advising Framework Blending advising as teaching, appreciative, developmental, and intrusive methods enables me to fulfill the multifaceted work of advising and fully realize the responsibility of my role. I treat each interaction as a learning opportunity to help the student to not only put together the pieces of their education, but also to understand how each piece contributes to the whole (Lowenstein, 2005). Furthermore, I bypass negative assumptions and view students optimistically as entities with innate strengths and high aspirations that are achievable through mutual goal-making and accountability (Bloom & Martin, 2002). More than a dispenser of information, I recognize where students are at developmentally and provide them with opportunities to grow in their problem-solving, decision-making, and evaluation skills (Crookston, 2009). Finally, through proactive measures, I intervene with at-risk students as a concerned member of the institution to assist them in increased academic motivation and persistence (Varney, 2012). As a whole, I build upon NACADA’s Concept of Academic Advising in my own advising and work to continuously seek out new knowledge and opportunities for professional development in my profession.
- 2. My Commitment to the Students I Serve - As a connector, I link students to meaningful and timely resources, opportunities, and individuals. - As a mentor, I model professionalism, share personal wisdom, and inspire a lifelong love of learning. - As a listener, I give my undivided attention to each student with empathy and follow up accordingly. - As a cultivator, I help students grow as responsible individuals capable of dynamic decision-making. - As an encourager, I provide students a positive environment and words that boost their self-efficacy. - As a guide, I help students navigate their curriculum, program requirements, and college as a whole. - As an advocate, I intercede for the welfare of students and provide a voice for their concerns. References Bloom, J. and Martin, N.A. (2002, August 29). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal, 4 (3). http://www.psu.edu/dus/mentor/020829jb.htm. Crookston, B. B. (2009). A developmental view of academic advising as teaching. NACADA Journal, 29 (1), 78–82. (Reprinted from Journal of College Student Personnel, 13, 1972, pp. 12–17; NACADA Journal, 14[2], 1994, pp. 5–9). Habley, W.R. (1994). Key concepts in academic advising. In Summer Institute on Academic Advising Session Guide (p.10). Available from the National Academic Advising Association. Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal 23 (2), 72. Varney, J. (2012, September). Proactive (Intrusive) advising. Academic Advising Today, 35 (3).