Beyond Foundations Developing as a Master Academic Advisor
Sharpen advising expertise by exploring critical issues affecting the field Beyond Foundations, a core resource for experienced academic advisors, gives practitioners insight into important issues affecting academic advising. In addition to gaining understanding of foundational concepts and pressing...
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| Main Authors | , , |
|---|---|
| Format | eBook |
| Language | English |
| Published |
Newark
Wiley
2016
John Wiley & Sons, Incorporated Jossey-Bass |
| Edition | 1 |
| Subjects | |
| Online Access | Get full text |
Cover
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Table of Contents:
- Advising-as-Teaching Approach
- Theories on Racial, Biracial, and Multiethnic Identity -- Adult Learning Theory -- Frameworks for Multicultural Interactions -- Recognizing Stereotype Threat -- Communicating Across Cultural Barriers -- Advanced Practice -- Case Studies -- Case Study 1: Getting the Most From College -- Case Study 2: Learning a New Culture -- Case Study 3: Providing Professional Guidance -- Case Study 4: Identifying Wellness Issues -- Summary -- Aiming for Excellence -- References -- Chapter 7 Advanced Advising Practice: Becoming a Master Advisor -- Reader Learning Outcomes -- Committing to Lifelong Learning -- Why Do Master Advisors Pursue Lifelong Learning? -- What Do Master Advisors Seek to Learn? -- How Do Master Advisors Engage in Lifelong Learning? -- Where Do Master Advisors Pursue Lifelong Learning? -- Barriers to Lifelong Learning -- Approaching Ethical Dilemmas -- Case Study: Conflicting Ethical Principles -- Case Study: Response -- Facing Adversity -- The Power of Reframing -- Nine Questions That Address Adversity -- Modeling for Others -- Modeling for Colleagues -- Modeling for Students -- Case Study: Modeling Decision Processes -- Summary -- Aiming for Excellence -- References -- Chapter 8 Advanced Legal Issues and the Master Advisor -- Reader Learning Outcomes -- Confidentiality and Privacy of Student Information -- Family Educational Rights and Privacy Act -- State Privacy Laws -- Advisors as Agents of the University -- Liability in Contract Law -- Liability in Tort Law -- Equal Rights and Due Process -- Equal Rights -- Due Process -- Summary -- Aiming for Excellence -- Audit of Legal Issues in Advising Practice -- References -- Chapter 9 A Human Capital Approach to Academic and Career Advising -- Reader Learning Outcomes -- Human Capital Through Academic and Career Advising -- Human Capital Maximization -- The College Wage Premium
- Delivery and Implementation of a Reward System -- Rewarding Advising Through Promotion -- Career Ladders -- Summary -- Aiming for Excellence -- References -- Chapter 13 Professional Development -- Reader Learning Outcomes -- Why Bother With Professional Development? -- Charting the Path: Recognizing and Recording Professional Learning -- The Individual Professional Development Plan -- The Portfolio -- Advisor Knowledge -- Informational Component -- Relational Component -- Conceptual Component -- Learning Strategies -- Formal Learning -- Nonformal learning -- Informal Learning -- Summary -- Aiming for Excellence -- References -- Chapter 14 Assessment of Academic Advising: Overview and Student Learning Outcomes -- Reader Learning Outcomes -- Assessment of Academic Advising -- Why Assess Academic Advising? -- Assessment or Evaluation? -- Overview of the Assessment Cycle -- Outcomes for Academic Advising -- Steps to Develop Student Learning Outcomes -- Mapping of Student Learning Outcomes -- Summary -- Glossary of Terms -- Aiming for Excellence -- References -- Chapter 15 Assessment of Academic Advising: Gathering Outcome Evidence and Making Changes -- Reader Learning Outcomes -- Identifying Stakeholders -- Outcome Measures and Data -- Assessment Matrix Example -- Interpreting Results -- Reporting Results -- Acting Upon Outcome Data -- Next Steps -- Sustainability of Assessment -- Summary -- Glossary of Terms -- Aiming for Excellence -- References -- Chapter 16 Technology and Academic Advising -- Reader Learning Outcomes -- Using Technology to Support Advising as Teaching -- Case Study: Creating an Intentional Use of Technology Plan -- Intentional Use of Technology Model -- Technologies That Support Learning -- Technologies That Support Learning Outcomes -- Learning Outcomes and Student Learning -- Content Creation and Technologies for Academic Advising
- Student Financial Decision Making -- Advising Activities and Techniques -- Calculating the Costs of a College Education -- Advising Financially-At-Risk Students -- Developing Transferable Skills -- Crafting Career Interventions -- Developing Documentation of Students' Human Capital -- Summary -- Aiming for Excellence -- Assessment Strategy 1: Human Capital Inventory -- Assessment Strategy 2: Portfolio -- References -- Chapter 10 Advocating for Academic Advising by Leading -- Reader Learning Outcomes -- Self-Awareness -- Advisor Classifications -- Leadership Development -- Professional Development Plan -- Leadership Framework -- Opportunities to Develop a Leadership Framework -- Master Advisor: The Influential Leader -- Model of Power and Influence -- Building Influence -- Speaking to Be Heard: The Language of Leaders -- Lateral Communication: Colleagues -- Upward Communication: Administration -- Maintaining Motivation -- Summary -- Aiming for Excellence -- References -- Chapter 11 Advocating for Academic Advising -- Reader Learning Outcomes -- Barriers to Effective Advising Advocacy -- Reporting Lines -- Lack of Legitimate Power and Voice -- Incongruent Paradigms -- Advocating for Advising -- Building an Organized Community of Practice -- Opportunities for Coalition Building in Advising -- Enhancing and Advancing Practice -- Administrative-Level Guidance -- Summary -- Aiming for Excellence -- References -- Chapter 12 Reward Systems and Career Ladders for Advisors -- Reader Learning Outcomes -- To the Master Advisor -- Faculty and Primary-Role Advisors -- Reward and Motivation -- Designing Reward Systems -- Thinking Strategically -- Identifying Key Performance Indicators -- Identify Incentives -- Survey Results -- Faculty Advisors -- Primary-Role Advisors -- Faculty Incentives -- Design a Rewards System -- Rewards
- Cover -- Title Page -- Copyright -- Contents -- Acknowledgments -- The Editors -- The Authors -- Introduction -- Chapter 1 The Evolution of Academic Advising as a Practice and as a Profession -- Reader Learning Outcomes -- The First Advising Era (1620 to 1870): Academic Advising Is Unrecognized -- The Second Era (1870 to 1970): Academic Advising Remains Unexamined -- The Third Era (1970 to 2003): Academic Advising Is Examined -- The Fourth Era (2003 to Present): Role of Academic Advising Is Actively Examined -- Looking to the Future -- Aiming for Excellence -- References -- Chapter 2 Theory as the Foundation of Advising -- Reader Learning Outcomes -- Psychosocial Theories -- Erikson's Psychosocial Theory -- Chickering and Reisser's Theory of Identity Formation -- Marcia's Ego Identity Theory -- Schlossberg's Transition Theory -- Maslow's Hierarchy: Humanist Theory -- Holland's Career Development Theory -- Reasons for Learning About Theories -- Case Studies -- Benefits to Students -- Case Study: Underdeveloped Academic and Communication Skills -- Response to Case: Identity Formation Theory -- Skills Used in Advising -- Advisor or Counselor? -- Case Study: Tragedy and Loss -- Response to Case: Maslow's Hierarchy and Schlossberg's Transition Theory -- Case Study: Eating Disorder -- Analysis of Case: Prescriptive Advising -- Use of Theory to Prevent Problems -- Case Study: Decision Making and Identity -- Response to Case: Career, Cognitive, Strengths-Based, and Student Development Theories -- Career Development -- Student Development Theory -- Summary -- Aiming for Excellence -- References -- Chapter 3 Building Upon the Components of Academic Advising to Facilitate Change -- Reader Learning Outcomes -- Components of Academic Advising -- The Informational Component -- The Relational Component -- The Conceptual Component
- Organizational Models of Academic Advising -- Master Advisors as Meaning Makers -- Master Advisors Reach Across Divides -- Master Advisors Facilitate Change -- Summary -- Aiming for Excellence -- References -- Chapter 4 Defining Academic Advising: Concepts and Contexts for Practice -- Reader Learning Outcomes -- Informing Practice: The Three Pillars -- NACADA Statement of Core Values of Academic Advising -- CAS Standards for Academic Advising Programs -- NACADA Concept of Academic Advising -- Grounding and Guiding Academic Advising: The Advising Program -- The Interrelation of Vision, Mission, Goals, and Program Objectives -- Statements of Vision, Mission, Goals, and Program Objectives -- Contextualizing Academic Advising: Philosophy -- Advising as a High-Impact Practice -- Implications for the Master Advisor -- Aiming for Excellence -- References -- Chapter 5 Defining Student Success: Stephen O. Wallace and Beverly A. Wallace -- Reader Learning Outcomes -- A Dilemma Faced by Academic Advisors -- Student Success-Everyone Is Talking About It -- Student Success: The Goal of the Completion Agenda -- Student Success: A Goal of Institutional Planning -- What Is Measured? -- Whose Success Is Defined and Measured by Established Benchmarks? -- Success: The Dream for Many Students -- An Authentic Definition of Student Success -- Student Success Definitions: Implications for Academic Advisors -- Productivity-Centered Definitions -- Institution-Centered Definitions -- Academic Advisors as Partners in Institutional Success -- Advisors as Partners in Student Success -- Case Study: What Is Wrong With This Picture? -- Student Success Is Everyone's Success -- "Did I Do the Right Thing?" -- Aiming for Excellence -- References -- Chapter 6 Knowing and Reaching Students -- Reader Learning Outcomes -- Revisiting Identity Theories -- Theories for Multiple Identities