Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
The Individual Development Plan for Postdoctoral Professional Developmentauthors boards
Purpose of the Individual Development Plan
The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
My Ten Years” ExerciseProject yourself into the future .docxroushhsiu
“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 ChAlyciaGold776
Dunn & Halonen
The Psychology
Major’s Companion
Chapter 6: Charting Your Course
in the Major
Chapter Objectives
Examine the typical common stages of undergraduate psychology students.
Identify strategies to facilitate the most flexible option after graduation.
Review typical advising questions that emerge over the course of the major.
Student Learning Outcomes
By the end of this chapter, students should be able to:
Describe how students change over time in college and in the major.
Improve the quality of interactions with peers and professors in predictable academic problems.
Learn strategies for documenting accomplishments.
Navigate complex advising and department environments.
The Goal of the Psych Degree
WHAT IT DOESN’T DO
Train therapists
Create full-fledged psychologists
Produce degree holders who can be called “doctor”
WHAT IT DOES DO
Train students to think like psychologists
William Perry’s (1970) Cognitive Stages
Dualistic Learners
see the world as black and white
Relativistic Learners
begin to tolerate shades of gray
Committed Learners
expect complexity
Psych Majors Show Similar Cognitive Stages
NOVICE dualistic learners
DEVELOPING relativistic learners
ADVANCED committed learners
The Novice Learner
Beginners in psychology tend to:
have serious misconceptions about behavior.
struggle with the scientific nature of psychology.
believe personal over scientific explanations.
accept pseudoscientific claims.
Strategies to Optimize Novice Experience (1 of 2)
Actively look for ways to apply what you learn.
Embrace the breadth of the discipline.
Winnow broad subtopics to the ones you are most enthusiastic about studying.
Invest yourself in class discussion.
Avoid excessive self-disclosure in class.
Strategies to Optimize Novice Experience (2 of 2)
Visit your professor during office hours.
Get comfortable with conceptual messiness.
Hang out wherever psychology students gather.
Get to know the faculty and other majors through student events.
The Psychology Portfolio
Psychology content
Scientific inquiry and critical thinking
Social and ethical responsibility in a diverse world
Communication
Professional development
The Developing Learner
With some experience in psychology, developing students tend to:
become sophisticated about interpreting behavior.
accept the necessity of taking a scientific approach, including precision, measurement, and statistics.
recognize the value and limitation of theory.
be comfortable with ethical constraints.
Developing Learners in Psychology
accept that most behaviors are complex (but still don’t like that reality).
recognize that precise expression helps to move science forward.
begin to adopt the stance of the “amiable skeptic” (friendly challenge) regarding behavioral claims.
The Beginning of Skill Sets for Developing Learners
Capable of using general principles of APA format in spoken and written work.
Willing to collaborate in teams, even though the interactions may not be ...
TitleABC123 Version X1Introduction to Behavioral Scie.docxherthalearmont
Title
ABC/123 Version X
1
Introduction to Behavioral Science
BEH/225 Version 6
1
University of Phoenix Material
Development of Psychology as a Science Worksheet
Part 1
Write your answers in the space adjacent to each description. Each question is worth 2 points.
Description
Answer
1. His book, Principles of Psychology, helped to establish psychology as a separate field of study.
2. The contemporary view that human behavior is the result of chemical and biological processes
3. The theorist who was interested in unconscious processes, especially those concerned with sexual and aggressive impulses
4. Group of theorists who rejected the idea that behavior is ruled by unconscious forces, and instead emphasized the ability to make voluntary choices
5. He was considered the father of psychology.
6. He developed his ideas about learning from working with rats and pigeons.
7. He was the founder of humanistic psychology.
8. He believed introspection was unscientific.
9. The study of human strengths, virtues, and optimal behavior
10. He believed you cannot understand behavior by analyzing separate parts of an experience, but instead must observe the whole pattern.
11. The idea that behavior must be understood within the context of one’s culture
12. A formal trial conducted to confirm or disconfirm a hypothesis about the cause of a behavior
13. Changes in behavior caused by one’s belief about a treatment rather than by the treatment itself
14. A prediction that prompts people to act in ways that make the prediction come true
15. A psychologist wants to identify factors that contribute to bullying on elementary school playgrounds. She sets up a camera that records the activities of children at an elementary school, and then later categorizes the types of behavior that were recorded.
16. A small group of people who participate in a study and are assumed to accurately reflect the views or behavior of the larger population
17. The tendency for survey participants to give polite or socially desirable answers that may not be accurate
18. A psychologist has a large sample of college students keep track of the amount of time they spend studying each week. He collects this data along with the students’ grades on weekly assignments. He finds that there is a relationship between these variables: the more time spent studying, the higher the grades.
19. An experiment is conducted to evaluate the effect of a drug to treat depression. Half of the subjects are given the drug and the other half receives a placebo. The subjects are not told whether they are receiving the actual drug or the placebo. After six weeks, all subjects complete a questionnaire reporting their depression symptoms. The researcher who evaluates the answers on the questionnaire is not told which ones were completed by subjects who took the actual drug and which ones took the placebo.
20. True or False: When a strong positive correlation is observed between two var ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
The Individual Development Plan for Postdoctoral Professional Developmentauthors boards
Purpose of the Individual Development Plan
The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
My Ten Years” ExerciseProject yourself into the future .docxroushhsiu
“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 ChAlyciaGold776
Dunn & Halonen
The Psychology
Major’s Companion
Chapter 6: Charting Your Course
in the Major
Chapter Objectives
Examine the typical common stages of undergraduate psychology students.
Identify strategies to facilitate the most flexible option after graduation.
Review typical advising questions that emerge over the course of the major.
Student Learning Outcomes
By the end of this chapter, students should be able to:
Describe how students change over time in college and in the major.
Improve the quality of interactions with peers and professors in predictable academic problems.
Learn strategies for documenting accomplishments.
Navigate complex advising and department environments.
The Goal of the Psych Degree
WHAT IT DOESN’T DO
Train therapists
Create full-fledged psychologists
Produce degree holders who can be called “doctor”
WHAT IT DOES DO
Train students to think like psychologists
William Perry’s (1970) Cognitive Stages
Dualistic Learners
see the world as black and white
Relativistic Learners
begin to tolerate shades of gray
Committed Learners
expect complexity
Psych Majors Show Similar Cognitive Stages
NOVICE dualistic learners
DEVELOPING relativistic learners
ADVANCED committed learners
The Novice Learner
Beginners in psychology tend to:
have serious misconceptions about behavior.
struggle with the scientific nature of psychology.
believe personal over scientific explanations.
accept pseudoscientific claims.
Strategies to Optimize Novice Experience (1 of 2)
Actively look for ways to apply what you learn.
Embrace the breadth of the discipline.
Winnow broad subtopics to the ones you are most enthusiastic about studying.
Invest yourself in class discussion.
Avoid excessive self-disclosure in class.
Strategies to Optimize Novice Experience (2 of 2)
Visit your professor during office hours.
Get comfortable with conceptual messiness.
Hang out wherever psychology students gather.
Get to know the faculty and other majors through student events.
The Psychology Portfolio
Psychology content
Scientific inquiry and critical thinking
Social and ethical responsibility in a diverse world
Communication
Professional development
The Developing Learner
With some experience in psychology, developing students tend to:
become sophisticated about interpreting behavior.
accept the necessity of taking a scientific approach, including precision, measurement, and statistics.
recognize the value and limitation of theory.
be comfortable with ethical constraints.
Developing Learners in Psychology
accept that most behaviors are complex (but still don’t like that reality).
recognize that precise expression helps to move science forward.
begin to adopt the stance of the “amiable skeptic” (friendly challenge) regarding behavioral claims.
The Beginning of Skill Sets for Developing Learners
Capable of using general principles of APA format in spoken and written work.
Willing to collaborate in teams, even though the interactions may not be ...
TitleABC123 Version X1Introduction to Behavioral Scie.docxherthalearmont
Title
ABC/123 Version X
1
Introduction to Behavioral Science
BEH/225 Version 6
1
University of Phoenix Material
Development of Psychology as a Science Worksheet
Part 1
Write your answers in the space adjacent to each description. Each question is worth 2 points.
Description
Answer
1. His book, Principles of Psychology, helped to establish psychology as a separate field of study.
2. The contemporary view that human behavior is the result of chemical and biological processes
3. The theorist who was interested in unconscious processes, especially those concerned with sexual and aggressive impulses
4. Group of theorists who rejected the idea that behavior is ruled by unconscious forces, and instead emphasized the ability to make voluntary choices
5. He was considered the father of psychology.
6. He developed his ideas about learning from working with rats and pigeons.
7. He was the founder of humanistic psychology.
8. He believed introspection was unscientific.
9. The study of human strengths, virtues, and optimal behavior
10. He believed you cannot understand behavior by analyzing separate parts of an experience, but instead must observe the whole pattern.
11. The idea that behavior must be understood within the context of one’s culture
12. A formal trial conducted to confirm or disconfirm a hypothesis about the cause of a behavior
13. Changes in behavior caused by one’s belief about a treatment rather than by the treatment itself
14. A prediction that prompts people to act in ways that make the prediction come true
15. A psychologist wants to identify factors that contribute to bullying on elementary school playgrounds. She sets up a camera that records the activities of children at an elementary school, and then later categorizes the types of behavior that were recorded.
16. A small group of people who participate in a study and are assumed to accurately reflect the views or behavior of the larger population
17. The tendency for survey participants to give polite or socially desirable answers that may not be accurate
18. A psychologist has a large sample of college students keep track of the amount of time they spend studying each week. He collects this data along with the students’ grades on weekly assignments. He finds that there is a relationship between these variables: the more time spent studying, the higher the grades.
19. An experiment is conducted to evaluate the effect of a drug to treat depression. Half of the subjects are given the drug and the other half receives a placebo. The subjects are not told whether they are receiving the actual drug or the placebo. After six weeks, all subjects complete a questionnaire reporting their depression symptoms. The researcher who evaluates the answers on the questionnaire is not told which ones were completed by subjects who took the actual drug and which ones took the placebo.
20. True or False: When a strong positive correlation is observed between two var ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Prescriptive Advising
1. INFO for NACADA
Beth Yarbrough, Auburn University
Are We Singing the Same Song?
Rethinking the Prescriptive/Developmental
Continuum
Code 105
2012 NACADA Annual Conference
yarbrel@auburn.edu
334.844.5744
2. ARE WE SINGING THE SAME SONG?
RETHINKING THE
PRESCRIPTIVE/DEVELOPMENTAL CONTINUUM
Beth Yarbrough
3. Introduction
Two major styles of advising have been
proposed: prescriptive and developmental.
Prescriptive advising is a behavioral approach,
based on “telling” the student what to do. The
student is told what to do and expected to follow
the advice
Developmental advising is based on a more
holistic view of the student and uses student
developmental theories as a foundation.
Advisors and students work together to develop
goals, plans, and actions.
4. Existing Measures of
Preference
Academic Advising Inventory (Winston & Sandor, 1984)
measures preference for prescriptive/developmental
advising along a single continuum. Students cannot prefer
both styles simultaneously.
Answers toward the left reflect increasing preference for
prescriptive advising, while answers toward the right reflect
increasing preference for developmental advising.
2. My advisor tells me what would
be the best schedule for me.
O
R
My advisor suggests important
considerations in planning a
schedule and then gives me
responsibility for the final decision.
Very
Important
Slightly
Important
Slightly
Important
Very
Important
5. Preference for Prescriptive
Advising?
Although developmental advising is widely
preferred over prescriptive styles, research
indicates that students do not necessarily feel the
same way. Smith (2002) found that younger
students expressed a preference for prescriptive
advising.
WHY?
Are they “on-demand” type people? Just give me what
I want and let me go?
Have their parents made all the decisions and they
don’t know how?
Do some students simply need more direction?
6. Situational Leadership
Hersey and Blanchard’s (1988) Situational
Leadership Theory argues for two types of
leadership, task and relational. These are not
considered a continuum, but two separate
dimensions.
The amount of these dimensions of leadership
needed by an employee depends on the
employee readiness to perform a task.
Readiness is defined as:
Ability (knowledge, experience, skills)
Willingness (confidence, commitment, motivation)
7. SLT Applied to Advising
Parallels can be drawn to students as
“employees” and advisors as “leaders”.
We are attempting to help students adjust to a
new set of tasks, responsibilities, and
expectations. We are here to guide students into
a successful working relationship with the
university.
Student’s readiness to address the tasks before
them may define the types of help they need from
their advisors. Students with low readiness will
likely struggle with new responsibilities and
students with high readiness may not need an
advisor’s help at all.
8. Readiness as Related to
Leadership Needs
The less ready (ability and willingness) someone is the greater their
need for task-direction.
Think about your first 6 weeks as an advisor. Just the facts, ma’am.
As people become more ready, they still need task-direction, but begin
to need relational-direction as well.
Now you know more answers, but need help with relationships – who are the
go-to contacts, who can get help get things done
People who are even more ready begin needing less task-direction, but
relational needs increase.
You know the answers unless it’s really unusual or complex. How do you take
on more responsibility, develop your leadership skills, understand and
navigate office/university politics
People who are very ready need little direction of any kind. They can
work independently almost indefinitely.
I got this.
9. THE CHART! (Proposed)
Freshmen
(Low Readiness)
High Task, Low Relational
Sophomores
(Mid-Low Readiness)
High Task, High
Relational
Seniors
(High Readiness)
Low Task, Low Relational
Juniors
(Mid-High Readiness)
Low Task, High Relational
Task
Relational
10. The Purpose
The current measurement of advising
preference is a continuum, but there may
actually be 2 dimensions to advising style
preference– task and relational.
The current measurement (AAI) does not allow
a student to express preference for both
prescriptive and developmental styles
simultaneously.
This study attempted to investigate whether the
AAI is an appropriate measure of advising style
11. Method
Research question:
Is the currently accepted measurement of
prescriptive/developmental advising as a continuum
appropriate?
Cross-sectional survey methodology
Sample of 119 undergraduates enrolled in Public Speaking
Instruments
Academic Advising Inventory, existing instrument
Prescriptive/Developmental scale, developed by the
researcher
Confirmatory and exploratory factor analyses were conducted
for the prescriptive/developmental scale, as well as reliability
measures on all scales.
12. Development of
Prescriptive/Developmental Scale
Scale items were developed by the researcher and
given to experts in the field for feedback, confirmation of
developmental or prescriptive nature, and suggestions
for additional items.
Changes were made based on expert feedback and the
resulting items were given to advisors to rate as
prescriptive or developmental in nature. Items which
were not unanimously categorized were eliminated.
The final scale is 16 items, 8 testing prescriptive
preference and 8 testing developmental preference.
13. Example Questions from P/D
Scale
Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
1. My ideal advisor would tell
me what to do. ○ ○ ○ ○ ○
2. My ideal advisor would tell
me which classes I should
take.
○ ○ ○ ○ ○
3. My ideal advisor would talk
to me about career
opportunities.
○ ○ ○ ○ ○
4. My ideal advisor would be
interested in my life outside
of school.
○ ○ ○ ○ ○
16. Mysteries…
Why did 4 prescriptive items not load?
1, 2, 7, 11 all loaded poorly on prescriptive scale.
My ideal advisor would tell me what to do.
My ideal advisor would tell me which classes I should take.
My ideal advisor would plan my schedules for me.
My ideal advisor and I would only talk about academics.
Mysterious Number 9: My ideal advisor would talk to
me about my interests and abilities to help me plan
classes.
9 is developmental in nature, but data analysis indicated a
correlation with the prescriptive scale.
Inclusion in both scales makes the model fit better than
including it in either single scale or eliminating it.
18. Exploratory Factor Analysis
Results from CFA indicate that my interpretation of the
scale is not a great fit with the way students
answered.
An exploratory factor analysis was conducted to see
what factors are a better fit for the way students
answered.
A five-factor solution resulted from the EFA.
These factors are more focused on the advising
situation or need of the student, rather than the style
of the advisor.
19. Five Factors
Practical Advising: Rules and Requirements
My ideal advisor would tell me about policies that may affect me.
…would talk to me about my interests and abilities to help me
plan classes
…would tell me about important deadlines
Directive Advising
…would tell me what to do
…would tell me which classes I should take
Skill Development
…would help me with study skills and time management
…would teach me how to make decisions for myself
20. Five Factors, Cont.
Holisitic Advising
…would be interested in my life outside of school
…would talk only about academics
Long Range Planning
…would talk to me about career opportunities
…would talk with me about my goals
Students seem to focus on the advising situation or
their advising need, rather than any style or approach
that their advisor takes. This indicates that a more
complex approach to examining advising preferences
is warranted.
21. Where Do We Go Next?
Students do score highly on both prescriptive and
developmental scales which the AAI does not
allow. If we plan to continue to talk about
prescriptive or developmental styles, the AAI may
not be the most appropriate measure.
Do we want (as a field) to continue to talk about
these styles?
Additional study of advising style preferences –
particularly as related to advising situation or
function. Does preference change with a change
in advising situation?
22. References
Hersey, P., & Blanchard, K. H. (1988).
Management of Organizational Behavior: Utilizing
Human Resources. Englewood, N.J.: Prentice-
Hall.
Smith, J. S. (2002). First-year student perceptions
of academic advisement: A qualitative study and
reality check. NACADA Journal, 22(2), 39-49.
Winston, R. B., & Sandor, J. A. (1984). The
Academic Advising Inventory. Athens, GA:
Student Development Associates.
