David Freitag – KSU Capstone Project - K-State Division of ...

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Advising Strategies Robert is an Accommodator in terms of Kolb’s learning styles. He is someone who enjoys and learns best with hands-‐on experience, so it is no mystery why he is frustrated with professors who are assimilators and enjoy the discussion of theory for its own sake. His advisor can help Robert understand not only his own learning style, but also the teaching styles of his instructors. It is likely Robert will be surprised that his instructors have preferred styles just as he does and that they are not trying to make the subject difficult for him – that is just the way they think. This insight alone should enable Robert to work with his instructors in a more mature manner resulting in a closer teacher-‐student relationship. Three of Chickering’s vectors – developing competence, managing emotions, and developing mature interpersonal relationships – can be the framework through which his advisor can understand Robert’s issues. Robert had been competent in high school as demonstrated by his good grades, but he is frustrated by his average grades in college. Because Robert focuses too much on his weaknesses, it could be very effective for his advisor to focus on identifying and working with his strengths. “Strengths-‐based advising is predicated on students’ natural talents and is used to build their confidence while motivating them to acquire the knowledge base and skills necessary for college-‐level achievement” (Schreiner, 2005, p. 22). This is exactly what Robert needs. Once Robert recognizes his strengths it would be useful to explore how his strengths could be used to develop personal competence to be more successful in college. Working through the managing emotions vector, an advisor could help Robert come up with strategies for channeling his frustrations with his fellow students and instructors 26
into more productive areas. For example, instead of pleading for everyone to stop talking about a subject, he could offer to summarize the conversation so the group could move on to the next topic. This would require Robert to be more involved in the group’s conversation so he would be able to condense everyone’s thoughts into a short summary. Like many students, Robert is experiencing a self-‐imposed feeling of isolation. He should be encouraged to talk with other students in the theater company and get to know them as people. Through interaction with others Robert will have the opportunity to learn to appreciate the differences and the similarities between himself and his fellow students. Summary Knowledge of theories applicable to academic advising will enable Robert’s advisor to reduce his complicated situation to the essential elements that need to be addressed (Creamer, 2000). Focusing on these elements, singly or in combination, can be used to suggest directions Robert should take towards gaining the outcomes he desires for his educational career. Robert’s advisor, with the proper education and motivation, can be an integral part of Robert’s education. 27
Page 1 and 2: Academic Advising Portfolio David A
Page 3 and 4: Introduction This portfolio contain
Page 5 and 6: • Presented orientation sessions
Page 7 and 8: The relational component includes t
Page 9 and 10: References Creamer, D. G. (2000). U
Page 11 and 12: Case Study 1: Ellen Brewer Ellen Br
Page 13 and 14: and thoughtfully considered this in
Page 15 and 16: It would be helpful if her advisor
Page 17 and 18: Case Study 2: Javier Villaverde In
Page 19 and 20: (his) progress toward goal achievem
Page 21 and 22: material, recognizing external conn
Page 23 and 24: Case Study 3: Robert Clarke Robert
Page 25: similar rates, or without repeating

David Freitag – KSU Capstone Project - K-State Division of ...

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