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Tonja Brown and Laura Hauck
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Sign out of
Encouraging Student Self-Advocacy Skills
and get yourself to office hours
Tonja Brown and Laura HauckAcademic Advising Support Center
Seattle University
Introductions
Tonja Brown Laura Hauck
Definition and why this topic?
A review of theory
Supporting self-advocacy skill development
Take-away ideas
Questions and wrap-up
Overview
Defining Student Self-Advocacy
Self-Efficacy
Empowerment
Taking control of one’s life
Defining Student Self-Advocacy
What is self-advocacy in your opinion?
How do you define this in your role?
What D
oes It Look Like?
Self-Advocacy
Self-reliance
Take ownership of decisions
Proactive behavior
Understand policies/procedures
Career development and networking skills
Theory
Nevitt Sanfor
d
Challenge and Support
Vectors of
Identit
y Development
Developing Competence
Moving through Autonomy toward Interdependence
Arthur Chickering
Cross-Cultural Differences
Meet the student where they are at: worldview
Cultural lenses affect experience: holistic approach
Moving beyond transactional
What we do…
Student Self-Advocacy
Probing questions
Face to Face
Show vs. Tell
Informed decision making
Asking may open seemingly closed doors
What are you currently doing to encourage self-advocacy skill building with your students?
What do you do?
What might you implement/do in the future to promote student development?
Mentorship
Club Advising
Student Group Advocacy
Student Groups
New student orientations
Collaborative advising w. faculty
Residence life
Career services
Campus Collaboration
taking AWKWARD connecting with faculty and advisors
out of office hours
Team effort
Faculty involvement
Collaborative Process
Kathleen Horenstein Kelli Muilenburg
“Students are missing out on an extraordinary amount of benefits by not attending office hours.”
Seattle University Faculty Member
Faculty Quotes
Importance of building relationshipsKey Learning Points
“Unintended consequences are often a part of office hours visits. These consequences are usually very positive. Stopping by office hours allows the professor to get to know the student better and provides an opportunity for him or her to better understand the needs of that student and how best to address them.”
Seattle University Faculty Member
Faculty Quotes
Importance of building relationshipsKey Learning Points
Describe the process from start to finish
Who?
Importance of building relationshipsKey Learning Points
Describe the process from start to finish
Make the most of office hours: strategies and tips
Peer to peer sharing and discussion
Action plan for implementation
Feedback received
Student Involvement
Thank you!
Questions?Closing
Bee, H. L., & Bjorklund, B. R. (Eds.). (2004). The journey of adulthood (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Boehman, R. (2011, April 28). Sanford’s Challenge & Support Theory. [Web blog]. Retrieved from http://imjoeboe.wordpress.com/2011/04/28/challenge-support/
Dalton, J., & Crosby, P. (2008). Challenging college students to learn in campus cultures of comfort, convenience and complacency. Journal of College and Character, 9 (3), 1-4.
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (Eds.) (1998). Student development in college: Theory, research and practice (1st ed.). San Francisco, CA: Jossey-Bass.
Lamont, Barbara J. (2005). East meets west - Bridging the academic advising divide. Retrieved March 12, 2012 from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/East-Meets-West.htm
Zhao, C. M., Kuh, G. D., & Carini, R. M. (2005). A comparison of international student and American student engagement in effective educational practices. The Journal of Higher Education, 76 (2), 209-231. Retrieved from http://www.nsse.iub.edu/pdf/research_papers/international.pdf
References
• General Suggestions– Don’t give students all of the answers. Have them do the work!– Challenge them to come to advising prepared.– Make them aware of what they have in their own corner and how they can use it.– Turn cultural differences into assets.– Treat each student as students who can reach their full potential.– In crisis, ask probing questions but still leave decision to the student. Calm them and get them to
laugh. – Refer students to speak with instructors; other departments (i.e. financial aid, admissions, etc).
• Having students learn to do things for themselves, even though it takes more time– Some of this comes with experience and comfort level in one’s own position.
• Group Advising:– Orientation: DARS (Degree Audit) Training– Major Planning Workshop for various concentrations– Graduation Workshop (Last two quarters + grad app)
• One-on-one advising:– Show resources online; have them do research; have them do their own DARS; have them update
their own requirement sheet.– Walk them through finding academic regulations. Introduce them to tools such as online catalogs
and Registrar’s published policies.– Teach them how to write a good email
• Academic Orientation:– Be your own advocate and locate resources.
• New student sessions – Do your best– Show up!– Seek help
• Leveraging Technology– Send weekly advising emails with tips on resources, events, etc.– Use websites and blogs, post tips on Facebook
Presentation D
ay: Peer Sharing
