This document discusses integrating student development theory into academic advising. It provides an overview of relevant theories like Chickering's theory of identity development and Schlossberg's transition theory. A survey of advisors at FIU found that most feel student development theory is beneficial but could use more knowledge. The document suggests advisors implement programs encouraging involvement as per Astin's theory of involvement to improve student achievement and retention.

1. Advising is Teaching
Integrating Student Learning and Development in Academic Advising
PURPOSE
To use our knowledge of student development theory and observations as graduate assistants to
develop 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 in
FIU DATA
Do you think student development theory is
The 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 theory
development 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 student
theory 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%

2. THEORIES
Chickering’s Theory of Identity Development consists of seven “vectors” that students can
experience 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 Integrity
Schlossberg’s Transition Theory describes the “4 S’s” that contribute to how a student transitions
into college.
1. Situation
2. Self
3. Support
4. Strategies
Sanford’s Challenge and Support Theory focuses on the idea that student development is a
function of person-environment interaction. The amount of challenge a student can tolerate
correlates directly with the amount of support they are given.
Schlossberg’s Marginality and Mattering emphasizes the importance of making students feel
like they matter to the university. The theory hinges on getting involved, which can lead to
greater academic achievement and retention.
Astin’s Theory of Involvement states that students need to actively engage in the college
environment in order to be successful. It is the responsibility of educators to provide and
encourage these opportunities.
REFERENCES
Day, 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.pdf
Evans, 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.