Academic Advising Portfolio - Division of Continuing Education ...

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Fortunately, an academic advisor working within a developmental framework and using
“expressed dissonance or conflict as motivation for learning and as an opportunity to teach”
can provide Adrienne a period of reflection, evaluation of teachable moments, and lay the
foundation for impactful learning (Creamer & Creamer, 1994, p. 19).
Student Development Theory
Adrienne seems to be clearly struggling with developing her identity as a whole,
evidenced by both her lack of self‐awareness and “I don’t know” answers as well as her
attachment to her view of herself as a successful high school student. Medalie (1981) noted
that in the mini‐life‐cycle that is college, the typical first‐year student dissociates from their
previous high school identity through investment in their new college environment. There is
little evidence to show that Adrienne invested in the new college environment; she has not
made many close friends, she has not expressed interest in clubs, and she has not sought
academic assistance. Her academic difficulties might be further scaring her away from
investment, as she has never known herself to be anything other than successful; in other
words, Adrienne is experiencing difficulty in developing competence (Chickering & Reisser,
1993).
Chickering’s vectors of development address several tasks which students in college
must face in developing their identity, and an advisor working with Adrienne can use these
vectors as a guide for directing advising sessions. Adrienne’s development along these vectors
seems to be focused principally in those of developing autonomy, managing emotions, and
developing competence (Chickering & Reisser, 1993). Chickering’s vectors do build upon each
other although they do not necessarily develop in sequential order; because these are some of