This was presented at the Texas Academic Advising Network (TEXAAN) State Conference - San Marcos, TX February 18, 2010.

1. DEVELOPMENTAL ADVISING: HOW TO PUT HEART, COURAGE AND MIND INTO YOUR ADVISING SESSIONS! Ashley Borniger and Ashley Ransom Texas Academic Advising Network Conference February 18, 2010

2. OUTLINE Developmental Advising Student Development Theory Chickering’s Theory of Identity Development Schlossberg’s Transition Theory Discussion Questions

3. DEVELOPMENTAL ADVISING Definition “A systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources” (King, 2005). Purpose Help students become effective agents for their own lifelong learning and personal development (Hemwall & Trachte, 1999). Educate advisees about the purpose and meaning of the curriculum, instead of making course requirements seem meaningless or “forced” (Hemwall & Trachte, 1999).

4. EFFECTIVE DEVELOPMENTAL ADVISING Focus on students’ on-going needs over an extended period of time. One session builds upon another. Challenge students to achieve their learning potential and take academic risks. View students as active partners engaged in intellectual and personal growth. Help students think about and articulate what is important to them in their academic and personal lives. Set short-term as well as long-term goals, discuss ways to achieve those goals, and help monitor students’ progress in fulfilling those goals. Know and apply student development theory to advising sessions. (King, 2005)

5. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT The seven vectors were first created in 1969 and were revised in 1993. Chickering used the term vectors of development because “each seems to have direction and magnitude – even though the direction may be expressed more appropriately by a spiral or by steps than by a straight line.” Students move through the vectors at different rates. (Evans, Forney, & Guido-DiBrito, 1998)

6. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT The vectors can interact with one another. Students often find themselves reexamining previously worked through vectors. Although not rigidly sequential, the vectors do build on each other, lead to greater complexity, stability, etc. (Evans, Forney, & Guido-DiBrito, 1998)

7. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Vector One: Developing Competence Includes three sub-levels: Intellectual Competence: Gain knowledge and skills related to a particular subject matter as well as increased skills in areas such as critical thinking and reasoning ability. Physical Competence: Comes from athletic and recreational activities, attention to wellness, and involvement in artistic and manual activities. Interpersonal Competence: Includes skills in communication, leadership, and working effectively with others. When all three are achieved, you have a “sense of competence.” (Evans, Forney, & Guido-DiBrito, 1998)

8. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Vector Two: Managing Emotions Develop the ability to recognize and accept emotions as well as to appropriately express and control them. Students learn to act on feelings in a responsible manner. Includes emotions such as: aggression, sexual desire, anxiety, depression, anger, shame, guilt, caring, optimism, and inspiration. (Evans, Forney, & Guido-DiBrito, 1998)

9. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Vector Three: Moving Through Autonomy Toward Interdependence Includes three sub-levels: Increased Emotional Independence: Defined as “Freedom from continual and pressing needs for reassurance, affection, or approval from others.” Develop Instrumental Independence: Includes self-direction, problem-solving ability and mobility. Interdependence: An awareness and acceptance of the importance of their interconnectedness with others. Chickering placed a greater emphasis on this vector in his revised edition by changing the name from “Developing Autonomy” to the current name. (Evans, Forney, & Guido-DiBrito, 1998)

10. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Vector Four: Developing Mature Interpersonal Relationships Relationships contribute to the development of a sense of self. Development of intercultural and interpersonal tolerance. Respect differences and appreciate commonalities. Form healthy and lasting relationships with partners and close friends. (Evans, Forney, & Guido-DiBrito, 1998)

11. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Vector Five: Establishing Identity Acknowledge differences in identity development based on gender, ethnicity, and sexual orientation. Includes: comfort with appearance, comfort with gender and sexual orientation, sense of heritage, concept and comfort with roles and lifestyle, secure sense of self as perceived by significant others, self-esteem, and personal stability. (Evans, Forney, & Guido-DiBrito, 1998)

12. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Vector Six: Developing Purpose Develop clear vocational goals (paid or unpaid). Commit to specific interests and activities, even in the face of opposition. Lifestyle and family influences affect decision-making and goal-setting. (Evans, Forney, & Guido-DiBrito, 1998)

13. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Vector Seven: Developing Integrity Establish a personal value system. Three stages: Humanizing Values: interests of others are balanced with one’s own interests. Personalized Values: core values are affirmed and beliefs of others are acknowledged and respected. Developing Congruence: self-interest is balanced with social responsibility. (Evans, Forney, & Guido-DiBrito, 1998)

14. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Mona Lisa Smile: Developing Purpose (Goldsmith-Thomas, Schindler, & Schiff, [Producers], & Newell, [Director], 2003)

15. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Son In Law: Establishing Identity (Rotenberg & Lenkov, [Producers], & Rash, [Director],1993)

16. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Dead Poets Society: Developing Competence (Haft, Junger-Witt, & Thomas, [Producers], & Weir, [Director], 2006)

17. CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Discussion

18. SCHLOSSBERG’S TRANSITION THEORY Facilitates an understanding of adults in transition and leads them to the help they need to cope with ordinary and extraordinary life events. Transition is defined as “any event, or non-event, that results in changed relationships, routines, assumptions, and roles.” Transition only exists if it is defined by the individual experiencing it. Transition may lead to growth, but the opposite is also possible. Four factors influence a person’s ability to cope with transition: Situation, Self, Support and Strategies. (More commonly known as the 4 S’s.) (Evans, Forney, & Guido-DiBrito, 1998)

19. SCHLOSSBERG’S TRANSITION THEORY Situation Trigger Timing Control Role Change Duration Previous Experience with a Similar Transition Concurrent Stress Assessment (Evans, Forney, & Guido-DiBrito, 1998)

20. SCHLOSSBERG’S TRANSITION THEORY Self Personal and Demographic Characteristics Socioeconomic Status Gender Age (psychological, not chronological) State of Health Ethnicity Psychological Resources Ego Development Optimism Commitment and Values (Evans, Forney, & Guido-DiBrito, 1998)

21. SCHLOSSBERG’S TRANSITION THEORY Support Composed of three facets: Types Functions Measurements Four types of Social Support: Intimate Relationships Family Units Networks of Friends Institutions and Communities Functions of Support: Affect Affirmation Aid Honest Feedback Social Supports can be measured by identifying the individual’s: Stable Supports Supports that are to some degree role dependent Supports that are most likely to change (Evans, Forney, & Guido-DiBrito, 1998)

22. SCHLOSSBERG’S TRANSITION THEORY Strategies Three coping response categories: Those that modify the situation Those that control the meaning of the problem Those that aid in managing the stress in the aftermath Four coping modes: Information seeking Direct action Inhibition of action Intrapsychic behavior (Evans, Forney, & Guido-DiBrito, 1998)

23. SCHLOSSBERG’S TRANSITION THEORY Activity and Discussion

24. QUESTIONS?

25. REFERENCES Evans, N.J., Forney, D.S. & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey- Bass. Goldsmith-Thomas, E., Schindler, D. & Schiff, P. (Producers), & Newell, M. (Director). (2003). Mona Lisa Smile [Motion picture]. United States: Revolution Studies. Haft, S., Junger-Witt, P., & Thomas, T. (Producers), & Weir, P. (Director). (2006). Dead Poets Society [Motion picture]. United States: Touchstone Pictures. Hemwall, M.K., & Trachte, K.C. (1999). Learning at the Core: Toward a new understanding of academic advising. NACADA Journal, 19(1), 5-11. King, M.C. (2005). Developmental academic advising. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/ dev_adv.htm Rotenberg, M. & Lenkov, P.M. (Producers), & Rash, S. (Director). (1993). Son-in-Law [Motion picture]. United States: Hollywood Pictures.