Academic Advising Portfolio - Division of Continuing Education ...

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16 are two advising strategies that can provide successful peer role models: peer advising or a probation or academic skills support group (King, 2008; Schauer, 2005). If available, Adrienne should start working with a peer advisor to talk about ways to be successful and study techniques; ideally the peer would also be a first‐generation student and pursuing a major in which Adrienne has expressed interest. As Adrienne sometimes does not follow‐through on advising assignments, it may be worthwhile to provide her with a peer support network; Newton’s (1990) experience shows that students in a support group follow through with commitments and achieve goals at a higher rate than their counterparts (as cited in Newton & Smith, 1996). Furthermore, the advisor can continually investigate with Adrienne areas of her life in which she felt confident, empowered, and learned a new skill. Newton and Smith (1996) recommend finding parallels to learning in a student’s life to which to relate the class environment and participation. Interpersonally, Adrienne can develop a strong sense of competence by identifying short‐term goals (mutually agreed upon) that she can report back to the advisor on; there can also be a reward or consequence to her behavior that is set by the advisor. First‐generation in college students tend not to avail themselves of academic support, sometimes because their lack of awareness but also because they tend to have less self‐efficacy beliefs (Grimes, 1997). The advisor can debunk any myths or misconceptions Adrienne might have regarding seeking academic assistance through interpersonal discussion but also through assignments. If Adrienne is assigned to see a tutor, for instance, the advisor can assist her in preparing questions to ask during the appointment.
17 Finally, the advisor can assign Adrienne narrative reflection pieces to be used in the advising session. Her writings can be structured around her interpretations of the classroom experience, goals she has reached, or thoughts she has about the college experience. She can also track her progress in using new learning techniques and identifying patterns in her performance and behavior (Hagen & Jordan, 2008). Final Considerations A student like Adrienne can be frustrating for an advisor to work with, and it can be tempting to ask prescriptive questions that are easy for Adrienne to answer and to give the semblance that advising is taking place. However, to assist with building self‐efficacy and selfawareness, it is imperative to bring some reflections of thought and reflections of feeling to the forefront for Adrienne to respond to regarding her opinions and identity (Young, 2009). Utilizing some prescriptive methods of advising, such as concrete assessments and assignments, can assist the advisor and Adrienne in engaging in deeper self‐discovery and developmentallybased discussions (Crookston, 1994).
Page 1 and 2: Academic Advising Portfolio Juliann
Page 3 and 4: Julianne Messia 688 Pinewoods Avenu
Page 5 and 6: 5 Philosophy of Academic Advising S
Page 7 and 8: 7 awareness of the situation, advis
Page 9 and 10: 9 Case Study 1: Adrienne Mahan “C
Page 11 and 12: 11 Fortunately, an academic advisor
Page 13 and 14: 13 something that happens to her. T
Page 15: 15 career maturity. She does not se
Page 19 and 20: 19 Newton, F. B., & Smith, J. H. (1
Page 21 and 22: 21 Response to Case Study 2 Brandon
Page 23 and 24: 23 reaction be open to understandin
Page 25 and 26: 25 important to use with Brandon be
Page 27 and 28: 27 also not addressed the possibili
Page 29: 29 Finch, L. M. (2009). Understandi

Academic Advising Portfolio - Division of Continuing Education ...

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