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The Mentor: An Academic Advising Journal The Adviser as a Caring Expert: Theory and Practice Joshua S. Smith and Christa B. Downey, University at Albany A version of this paper was presented at the Region 1 NACADA Conference in March 2002. Academic advisers often have the unique and challenging role of being some of the first adults to interact with the students on campus. From the beginning of orientation through the end of the first semester, advisers can provide students with an opportunity to build a relationship with someone who can assist them in their transitions (academic, social, and personal) to college. Students have confirmed their preference for more, not less, contact with faculty, advisers, and adults on campus (Creeden, 1990; Light, 2001). However, adults on campus, specifically academic advisers, can either encourage or discourage this important aspect of student development. This article describes how two advisers at a large four-year public university attempted to expand their influence and access to their advisees. Developmental advising is a complex construct to define. Many advisers and/or researchers have debated the merits and practical application of developmental advising (Crookston, 1972) and other models such as prescriptive advising or praxis advising (Creamer & Creamer, 1994; Grites & Gordon, 2000; Hemwall & Trachte, 1999). Two themes inherent in any effective model or theory of academic advising include a caring approach (Ford & Ford, 1989) and knowledgeable advisers (Kelley & Lynch, 1991). The adviser as a “caring expert” represents a blending of these two themes: caring experts can make connections with students, facilitating their personal and academic growth on campus. Underlying the practice of a caring expert are two theories. The first theory, from the counseling psychology literature, describes the impact of interpersonal influence (Johnson & Eagly, 1990; Strong, 1968). The second theoretical principle, intentional teaching, was developed in the educational psychology literature (Slavin, 2000) and reflects the adviser's desire to clearly articulate the role and purpose of academic advising. Interpersonal Influence In order to change or influence someone's attitude or beliefs, one needs to employ certain characteristics. In the early counseling psychology literature, Strong (1968) presented a two-phase approach to interpersonal influence in counseling. In the first phase, building credibility, the counselor had to demonstrate that he or she was an expert and was trustworthy and attractive. Expertise was based partially on degrees and credentials but also required a counselor to be well organized and to verbalize the counseling process in a logical and comprehensive manner. For example, clients who rated their counselor high in expertise were likely to note that they understood the necessity of the treatment, were aware of why the counselor recommended the treatment, and knew how the treatment would work toward meeting their goals for counseling. Trustworthiness and attractiveness are evidenced by examples of empathy, understanding, and a genuine interest in clients' well-being (Lim, 1997). Advisers who build credibility with students can influence students' academic and personal development. Intentional Teaching Very simply stated, intentional teaching is purposeful (Slavin, 2000). A clear and rational decision is made for every detail, from the overarching mission of instruction to the minutiae of seating arrangements for cooperative learning groups in a single class session. Intentional teachers are “constantly thinking about the outcomes they want for their students and about how each decision they make moves children toward those outcomes” (Slavin, 2000, p.7). Intentional teachers clearly state the learning objectives and provide opportunities for critical thinking. Not only do they provide students with opportunities for critical thinking, but also they are critical thinkers themselves (Swanson, O'Connor, & Cooney, 1990). Finally, intentional teachers are reflective and utilize feedback to change strategies and improve their instructional practices (Schmuck, 1997). We, two advisers, put our philosophy of advising in action by creating initiatives emblematic of the two theoretical perspectives above, with the goal of increasing student-adviser contact (Schnell, 1998). Each adviser in our office advises approximately 400 students and sees each student only one or two times per semester, so there is often not enough time to build the type of personal contact that many students and advisers would prefer. We reasoned that “going where the students are” might serve to increase the personal connection with the student. The logic was that positive interactions outside of the advisement center would facilitate more one-on-one office interactions and thus provide for more opportunities to assist students in their academic development. Therefore, beginning with summer orientation, we decided to approach the year with an intentional message about advising and the role of advisement in students' academic life on campus. Summer Orientation Summer orientation provides first-year and transfer students with a wealth of information and experiences that, in their memory, lasts a day instead of a lifetime. For that reason, we moved away from barraging students with facts and logistics regarding the number of credits needed to graduate, specific course information regarding general education categories, and other details that would only be forgotten. Instead, using the caring expert as a guide, we focused on presenting ourselves as approachable and knowledgeable. We discussed only a few overarching themes and made it clear that we had answers to many of the questions that they had not yet asked. The themes below were explicitly and purposefully discussed in the one-hour group meeting (fifteen students) at the onset of summer orientation.
Advisement Workshops Advisement workshops were offered to groups of students according to their major, year, or status as transfer students. A total of ten workshops were offered throughout the months of October and November. First-year students and transfer students had a chance to interact with peers and discuss common concerns. They were also able to learn about academic and registration procedures so they would be adequately prepared for their individual advisement appointments. Sophomores and juniors discussed their preparation for entering the major and interacted with peers who were considering similar fields of study. All sessions provided a forum for sharing experiences and discussing issues including selecting interesting elective courses, participating in student activities, obtaining internships, and engaging in research. As students shared their experiences, goals, and directions, there was an air of excitement, and we challenged students to seize these opportunities to make the most of their education. First-year students and transfer students who attended the meetings learned a wealth of information about university resources and the experiences in which their peers were engaged. Sophomores and juniors were introduced to and/or reminded of the importance of technical aspects of advisement such as degree audits, e-mail, Personal Access via the Web for Students (PAWS), and other tools they need in preparation for continued advisement once they leave our office and enter their majors. We encouraged students to share their stories regarding their experiences with internships, community service, and other real-world experiences to help them to tie their academic experiences to potential opportunities in work and graduate school. Students who attended the advisement meetings were well prepared for their individual advisement appointments, and we thought that individual appointments with these students were engaging and less prescriptive. Total attendance for all ten workshops was ninety-nine students. Each workshop lasted about forty-five minutes, equating to approximately seventy-four contact hours with students. The transfer workshops and workshops for sophomores and juniors were adequately attended, while the three business workshops for first-year students failed to attract the number of students we anticipated. Several workshops were held in the residence halls, and the other workshops were held in the dean's conference room, which is in the center of campus. Lunch Informal interactions with students can serve as a powerful influence on later, more formal appointments and interactions. These interactions open up valuable lines of communication and provide students with a more realistic understanding that their advisers do not live in their offices. For example, Steinhaus (1999) described a “walking with students” program that promoted the informal interaction of students and faculty. Both faculty and students in the program indicated that these experiences were beneficial to their intellectual and personal growth. Following September 11, 2001, administrators were responsive to our request to be present in the residence halls and more available to students outside our offices. As a result, they funded the initiative, which was later supported by a first-year student academic support program offered by the Office of Residential Life. At first, students were a little confused to see us on the quad, especially voluntarily eating the food. For the first few weeks, few students ate with us, and many simply walked by and said “hi” or “what are you doing here?” After the first few weeks, we utilized our advisee listserv e-mail system to inform our respective students that we would be on the quad and invited them to join us for lunch. Little by little, students wandered over to eat with us. By the end of the fall semester, students were sending e-mails indicating that they wanted to join us. By the end of the year, there were often four or five students gathered around the advisers. Over the course of the year, we experienced several memorable and engaging discussions with students about politics, the war on terrorism, and other current events on campus. Even if students did not eat with us at every opportunity, we felt that our presence sent a message or a subtle reminder that their advisers were there for them. Conclusion We have attempted to marry theory and practice to promote increased student-adviser contact and connections. The notion of the adviser as a caring expert has as much to do with tangible outreach as it does with adviser approaches in orientation or specific advising strategies in individual advisement meetings. We know the importance of being present in the lives of students, and we have organized two initiatives that promote out-of-office experiences in the context of their peer world. Kuh's (1995) finding that student learning outside of class is connected to peer interactions and Light's (2001) finding that students desire more contact with advisers and faculty suggest that new ways of bridging these gaps need to be undertaken. It is shortsighted to think that most students will automatically come to see us when they need to, so it seems reasonable to meet them halfway—if not at lunch, then at athletic contests, plays, musical performances, and academic discussions. The adviser as a caring expert recognizes the importance of “going where the students are.” This advising theory and practice sends a message that advisers are approachable and available to students. References Creamer, D. G., & Creamer, E. G. (1994). Practicing developmental advising: Theoretical contexts and functional application. NACADA Journal, 14, 17–23. Creeden, J. E. (1990). Components of good advising: Differences in faculty and student perception. NACADA Journal, 10(2), 30–36. Crookston, B. B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 12–17. Ford, J., & Ford, S. S. (1989). A caring attitude and academic advising. NACADA Journal, 9(2), 43–48. Grites, T., & Gordon, V. N. (2000). Developmental academic advising revisited. NACADA Journal, 20, 12–14. Hemwall, M. K. & Trachte, K. C. (1999). Learning at the core: Toward a new understanding of academic advising. NACADA Journal, 19, 5–11. Johnson, B. T., & Eagly, A. H. (1990). Involvement and persuasion: Types, traditions, and evidence. Psychological Bulletin, 107, 375–384. Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. Journal of Higher Education, 66, 123–155. Lim, S. (1998). The influence of justice and care moral orientations in teaching about a controversial moral issue. Unpublished doctoral dissertation. University at Albany, Albany, NY. Light, R. J. (2001). Making the most of college: Students speak their minds. Boston: Harvard University Press. Kelley, M. J., & Lynch, M. J. (1991). Factors students use when evaluating advisers. NACADA Journal, 11, 26–33. Schmuck, R. (1997). Practical action research for change. Arlington Heights, IL: Skylight Press. Schnell, C. A. (1998). Increasing voluntary student-adviser contact. NACADA Journal, 18, 54–57. Slavin, R. E. (2000). Educational psychology: Theory and practice (6th ed). Boston: Allyn & Bacon. Steinhaus, C. S. (1999). Walking with students to increase satisfaction and retention. NACADA Journal, 19, 54–58. Strong, S. R. (1968). Counseling: An interpersonal influence process. Journal of Counseling Psychology, 15, 215–224. Swanson, H., O'Connor, J. E., & Cooney, J. B. (1990). An information processing analysis of expert and novice teachers' problem solving. American Educational Research Journal, 27, 533–556. Additional Resource Laff, N. S. (1994). Reconsidering the developmental view of advising: Have we come a long way? NACADA Journal, 14, 46–49. About the Authors Joshua S. Smith, Ph.D., is Director of Assessment at University at Albany. He can be reached at Jsmith3@uamail.albany.edu or 518-442-3994. Christa B. Downey, M.S., is Academic Adviser at University at Albany. Published in The Mentor on September 2, 2003, by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |