One-To-One Advising Skills

Jayne Drake

Premise # 1

Good Advising does not

just happen.

Premise # 2

What studentsdo in

college matters.

Premise # 3

The connections advisors make

with their students contribute to their success.

Premise # 4

One sizedoes not

fit all.

The Challenge

Cultivate one-to-one advising from a base of

knowledge.

Making the case for Prescriptive Advising

Burns Crookston’s “A Developmental View of Academic Advising” (1972/1994/2009) changed the landscape.

Doctor/patient metaphor “Do as I say.”

Old:advisors as disseminators of knowledge on curricular matters New: advisors as teachers, mentors, facilitators, and guides—a developmental, student-centered process

Now: Commitment to the whole student

accounting for individual differences

Quality services(Prescriptive needs get them in the door and open conversations.)

Student expectations of advisors. And the survey says:

# 1. Respect . . . Then

Knowledgeable approachable

engaging communicative

organized responsive

professionalhumorous

In other words. . . . Do you know?

Are you there?

Do you care?

Good Academic AdvisingPromotes “learning and development in students by encouraging experiences which lead to intellectual growth, the ability to communicate effectively, appropriate career choices, leadership development, and the ability to work independently and collaboratively.”

CAS Standards

Informational -- Do you know?

Relational -- What do you do and how do you do it?

Conceptual -- Do you understand

how you do the things you do?

What information do students need to know and when do

they need to know it?

University policies and procedures

Degree requirementsCourse catalogs and schedulesForms, forms, forms (where to

find them and when to use them)

Campus offices and services (which offices are on your speed dial list?)

Relational skills are, to beg the question, about “relating”

1. Communication skills2. Questioning skills3. Referral strategies

1. Communication Skills Listen, really listen, to what

students are saying—verbal and non verbal

acknowledge their words by rephrasing and reflecting on them

Avoid interrupting and the temptation to tell students what to do

Maintain eye contact

Thinking

Non-Verbal Listening

Speaking

Don’t underestimate the power of a smile

2. Questioning SkillsLike a great teacher:

AskShowClarifyChallengeSupport

3. Referral SkillsListening is keyIt’s all about the students’

needsExplain the reason for the

referralExplain the expected results of

the referralAny specifics of the referralOptions for making the

referral itself? Follow up

Student

Student

It’s a Campus Collaboration

Academic Advising

Student Orgs

Financial services

Disability Resources

CounselingCenter

Learning Services

Diversity - multicultural services

Career Center

4. Teaching Skills—If advising is teaching. . . .

“An excellent advisor does the same for the

student’s entire curriculum that the

excellent teacher does for one course.”

Marc Lowenstein 2006

Conceptual Skills—the background information

Curriculum

Advising Pedagogy

Student Learning Outcomes

1. The CurriculumAn Advising Curriculum involves

understanding:

The institution’s mission and values

The culture and expectations of the institution

Various advising approachesWe pause here for a shameless

endorsement of Scenes for Learning and Reflection and the forthcoming

Academic Advising Approaches book

2. The Pedagogy—step by step

PreparationFacilitationDocumentationAssessment

PreparationHow can we be proactive in

getting students into our offices? Scheduling meetings?

What advance information can you/ should you gather on students?

Designate a clear, uninterrupted time

Students need to be active participants

FacilitationEstablish rapportWhy is the student here?What do we need to

accomplish today?What sort of assistance might

I offer?How did the meeting go?Do we need to follow up with

each other?

DocumentationTake good notesRecord every advising session

—how do you do it?Maintain confidentiality and

sensitivity to FERPA imperatives

How do advising notes remain secure?

Do students have access to your session reports?

Assessment

Self Assessment Student Assessment Peer Assessment Supervisor Assessment

Wednesday at 9:00 a.m.Foundation Session #4

Assessment of Academic Advising: An Overview

Thursday at 9:00 a.m.Workshop #3

Assessment of Academic Advising

Practical Tips for making the most of your time with students

Use students’ names when addressing them.

“A man’s name is to him the sweetest and most important sound in any language.”

Dale Carnegie

It’s Not About You

Avoid using the first person singular. Ask students to articulate their own thoughts.

Be Available

Respect Students’ Opinions

Confirm their worth

“The deepest principle in human nature is the craving to be appreciated.”

William James

Regard your students as individuals who are experts in areas in which you may know

little.

“Every man I meet is in some way my superior; and in that I can learn of him.”

Ralph Waldo Emerson

Listen carefully—verbally and nonverbally. Half the time, what you hear is not exactly

what students really mean.

“That is not what I meant; that is not it at all.”

T.S. Eliot

Ask Why(and What and How)

Be enthusiastic in your dealings with students—enthusiasm is contagious.

“There is a real magic in enthusiasm. It spells the difference between mediocrity and accomplishment…. It gives warmth and good feeling to all your personal relationships.”

Clarify the goals or objectives for each advising meeting. Is today’s goal to solve a problem or to

discuss an issue?

“You’ve got goals, you’ve got commitments, you’ve got aspirations and inspirations…. But have you got a place to sit?”

“Deliberating is not delaying”Ecclesiastes

Allow for moments of silence

Never Guess -- eliminate theTemple runaround.

(What is it called at your place?)

Document all advising contacts

Do it for your students and yourself

Three Parting

Thoughts

Students don’t learn more when you’re perfect. They learn more when you’re human and you make your classroom—and your advising appointments—a place where it is safe to ask questions and discuss issues.

“You cannot teach people anything. You can only help them discover it within themselves.”

Galileo

“With the right approach come the right results.”

The Mental Game of Baseball

My thanks to all the NACADAites whose wisdom and good sense went into this presentation today, including, in particular,

Blane Hardingand Charlie Nutt

jdrake1@temple.edu