2. NACADA: The Global Community for Academic Advising, 2006
To counter the notion that advising involves nothing more than course scheduling, SAM seeks to exemplify the idea that “academic advising, based in the teaching and learning mission of higher education, is a series of intentional interactions with a curriculum, a pedagogy, and a set of student-learning outcomes.”
NACADA: The Global Community for Academic Advising, 2006
LIZ
Introduce the presentation.
From the Schreiner video we wish to highlight the concepts of faculty-student interaction, campus involvement, and fixed versus growth mindset.
This is from the SAM document literature review. We feel that it is applicable to our workshop today. Advising as a teaching function with intentional interactions is what we want to enhance.
STOP
Amy do interactive activity – Next slide.

3. Surviving or Thriving
1 minute: think about how you would describe a thriving student
1 minute: think about how you would describe a surviving student.
Share – how do we describe surviving versus thriving?
AMY
Set timer.
Let faculty work independently for one minute.
After first minute, ask them to share their thoughts and talk with a colleague – 1 minute.
After second minute, ask the groups to share 3-4 descriptions of surviving versus 3-4 descriptions of thriving students.
Amy scribe answers and very short discussion. 1-2 minutes MAX.
SHOW VIDEO CLIP (12.20 – 13.49)
Transition to what we think is one of the big takeaways from the video: a shift in perspective.

4. A Shift in Perspective From Surviving To Thriving
What is not very changeable about people.
Who you are and where you’ve been.
Target the weakness and fix it.
Failure prevention
To Thriving
What can be changed.
Who you can become and where you’re going.
Target the talent and build on it.
Success promotion
Dr. Schriener uses the following questions and phrases:
“Who has made the most of their education?” – watching students at graduation
“Focus on the talent that they bring to us and find ways to grow that.”
“Success promotion.”

5. Academic Determination
Engaged Learning
High-Impact Learning Practices, Relevance, Connection, Engagement
Positive Perspective
Confidence, Optimism, Strengths Identification
Social Connectedness
Faculty-Student Interaction, Campus Involvement, Validation, Sense of Belonging
Diverse Citizenship
Valuing Differences, Finding Own Purpose & Significance
Academic Determination
Apply Strengths to Goals, Self-Regulated Learner, Strengths Development, Growth Mindset
Quick reference to the pathways to thriving.
We will not discuss all of them in detail today, but they could become topics for future workshops.
The interconnectedness of the pathways demonstrates that for students to become fully engaged they should be supported in other ways.
Growth mindset is prevalent in all of the ways that students thrive and become engaged.

6. Campus Involvement
1 minute: 5 ways to invite input, participation, and leadership in campus activities?
1 minute: share with a partner
1-2 minutes: let’s make a list.
Amy
Interactive activity
1 minute: faculty think of ways to invite and get student input on campus involvement.
1 minute: faculty discuss with a colleague
1-2 minutes: share ideas and write them down.
Transition to one of the pathways: social connectedness and student-faculty interaction.

7. Social Connectedness
How can we INVITE students to participate in campus organizations and get involved?
How can we create and foster a sense of belonging and make students feel valued?
“You deserve to be here”
“I believe in you”

8. Re-visit Dr. Schreiner’s slide to emphasize the point.
The freshmen reflection piece will start students on the path of connecting their campus involvement to their future goals. You will have access to that for the students you advise.
Transition to another interactive activity.

9. Student-Faculty Interaction
Some empirical evidence has concluded that faculty-student interaction has a negative relationship with student success.
How can that be?
1 minute: think about that.
1 minute: share with a partner
1-2 minutes: group discussion
AMY
1 minute: faculty think about why the negative relationship exists.
1 minute: share and discuss with a partner
1-2 minutes: share with the group
Let’s discuss and share.
SHOW VIDEO CLIP (29.33 – 32.39)
Transition to

10. Emphasize “growth mindset” from this slide and transition to the matrix for engaged learning.

11. Engaged Learning Involvement and leadership on campus.
High-impact learning practices
Undergraduate research (sophomore)
Service learning
And all others
Students can apply and connect what they learn to their academic and career goals.
Students have adopted a growth mindset and apply their strengths to their academic work.
Strengths development and a growth mindset are important qualities for faculty.

12. Mindset* is Important! Fixed Intelligence Mindset
Intelligence is static
You have a certain amount of it
Growth Intelligence Mindset
Intelligence can be developed
You can grow it with actions
We heard the fixed versus growth mindset last fall from Dr. Saundra McGuire.
Dweck, Carol (2006) Mindset: The New Psychology of Success.
New York: Random House Publishing

13. Responses to Many Situations are Based on Mindset
Fixed Intelligence Mindset Response
Growth Intelligence Mindset Response
Challenges
Avoid
Embrace
Obstacles
Give up easily
Persist
Tasks requiring effort
Fruitless to Try
Path to mastery
Criticism
Ignore it
Learn from it
Success of Others
Threatening
Inspirational
Do we as faculty have a fixed or growth mindset?

14. Growth vs. Fixed Mindset
Advisors with a growth mindset have the power to help the student with the fixed mindset.
How do we do it?
Strengths development
Focus on successes
Positive feedback
Encouragement
A faculty with a growth mindset has power; power to help the student grow their strengths and thrive.
PLAY VIDEO CLIP: (41.47 – 42.32)

15. When the student leaves my office, what do they see
When the student leaves my office, what do they see? The lion or the kitten?
Scott Banville’s story.
Liz’s story.

16. “An excellent advisor does for students’ entire education what the excellent teacher does for a course: helps them order the pieces, put them together to make a coherent whole, so that a student experiences the curriculum not as a checklist of discrete, isolated pieces but instead as a unity, a composition of interrelated parts with multiple connections and relationships.”
Lowenstein, 2006, p. 2

17. Thank You!

19. Academic Determination
Being a hard worker and self-regulated learner.
Movement to a growth mindset and strengths development.
How can we help students apply their strengths to their goals?
How do we foster a growth mindset in students.

20. Diverse Citizenship Students value differences.
How can we help students find their purpose and significance?
When students feel purpose and significance they find motivation.
Students who are aware of and value differences can better find their purpose and significance in the campus community.

21. Positive Perspective
Optimism and confidence that things will work out.
How can we help students identify their strengths?
Move away from remediation and move to strengths building.
What do our students bring to our campus?
Use the filing vs piling example.