1. Academic Advising Mostafa Nokani Clinical Psychologist Phd

2. dictionary
1.to give counsel to; offer an opinion or suggestion as worth following: I advise you to be cautious.2.to recommend as desirable, wise, etc.: He advised secrecy.3.to give (a person, group, etc.) information or notice (often fol. by of): The investors were advised of the risk. They advised him that this was their final notice.verb (used without object)4.to take counsel; consult (usually fol. by with): I shall advise with my friends.5.to offer counsel; give advice: I shall act as you advise

3. In medieval times, a preceptor shared his knowledge with his students
در قرون وسطی یک معلم دانش خود را با دانش اموزان به اشتراک می گذاشت

4. In 1841, Kenyon College (Ohio) uses the term “advisor”

5. In the 1880s, a system of faculty advisors was established at Johns Hopkins.

6. In the 1960s, two new delivery systems were introduced
Centralized advising centers
Peer & professional advisors

7. In 1977, 300 people attended a national meeting about academic advising. Over the next 2 years, National Academic Advising Association was established.

8. “An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.”
Marc Lowenstein, 2005
I would like to read you a quote from Inside Higher Ed from several years ago:
“Higher education, as a social institution, is charged with holding its central mission close to its heart while honorably serving the needs of the rapidly changing society. The challenge is to hold the same values but act on those values differently in this very different world.”
Now we are shifting to make student learning the central mission of higher education and so we are re-examining all areas of higher education up against this mission. And in this process, “An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.”
This is what a good advisor is in the 21st century, says Marc Lowenstein.

9. “Perhaps the most urgent reform on most campuses in improving general education involves academic advising.
To have programs and courses become coherent and significant to students requires adequate advising.”
Task Force on General Education
Association of American Colleges
1988

10. What excellent teachers do:
Actively engage students in learning
Teach students how to evaluate information
Give feedback, encouragement, reinforcement
Show knowledge, interest, enthusiasm

11. Advisors ask What, Why, and How Questions
What are your goals for your education?
Why do you want to major in English, in accounting, in political science, in medicin?
How can you make the most of your time in university?
What skills are you developing? What skills do you need to develop, and how will you do this?
Why are you at this college/university?
What exactly do you mean by “a great education”?
Why do you want to major in English, in Accounting, in Political Science?
How could joining a campus organization help you meet your personal and career goals?
What kinds of electives would be a good supplement to your education?
In a recent Pell Institute Report, Vincent Tinto concluded that campuses that support student retention, those that have high retention rates, must have the following programs:
Those that teach students how to make decisions effectively
Those that teach students how to investigate and make decisions on careers and majors
And Those that teach students how to maneuver higher education channels and to identify and use support services.
Notice the operative word here is teach. This report is a call for intentional, focused, and pro-active academic advising.

12. “At key points… an academic advisor asked questions or posed a challenge, that forced students to think about the relationship of their academic work to their personal lives.” Richard Light, Making the Most of College

13. Students who met with their academic advisors at least twice during the academic year engaged more frequently in educationally purposeful activities.
National Survey of Student Engagement (NSSE) 2007

14. Students who rated advising as “good” or “excellent”  were more likely to interact with faculty  considered their environment more supportive overall  gained more from college in most areas
NSSE, 2005

15. “Effective retention programs have come to understand that academic advising is at the very core of successful institutional efforts to educate and retain students.”
Vincent Tinto, 1993

16. GREAT Advisors
Guide students in getting the most out of their university experience
Enjoy being with students, know how to connect and realize that each student is unique. They believe all students can learn and succeed!
Are knowledgeable, accessible and concerned.
Facilitate advising sessions that are planning-centered, goal-directed, and focused on strengths and possibilities.
Schriener, 2007

17. Students’ Expectations of Advisors
Available
Knowledgeable
Caring
Competent

18. Models of Advising PRESCRIPTIVE Advisors is a source of knowledge
Advisor tells students how and what to do
Focuses on courses and grades
Advisor provides solutions to problems
DEVELOPMENTAL
Advisor directs students to information sources
Advisor guides student’s planning for success; student is the decision-maker
Advisor teaches student to weigh alternatives and consequences and to take control

19. Appreciative Advising

20. Appreciative Advising Defined
The intentional collaborative practices of asking positive, open-ended questions that help students optimize their educational experiences and achieve their goals, dreams and potential.

21. Appreciative Advising
More than being positive and supportive with students
Intentionally focuses on assets rather than deficits
Involves dreaming possibilities, planning steps to achieve the dream, and engaging in actions to make the dream come true

22. Asset (Appreciative) Approach
Create ways to repeat the behaviors and utilize the strengths and skills that have led to past success to create future success
Attitude
Behavior

23. The Appreciative Advising Model Bloom, Hutson, Ye (2009)
Disarm
Discover
Dream
Design
Deliver

24. Disarm Phase Creating a safe, welcoming environment for students
Advisors can:
Smile and welcome the student
Meet them at the door
Engage in “attending” behaviors
Make the student your sole focus
Find something in common
Remember that you can be intimidating!

25. Discover Phase
Utilize positive, open-ended questions to draw out what students enjoy doing, their strengths and passions. Listen to each question carefully and clarify before asking the next question

26. Dream Phase
Help students formulate a vision of what they might become, and assist them in developing their life and career goals
For some students, dreaming may be about passing their math class, for others it may be their future career.

27. Design Phase
Help students devise concrete, incremental and achievable goals
Self-Concordant Goals
Advisors can:
Share options and information, ask questions, guide
Help the student commit to small actions they can do today, tomorrow, this week
Discuss the pros/cons/ramifications of options
Remember, it is the student’s decision!

28. Deliver Phase
The student follows through on their plans. The advisor is there for them when they stumble, believing in them every step of the way, and helping them continue to update and refine their dreams as they go.
Advisors can:
Check-in regularly
Hold students accountable
Help students replay successes

29. Things to Keep in Mind
While we want to students to do long-term planning, some will only be able to focus on tomorrow or one class or their first term
Advising isn’t just the formal, scheduled meetings in your office

30. Questions to Ask Students
Discover Questions
Who is your best self?
Dream
What is your future perfect?
Design
How might you apply your best self to achieve your future perfect?
Deliver
What actions will you take to apply your best self to achieving your future perfect?

31. Questions and Discussion