1. ADVISOR 101 EVERGREEN UNIVERSITY (FICTIONAL) Student Development Training Session Brett Neas EDU654: Student Development in Higher Education David B. Hinton, Ph.D. September 14 th, 2015

2. TRAINING LEADER: BRETT NEAS EXPERIENCE: 5+ YEARS AT EVERGREEN UNIVERSITY Unless question pertains to what is specifically being taught, please hold questions for Q & A session at end of training. I promise all questions will be answered. (Kennedy Space Center)

3. BEFORE TRAINING MATERIALS (READ AND REVIEW PRIOR TO TRAINING) Evergreen Student Development Philosophy Presentation Training Objective and Advisor Reading List Student Development Principles Checklist

4. TRAINING OBJECTIVES By understanding the key components to “Student Individual Identity Development,” and learning the strategies to identify each online student’s learning preference, student advisors will be prepared to apply and adapt advising strategies to help online learners develop, and nourish their own identities as a successful online learners. At the completion of the 50- minute training, Advisors will understand the identities, preferences, and needs of their students while also being prepared to apply and adapt techniques designed to build rapport with, and motivate those same students

5. PART I: HISTORY OF ACADEMIC ADVISING (5 MINUTES) Advisors will gain a foundational understanding of the history of Academic Advising and it’s relation to Student Identity Development and Appreciative Advising. Introduction to Academic Advising, education, and the birth of academic advising to today’s methods. Progress of Educational Philosophies: Disciplinary (Late 18th Century) -> Progressive Education Movement (1920’s)-> Student Identity/Development (1960’s to today) Student Identity Development: Relation to, and foundation for Appreciative Advising movement. “Identity development theories help practitioners to understand how students go about discovering their “abilities, aptitude and objectives” while assisting them to achieve their “maximum effectiveness” (Torres, V., Jones, S., & Renn, K., 2009).

6. PART II: APPRECIATIVE ADVISING (5 MINUTES) Advisors will gain a brief understanding of the Appreciative Advising Model, our students, and how the application of Appreciative Advising is crucial in our communication with students. Overview of the Appreciative Advising Model and how it benefits our school’s student population when applied upon.

7. PART III: STRATEGIC SUPPORT AND ADVISEMENT (10 MINUTES) Advisors will gain a firm understanding of learning style preferences and strategies to assist with identifying and supporting different student identities with various learning preferences. Learning Style Preferences Advisors will be take a mini-evaluation to understand Learning style preferences (Visual, Auditory, Kinesthetic) as they relate to themselves and the students they will support. The Power of Questions Advisors will discuss and create questions to assist students with identity development, practices in peer support, and work balance. “Each learning style has its own strengths and makes different contributions to learners’ understanding of their world” (Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A., 2010).

8. PART IV: STUDENT INTERACTIONS (30 MINUTES) Advisors will learn how to build rapport with students– ensuring that they are making continual positive and supporting impressions on the student while maintaining their own professionalism in sometimes difficult conversations. “Listening” to your Students Review the importance of listening with multiple levels of sensory input. Advisors will complete an activity evaluating their listening skills. Finding the Right Questions How to frame questions will be discussed to help advisors understand what questions elicit what specific kinds of responses. Challenges to “Listening” The four human approaches to listening will be introduced and discussed to ensure that advisors are aware of the potential barriers that can arise. Your Personality, Student’s Personality, and Finding What Works After taking a DiSC assessment, advisors will learn about their personality and techniques to improve communication with other, varied student personalities.

9. BEST OF LUCK!!!

10. REFERENCES AdvisorAdvisor: http://www-tc.pbs.org/prod- media/newshour/photos/2013/02/21/advisor2_business_desk.jpg Appreciative AdvisingAppreciative Advising: http://ecx.images- amazon.com/images/I/41LaFIytSQL._SX258_BO1,204,203,200_.jpg Be AdvisedBe Advised: http://www.isu.edu/advising/images/beadvisedheadraw.jpg HandoutsHandouts: http://afdclinics.com/wp- content/uploads/featureIconPatientHandouts.pnghttp://afdclinics.com/wp- content/uploads/featureIconPatientHandouts.png Thumbs upThumbs up: http://blog.efaqt.com/wp-content/uploads/2012/11/thumbs- up.jpg TrainingTraining: http://www.hqmc.marines.mil/portals/143/Site%20Images/training_icon.gif Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass. Torres, V., Jones, S., & Renn, K. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50(6). Retrieved from https://www.msu.edu/~renn/TorresJonesRenn2009.pdfIdentity development theories in student affairs: Origins, current status, and new approaches SOURCES FOR VISUALS