1. Student Development Theory
Lighting the Way for the Work that We Do
SUSAN KOLLS
NORTHEASTERN UNIVERSITY

2. @carpetschemes on Instagram
#goodmorningnu
@carpetschemes on Instagram

3. Who am I? Associate Director, Student Financial Services
Management Team
SA, FA, SEO, CAVS, CFI, EMCC
Direct/Indirect Reports
Previous Experience
First-Year Engineering Students
Internal Transfer Program
Organizations and Memberships
NACADA
MASFAA
EASFAA
Massachusetts Bursars Committee
Purpose
Inspiration
Expectation

4. Agenda Inspiration Philosophy and Mission
Know Thyself/Know Thy Institution
Five Questions
Icebergs
Theory
Applying Theory
Dropping Knowledge
Gathering Inspiration
Q & A

5. Why We Advise

6. Students

7. Hamilton:Why We Do What We Do
Advising happens everywhere
This is what we work toward…
Passion
Conversation
Courage
Resolution
So – How do we get there?

8. Philosophy Positive Self-Motivating Include Theory Reason Structure
NACADA Core Competencies

9. Know Thyself And Thy Instituion Goals: Avoiding Assumptions
Remain Reflective
Be Self-Aware
Be Institutionally Savvy
And Thy Instituion

10. What do you Know?
About yourself?
Honesty
Absolutes
Reality
Constant

11. What do you assume? Greater honesty Underlying assumptions
People like us may not be like us
People like each other may not be like each other
Who we are includes assumptions

12. What about your institution?
How is it unique?
Four areas of knowledge:
Structural
Human capital
Political
Symbolic

13. What about diversity? Visible and Invisible Diversity within Diversity
Institutional Diversity

14. What do you think you know now?
Absolutes
Yourself
Your Institution
Assumptions
Basic
Characteristic
Diversity
Visible
Invisible
Placement within
Now you just have to listen…

15. Five Questions How do… What are… Is this student… What…
Our experiences differ?
What are…
The visible and invisible diversities?
Is this student…
The same as all students on my campus?
What…
Characteristics allow for success?
Support does the student need?
Support does the campus offer?

16. Theory – An Introduction
Advising has always happened
Information Formal
Change: More career focused education
Change: Prescriptive Developmental
Advising as…
A Profession
Teaching

17. Defining Advising Relational Informational Conceptual Communication
Bond
Informational
Management
Delivery
Conceptual
History
Ethics
Theory

18. Student Identity Theory
Identity Development
Long and Complex
Everyone’s doing it
Non-majority
Combinations of Identity
Constant Discovery
It’s exhausting…

19. Perry
Cognitive structures are shaped by how people view their experiences
We are on a continuum of growth
Intellectual
Ethical
Each step of our growth represents a point of view

20. More Perry
The Basics
Dualism
Multiplicity
Relativism

21. Perry and Emotional Development
Development is not always linear
Progress and Regress
Both Progress and Regress help

22. Let’s Talk about Brains
Just for a minute…
Basically – your brain has two paths
Consequences
Considerations

23. Arranging the Appointment
Technique/ Action
Advisors
Theory
Rules and Regulations
Neurology
Issue
Resolution
Neurology
Rules and
Regulations
Rational Thinking/
Problem Solving
Emotional Development
Advisees

24. Medical Intervention SPIKES Setup Perception Invitation Knowledge
(2 minutes)
SPIKES
Setup
Perception
Invitation
Knowledge
Empathize

25. Coffee Break DECAF Decide Emotional Development Connections
Active Listening
Follow-Up

26. Decide What you need to communicate… How you’re going to communicate…
Where you’re going to communicate…
When you will stop…

27. Emotional Development
Integral to college experience
Teachable Moments
Flow
Skill level v. situation
Relief
Next steps

28. Connections
Real or perceived
Alternate Paths

29. Active Listening Smiles! Eye Contact Ask Away Empathize and Sympathize
Be Aware/Be Wary

30. Follow Up
Doable
Do it
Assignments
Follow Up
Fill In

31. Finding Inspiration
I contend we are designed in departments that are not effectively linked. As a result, the institutions do not meet modern efficiency and productivity standards. More importantly, they do not meet effectiveness standards because they do not help students with a whole experience. Simply put, most institutions are not designed correctly.
- Pamela-Shockley-Zalabak
Chancellor
University of Colorado
Colorado Springs
(1 minute)

32. Questions? Comments?
Thank You!