5. “Students experience an increasing need for
connectivity and digital access to excel
beyond the higher education learning
environment. They must access and
interact with information, learning materials,
and colleagues from around the globe.”
Implications for use of technology in advising 2011 NACAD
8. “... networks reconfigure themselves in
real-time, on a global local scale, and
permeate all domains of social life. This is
why we live in a network society, not in an
information society or a knowledge
society.”
Castells, 2004
9. Questions to Consider…
•
What is the role of the advisor in higher
education?
•
What will advising look like in 10 years?
•
What kind of advising profession do I want to
participate in?
•
How will I contribute to the change and
development of how advising is organized?
10. A Vision, Not a Prediction
The future of academic advising will have both
impact and relevance to how higher education
evolves:
1. Advisor Interaction with Learners
2. Advisor Influence at their Own Institutions
3. Advisors Integrated into Academia
(Lowenstein, 2013)
16. Self-authorship is a strong
basis to advance learning
outcomes, prepare our
students, and include
reflection for our learning
experience.
(Baxter Magolda, 2004)
19. How is Academic Advising
Viewed on Campus?
•
Student Experience & Commentary
•
Unit Involvement & Collaboration on Campus
•
Program Evaluation
•
Self-Assessment of Advising
•
Administrative Expectation
20. Value of Advising in
Academia
•
Advisors as Faculty
(ALL)
•
Advising Syllabus
•
Academic Advising for
Credit
21. Advising & Assessment
•
Advising Learning Outcomes
•
Student Portfolios & Artifacts
•
Students are Partners in Advising Assessment
23. Advisors as Campus
Thought Leaders
•
Taking on Leadership Roles
•
Evaluation of Academics
•
Life-Long & Continuous Learning
•
Student Success is Recognized
24. Practical Applications
•
Taking on Leadership
Roles
•
Evaluation of Academics
•
Life-Long & Continuous
Learning
•
Student Success is
Recognized
26. A Look Back, Before Looking
Forward
To think about the future of advising, it is critical to
review the historical context of the advising
practice. Specifically how the REALITY has differed
from the IDEAS.
(Schulenberg & Lindhorst, 2010)
28. Advising Integration
Advising as a “faculty position” would encourage:
•
Innovative Thinking
•
Research Development
•
Contributing the Canon
•
Interdisciplinary Studies
•
Idea Generation & Debates About Practice
29. Practical Applications
•
Review of advising qualifications
•
Service, teaching & research scholarship
•
Contribute to the community of practice
•
Hybrid & dynamic advising positions
30. What will the future
of academic
advising look like?
31.
32. References
Cox, M. D., & Richlin, L. (Eds.). (2004). New directions for teaching and
learning: Building faculty learning communities, 127-135.
Hemwell, M. K., & Trachte, K. C. (2005). Academic advising as learning: 10
organizing principles. NACADA Journal, 25 (2); 75-83.
Lowenstein, M. (2013). Chapter 14: Envisioning the future. In J. K. Drake, P.
Jordan, M. A. Miller(Eds.), Academic advising approaches: Strategies that
teach students to make the most of college. (pp. 243-258). San Francisco, CA:
Jossey-Bass
Magolda, M. B. B. (1999). Creating Contexts for Learning and Self-authorship:
Constructive-developmental Pedagogy. Vanderbilt University Press.
Schulenberg, J., & Lindhorst, M. (2010). The historical foundations and
scholarly future of academic advising. In P. L. Hagen, T. L. Kuhn, & G. M.
Padak (Eds.), Scholarly inquiry in academic advising (pp. 17-29).
Manhattan, KS: National Academic Advising Association.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity.
New York: Cambridge University Press.
Notes de l'éditeur
Professional networking
Profile = dynamic resume
Personalized Branding
Customized URL e.g. /in/YourName
Profile = dynamic resume
“Contacts” = digital rolodex
Recommendations => “Endorse Me”
Integration = Twitter, Facebook, blog, SlideShare, websites, etc.
Discuss the role of advising in higher education - how it needs to change from common practice.
Advising & Advisor Relationship - what is the role of our advisor?
-Advising is a year-round
-Not just an administrative function “paper pushers”
-goes beyond course selection, GPA calculating, and providing codes
-Transformational experiences
-Socializes our students to take responsibility
Advising as teaching; not a service. Rather than asking “how can I help you” it’s empowering the student to take responsibility as to “what brings you in today” - advising is not a mere service to direct students to where they can learn, as they should be learning WITHIN their advising experience. Socractic, developmental, or coaching in advising - so we need to equip our advisors with pedagogical skills to support these “learning” practices.
Advisors are the swiss army knifes in the higher education tool box. They have the ability the connect our students to new opportunities, experiences, interpret the process of learning to think beyond degree/course requirements. Advisors encourage accountability and often provide a space for our learners to share their own journey and stories growth, student development, and meaning making with Marcia Baxter Magodla defines as self-authorship.
-See patterns in learning; empower students to recognize and learn from development
-Connecting course work, involvement on campus, internship experience, mentoring & more to the process of the undergraduate degree
Technology,
Ends 24:30
Advising supervision & campus leaders needs to value the importance of these practical applications to value the role of the advisor with our learners:
-academic certificate program (August 2013) is a great start
-collaborative meetings in EAC and Undergraduate Advising Council
-Do More? A regular ALL advisor network that gathers on a regular basis; connected advising resources for on-demand training; shared job-aids and modification to current advising practices that allow for more developmental advising experiences 1:1
To assess the “value” or view of academic advising on campus, I consider:
-how holistic advising models are in theory & application
-student experience - input, interactions, and commentary
-
Image we “Required” students to complete academic advising for credit? Or what if our students were graded on their participation during our 1:1 advising appointments?
-We model this in our First Year Seminars - e.g. Your EGN: 1002 - Intro to Engineering
-Expectations vs. Reality for our learners - value grades & want feedback
-Intentional and purposeful process; outline clear expectations
-Defined “teaching loads” or ratio of advising populations; ratio of job expectations - freedom to “teach,” advise, create, research, develop projects and more
Why wouldn’t we expect our advisors to be part of the continual assessment process? We have high stakes for retention & persistence in our programs - so all campus stakeholders need to be involved in:
-Guiding our learners though an advising syllabus with SLOs/requirements
-Facilitate reflective and authentic learning experiences
-Self-evaluation of advising experience, student progress, and outcomes for program
Utilize our advising staff/faculty for institutional challenges, development & growth:
-leaders - lead within - task forces, committees, hiring, and contribute to decision-making
-increasingly advisors are studying the issues around teaching & learning, curriculum committees, and student interaction throughout the degree progression
-Seek out PD (#acadv chat), webinars, lectures, courses, degrees, and learning networks
-Scholarly work demonstrated by publications, grants, presentations recognized on campus, NACADA, and other national and international domains
-Learners success is attributed to advisor impact - why admissions brags, enrollment increases, and employers want to hire your undergraduate students
Utilize our advising staff/faculty for institutional challenges, development & growth:
-leaders - lead within - task forces, committees, hiring, and contribute to decision-making
-increasingly advisors are studying the issues around teaching & learning, curriculum committees, and student interaction throughout the degree progression
-Seek out PD (#acadv chat), webinars, lectures, courses, degrees, and learning networks
-Scholarly work demonstrated by publications, grants, presentations recognized on campus, NACADA, and other national and international domains
-Learners success is attributed to advisor impact - why admissions brags, enrollment increases, and employers want to hire your undergraduate students
A new view of what the academic advising position and role is for higher education:
-Provides opportunities in career development, professional growth & the “calling” is bigger
-CoP: problem solving, development of assests, seeking experience, synergy, development of projects, mapping knowledge & identifying gaps
-Interdisciplinary scholarship development - presentations, pubs, research, grants, etc.
-Problem-solving initiatives & development to solve larger issues in higher education
-Collaborative work among scholars to encourage paradigm shifts
-Contribute to the professional literature of advising knowledge
Through Advisor Interaction, Influence & Integration we will see more connected learning.
