One-To-One Advising Skills Jayne Drake

Premise # 1 Good Advising does not just happen.

Premise # 2 What students do in college matters.

Premise # 3 The connections advisors make with their students contribute to their success.

Premise # 4 One size does 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 professional humorous

In other words....  Do you know?  Are you there?  Do you care?

Good Academic Advising Promotes “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 requirements  Course catalogs and schedules  Forms, 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 skills 2. Questioning skills 3. 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 Skills Like a great teacher:  Ask  Show  Clarify  Challenge  Support

3. Referral Skills  Listening is key  It’s all about the students’ needs  Explain the reason for the referral  Explain the expected results of the referral  Any specifics of the referral  Options for making the referral itself?  Follow up

Student It’s a Campus Collaboration Academic Advising Student Orgs Financial services Disability Resources Counseling Center 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 Curriculum An Advising Curriculum involves understanding:  The institution’s mission and values  The culture and expectations of the institution  Various advising approaches We 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  Preparation  Facilitation  Documentation  Assessment

Preparation  How 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

Facilitation  Establish rapport  Why 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?

Documentation  Take good notes  Record 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 the Temple runaround. (What is it called at your place?)

Document all advising contacts Do it for your students and yourself

Three Parting Thoughts 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 Harding and Charlie Nutt