NACADA: The Global Community for Academic Advising, 2006 To counter the notion that advising involves nothing more than course scheduling, SAM seeks to exemplify the idea that “academic advising, based in the teaching and learning mission of higher education, is a series of intentional interactions with a curriculum, a pedagogy, and a set of student-learning outcomes.” NACADA: The Global Community for Academic Advising, 2006 LIZ Introduce the presentation. From the Schreiner video we wish to highlight the concepts of faculty-student interaction, campus involvement, and fixed versus growth mindset. This is from the SAM document literature review. We feel that it is applicable to our workshop today. Advising as a teaching function with intentional interactions is what we want to enhance. STOP Amy do interactive activity – Next slide.

Surviving or Thriving 1 minute: think about how you would describe a thriving student 1 minute: think about how you would describe a surviving student. Share – how do we describe surviving versus thriving? AMY Set timer. Let faculty work independently for one minute. After first minute, ask them to share their thoughts and talk with a colleague – 1 minute. After second minute, ask the groups to share 3-4 descriptions of surviving versus 3-4 descriptions of thriving students. Amy scribe answers and very short discussion. 1-2 minutes MAX. SHOW VIDEO CLIP (12.20 – 13.49) Transition to what we think is one of the big takeaways from the video: a shift in perspective.

A Shift in Perspective From Surviving To Thriving What is not very changeable about people. Who you are and where you’ve been. Target the weakness and fix it. Failure prevention To Thriving What can be changed. Who you can become and where you’re going. Target the talent and build on it. Success promotion Dr. Schriener uses the following questions and phrases: “Who has made the most of their education?” – watching students at graduation “Focus on the talent that they bring to us and find ways to grow that.” “Success promotion.”

Academic Determination Engaged Learning High-Impact Learning Practices, Relevance, Connection, Engagement Positive Perspective Confidence, Optimism, Strengths Identification Social Connectedness Faculty-Student Interaction, Campus Involvement, Validation, Sense of Belonging Diverse Citizenship Valuing Differences, Finding Own Purpose & Significance Academic Determination Apply Strengths to Goals, Self-Regulated Learner, Strengths Development, Growth Mindset Quick reference to the pathways to thriving. We will not discuss all of them in detail today, but they could become topics for future workshops. The interconnectedness of the pathways demonstrates that for students to become fully engaged they should be supported in other ways. Growth mindset is prevalent in all of the ways that students thrive and become engaged.

Campus Involvement 1 minute: 5 ways to invite input, participation, and leadership in campus activities? 1 minute: share with a partner 1-2 minutes: let’s make a list. Amy Interactive activity 1 minute: faculty think of ways to invite and get student input on campus involvement. 1 minute: faculty discuss with a colleague 1-2 minutes: share ideas and write them down. Transition to one of the pathways: social connectedness and student-faculty interaction.

Social Connectedness How can we INVITE students to participate in campus organizations and get involved? How can we create and foster a sense of belonging and make students feel valued? “You deserve to be here” “I believe in you”

Re-visit Dr. Schreiner’s slide to emphasize the point. The freshmen reflection piece will start students on the path of connecting their campus involvement to their future goals. You will have access to that for the students you advise. Transition to another interactive activity.

Student-Faculty Interaction Some empirical evidence has concluded that faculty-student interaction has a negative relationship with student success. How can that be? 1 minute: think about that. 1 minute: share with a partner 1-2 minutes: group discussion AMY 1 minute: faculty think about why the negative relationship exists. 1 minute: share and discuss with a partner 1-2 minutes: share with the group Let’s discuss and share. SHOW VIDEO CLIP (29.33 – 32.39) Transition to

Emphasize “growth mindset” from this slide and transition to the matrix for engaged learning.

Engaged Learning Involvement and leadership on campus. High-impact learning practices Undergraduate research (sophomore) Service learning And all others Students can apply and connect what they learn to their academic and career goals. Students have adopted a growth mindset and apply their strengths to their academic work. Strengths development and a growth mindset are important qualities for faculty.

Mindset* is Important! Fixed Intelligence Mindset Intelligence is static You have a certain amount of it Growth Intelligence Mindset Intelligence can be developed You can grow it with actions We heard the fixed versus growth mindset last fall from Dr. Saundra McGuire. Dweck, Carol (2006) Mindset: The New Psychology of Success. New York: Random House Publishing

Responses to Many Situations are Based on Mindset Fixed Intelligence Mindset Response Growth Intelligence Mindset Response Challenges Avoid Embrace Obstacles Give up easily Persist Tasks requiring effort Fruitless to Try Path to mastery Criticism Ignore it Learn from it Success of Others Threatening Inspirational Do we as faculty have a fixed or growth mindset?

Growth vs. Fixed Mindset Advisors with a growth mindset have the power to help the student with the fixed mindset. How do we do it? Strengths development Focus on successes Positive feedback Encouragement A faculty with a growth mindset has power; power to help the student grow their strengths and thrive. PLAY VIDEO CLIP: (41.47 – 42.32)

When the student leaves my office, what do they see When the student leaves my office, what do they see? The lion or the kitten? Scott Banville’s story. Liz’s story.

“An excellent advisor does for students’ entire education what the excellent teacher does for a course: helps them order the pieces, put them together to make a coherent whole, so that a student experiences the curriculum not as a checklist of discrete, isolated pieces but instead as a unity, a composition of interrelated parts with multiple connections and relationships.” Lowenstein, 2006, p. 2

Thank You!

Academic Determination Being a hard worker and self-regulated learner. Movement to a growth mindset and strengths development. How can we help students apply their strengths to their goals? How do we foster a growth mindset in students.

Diverse Citizenship Students value differences. How can we help students find their purpose and significance? When students feel purpose and significance they find motivation. Students who are aware of and value differences can better find their purpose and significance in the campus community.

Positive Perspective Optimism and confidence that things will work out. How can we help students identify their strengths? Move away from remediation and move to strengths building. What do our students bring to our campus? Use the filing vs piling example.