NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS Phone: (785) Fax: (785) © 2012 National Academic Advising Association The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties. All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association. The Global Community for Academic Advising Developing Your Advising Curriculum and Student Learning Expectations Casey Self Arizona State University

The Global Community for Academic Advising Overview What is a curriculum for academic advising Steps for defining your campus/office advising curriculum Developing Student Learning Outcomes A curriculum for academic advisors (advisor learning outcomes Advisors as teachers Promoting advising as teaching and learning

The Global Community for Academic Advising Faculty Experiences in Developing Curriculum Faculty in the Audience? What has been your experience in creating a curriculum for a class/curriculum? – Key steps in process – One course vs. entire curriculum – Evaluation – ?

The Global Community for Academic Advising What is an Academic Advising Curriculum? Common understanding of what advising program(s) will teach students Standards of knowledge or skills each student is expected to demonstrate or display A process for which students will learn what is expected of them as a college student A guide for academic advisors to help the masses while maintaining sensitivity to different student needs/populations

The Global Community for Academic Advising

Steps for Defining Your Advising Curriculum 1.Determine stakeholders 2.Utilize campus or office mission of academic advising 3.Identify specific student populations 4.Identify student learning outcomes 5.Identify how you will measure learning outcomes

The Global Community for Academic Advising Determine Stakeholders Campus leadership Advising leadership Advisors Faculty Students Others

The Global Community for Academic Advising Utilize Mission Statement Does your office/campus have an advising mission statement? – The mission of University College Academic Services is to advocate for student success, retention and graduation through purposeful academic relationships and community building. What are some key messages in your current mission statements? How might mission statement messages help in developing an advising curriculum?

The Global Community for Academic Advising Examples of Student Populations Two year vs. Four year Transfer vs. freshmen Declared majors vs. exploratory status Others to consider?

The Global Community for Academic Advising Establish Student Learning Outcomes What do you expect students to – Know and Understand – Do – Value and Appreciate …….as a result of participating in academic advising?

The Global Community for Academic Advising Examples of Learning Outcomes What a student should know and understand: Campus policies and procedures General education curriculum Resources available Steps in the decision-making process ?

The Global Community for Academic Advising What a student should be able to do: Demonstrate the characteristics of a prepared advisee Navigate registration system Select appropriate courses Conduct a major and career search ? Examples of Learning Outcomes

The Global Community for Academic Advising What a student should value and appreciate: Nature and purpose of higher education Skills developed through general education curriculum Connections among courses in curriculum Role of the academic advising process in their college experience ? Examples of Learning Outcomes

The Global Community for Academic Advising

Target PopulationDesired Outcome(s)Brainstorm of Possible Actions/IdeasPrioritization of Actions/Ideas Anything Similar Existing on Campus? Identifying Possible Courses of Action

The Global Community for Academic Advising Curriculum Planning Drives Assessment Planning How do we know students are learning what we want them to learn? How do we measure student learning? NACADA resources for Assessment of Advising – Assessment Institute – Monograph

The Global Community for Academic Advising Develop a Curriculum for Academic Advisors How do we prepare advisors to teach student learning outcomes? – Know/understand – Do – Value and/or appreciate Assessment of advisor outcomes This will drive your professional development and advisor training program

The Global Community for Academic Advising Advisors as Teachers Hemwell and Trachte (1999) – Advisors need to think about advising as if they were teachers Curricular goals must be identified Pedagogies must be developed

The Global Community for Academic Advising Advisors as Teachers Creamer (2008) – When viewed as an EDUCATIONAL activity with student learning at its core, “advising as teaching” encourages professional and faculty advisors to examine their role from perspective of classroom teachers.

The Global Community for Academic Advising Advisors as Teachers “7 Habits of Good Teachers Today” (Rich,2007) – Market the subject – Knowing the subject – Using a variety of teaching styles – Building on family and out-of-school experiences – Involving students as learning partners – Collaborating with other adults – Making sure students know they are cared about

The Global Community for Academic Advising Advisors as Teachers Ten Strategies for Demonstrating Care and Concern for Students (Drake and King, 2010) 1.Use student name6. Clarify goals 2.Confirm worth7. Allow silence 3.Regard as individual8. Self disclosure 4.Listen carefully9. Never guess 5.Display enthusiasm10. Document

The Global Community for Academic Advising Promoting the Advising Curriculum & Advising as Teaching Campus Groups – Council of Academic Advisors – Retention groups – Faculty senate/governance – Student government – Other campus offices

The Global Community for Academic Advising Promoting the Advising Curriculum & Advising as Teaching Relate advising teaching goals to other campus stakeholders goals – How is what advisors are teaching affecting other units and stakeholders – How will other units help assess if students are learning what you are teaching Use common language as others who might be resistant to “Advisors as Teachers”

The Global Community for Academic Advising Conclusion Expanded on big picture to provide specific examples/strategies for creating an advising curriculum Provided tools to use in small group or back on campus Prepared for Charlie and Bill sessions later in institute.

The Global Community for Academic Advising References Creamer, D. G. (2000). Use of theory in academic advising.” In V. N. Gordon, et al., (Eds.). Academic advising: A comprehensive handbook. San Francisco: Jossey-Bass Drake, J., & King, N. (2010). Advising as a teaching and learning process. (Building the Framework CD Series, Rec001CD). Manhattan, KS: National Academic Advising Association. Hemwall, M. K., & Trachte, K. (1999). Learning at the core: Toward a new understanding of academic advising. NACADA Journal, 19 (1), Rich, D. (2007). 7 habits of good teachers today. Retrieved from