Academic Advising Philosophy

There are many approaches one can take with students within the field of academic advising. Advisors can adopt intrusive, developmental, appreciative or another advising lens. A perspective helps the advisor to structure their daily work to ensure that students are not just aware of what courses they need to take to fulfill their graduation requirements, but that students are also gaining valuable life skills throughout the advisement process. My preference is for a blend of the developmental and intrusive advising perspectives, but I utilize different models depending on the student.  

Each advisee receives an initial assessment as to what they have already completed, what they still need to complete and an overview of academic options available to them. We then have a discussion about personal strengths, weaknesses and goals so that we can assess whether or not the program they are considering is a good fit. Once we have finished our discussion we collaboratively format a graduation plan so that the student leaves with a complete understanding of what is expected of them and I, as the advisor, have a reference point for where they are at any given time towards meeting their goal of graduation. 

As the student progresses through their post-secondary experience, they are required to check in with me periodically. I also frequently check their grades and progress to ensure that any necessary outreach is made in a timely fashion. While some may view this as too invasive, I feel that many undergraduate students are ill-equipped to understand the many nuances of their education. Sometimes guidance is necessary, especially for first-generation and adult learners. 

Barr & Tagg (1995) discuss the dichotomy between the "instruction paradigm" which suggests that the purpose of an institution is to "provide instruction" and the "learning paradigm" which offers that they exist to "produce learning." All of my students are encouraged to be active participants in their advisement process and not just be receivers of spoon-fed information. The advisement process is more than detailing what courses a student should take or how they might remedy an academic problem. Rather, it is a process which helps students make appropriate personal decisions, evaluate strengths and weaknesses and develop their ultimate sense of purpose. These goals are accomplished through one-on-one meetings, consistent communication and feedback, self-exploration via campus resources and communication with other stakeholders within their education (e.g., parents, siblings, future employers). 

Barr, R. & Tagg, J. (1995, November/December). From teaching to learning: A new paradigm for undergraduate education. Change, 13-25. Retrieved from http://cet.usc.edu/resources/teaching_learning/docs/teaching_to_learning.pdf