Transcript Document 7682199

Advising Strategies for
Different Stages of Student
Development
Fall Advising Forum
November 14, 2003
Debbie Barber and Matt Minichillo
This presentation is based on the following presentations from
the 2003 NACADA Conference in Dallas, Texas:
•
•
Supporting the Challenges: Advising Strategies and Student
Development Theory
–
Jon DeVries, Jr., University of Minnesota
–
Danielle Tisinger, University of Minnesota
Prescriptive or Developmental – Does it Have to be One or
the Other?
–
Susan B. Weir, Oklahoma State University
Early Theorists
Piaget (1932)
Two growth phases:
Readiness
Attainment
Sanford (1966)
• Readiness
• Challenge
• Support
Chickering and Reisser
(1993)- Psychosocial
Development
• Vector 1
Developing Competence
• Vector 2
Managing Emotions
• Vector 3
Moving Through Autonomy
»
• Vector 4
Toward Interdependence
Developing Mature
Interpersonal Relationships
Chickering and Reisser- Cont’d
• Vector 5
Establishing Identity
• Vector 6
Developing Purpose
• Vector 7
Developing Integrity
Perry (1970)Intellectual/Ethical
Development
• Dualism
• Multiplicity
• Relativism
• Commitment in Relativism
Prescriptive Advising
• Authority figure
• Student’s growth is
not major concern
• All students are
equally prepared for
academic work
• Relationship is not
important
• Primary role is
information giver
• Student is
responsible for
asking for additional
information
• Can be easily
replaced by
technology
Developmental Advising
• Assumes each
student is unique
• Guides student to
reliable sources
• Assumes students
are mature,
motivated, capable of
self-direction
• Shares responsibility
with student
• Maintains personal
relationship with
student
• Facilitates problem
solving/decision
making skills
• Helps promote
intellectual and
personal growth
First Year Student: Tom
Challenges
Characteristics
Solutions
Psychosocial – Chickering and
Reisser
• Developing Competence
– Intellectual
– Physical and Manual Skills
– Interpersonal
Developmental Stages
• Cognitive/Structural - Perry (1968)
– Wants single, right answers
– Dualism
– Needs authority figure
First-Year Student
• Characteristics of
Students at this
Stage
– Advisor is authority
figure
– Wants expert opinion
– Asks for explicit
directions
First-Year Student
• Solutions for Support
– Balance support and
challenge
– Provide structure but
ask for student
decision making
– Provide low ambiguity
settings
– Validate social
concerns
– Provide feedback,
referrals
Second Year Student: Mary
• Challenges
• Characteristics
• Solutions
Psychosocial – Chickering and
Reisser
• Vector 2 Managing Emotions
– Still developing emotional independence
• Vector 3
Moving toward emotional autonomy
Instrumental autonomy
• Trying to move toward Vector 4
Cognitive-Structural - Perry
• Multiplicity
– Many options but unable to evaluate clearly
• Moving toward Relativism
– Beginning to see bigger picture
Second-Year Student
Characteristics of Students at this
Stage
•Begin to rely less on authority
•All opinions are equally valid
•Knowledge is subjective: personal,
private, based on intuition
•Looks for one “right” option
Second-Year Student
Support Solutions
•Validate student opinions, beliefs,
while encouraging exploration,
evaluation
•Help student see multiple options
without overwhelming them
•Encourage student involvement in
policy making groups
Upper- Division Student Jane
• Challenges
• Characteristics
• Solutions
Psychosocial – Chickering and
Reisser
• Vector 6 - Developing purpose:
Assessing and clarifying career choices
• Vector 7 - Developing Integrity:
Motivated by helping others, making a
difference. Moving from beliefs toward
behavior
Cognitive-Structural - Perry
• Relativism
Looking at and analyzing big picture
Resisting making a decision
Commitment in Relativism
Affirms commitment to helping others
Upper-Division Student
Characteristics of Students at this
Stage
•Present multiple views and form
arguments
•Create knowledge that is both
subjective and objective
•Struggle with making commitments
and struggle with commitments they
have made
Upper-Division Student
Support Solutions
•Model making judgments based on
evidence and merits of arguments
•Encourage elimination of
alternatives (Gordon 1984)
•Set or reset goals
•Validate and affirm student’s
responsibility for decision making
•Becoming like “freshman” again