Key Philosophies that Guide our Practice:

Developmental Advising and Liberal Education

Rosalyn Benson

Lindsay Dobucki

Presentation Overview

Overview of the Miami University Plan for Liberal Education

Overview of Developmental AdvisingIntegration of Developmental Advising

and Liberal EducationExperiential ActivityQuestions

Liberal Education at Miami University

Brief HistoryThe Miami Plan for Liberal Education

PrinciplesThinking CriticallyUnderstanding ContextsEngaging with Other LearnersReflecting and Acting

Office of Liberal Education

Location: Rm. 229 Culler HallPhone: 529-7135Email: MiamiPlan@muohio.eduDr. Jerry Stonewater, University Director

of Liberal Education and Associate Professor of Mathematics and Statistics

Website: http://www.muohio.edu/led

Developmental vs. Prescriptive

The Prescriptive RelationshipThe adviser is the doctor and the student is

the patient. The patient comes in with some ailment. The doctor makes a diagnosis, prescribes something, or gives advice. Therefore, if the student follows the advice, the problem will be solved and all is well!

Developmental vs. Prescriptive

“Although the results of prescriptive advising are often successful, there is one major drawback: it doesn’t help students develop a sense of responsibility for their academic choices.”

-Drew Appleby in “The Teaching-Advising Connection”

Developmental vs. Prescriptive

PRESCRIPTIVE DEVELOPMENTALAdviser tells students what he/she needs to know about programs and courses

Adviser helps student learn about courses and programs for self

Adviser know policies and tells student what to do

Adviser tells student where to learn about policies and helps in understanding how they apply to him/her

Adviser tells student which classes to take

Adviser presents class options; students makes own selections

Are you still with me???

Developmental Advising Theories

“I think our best bet is not to get bogged down in specific theories of development, though I do think it necessary to have some knowledge of several of the specific theories”

-William G. Hendy in “Developmental Advising:

A Practical View”

Two Theories of Developmental Advising

Crookston (1972) Coined the term developmental advising

which facilitates the student’sRational ProcessesEnvironmental and Interpersonal InteractionsBehavioral AwarenessProblem-Solving, Decision-Making, and

Evaluation Skills

Two Theories of Developmental Advising

O’Banion (1972/94) The process of academic advising includes

the following dimensions:1. Exploration of Life Goals2. Exploration of Vocational Goals3. Program Choice4. Course Choice5. Scheduling Courses

**Students are responsible for making decisions throughout the process

Developmental Advising = Teaching

Development is learning, and learning requires a degree of dissonance. If there is no dissonance, there is no learning.

-William G. Hendy in “Developmental Advising:

A Practical View”

Utilize dissonance as a tool when working with students

Examples?

Developmental Advising and Liberal Education

Crookston (1972) Rational Processes Environmental and Interpersonal Interactions Behavioral Awareness Problem-Solving, Decision-Making, and Evaluation Skills

The Miami Plan for Liberal Education Thinking Critically Understanding Contexts Engaging with Other Learners Reflecting and Acting

**Notice any similarities?

Developmental Advising and Liberal Education

Same underlying philosophy, each informs and enhances our practice

The Miami Plan for Liberal Education is an invaluable tool when taking a developmental approach to our work with students.

Resources

Appleby, D. (2001, February 5). The teaching-advising connection. The Mentor: An Academic Advising Journal.

Crookston, B.B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 12-17.

Hendy, W.G. (1999, January 20). Developmental advising: A practical view. The Mentor: An Academic Advising Journal.

O’Banion, T. (1994). An academic advising model. National Academic Advising Association Journal, 14, 10-16.