“Cultivating Ways of Thinking”: The Developmental Teaching Perspective in Academic Advising

Abstract

Although academic advising is recognized as an important piece in college student retention, the complexity of the activity and its pedagogical potential continues to be overlooked by institutional stakeholders and advisors themselves. Many outside the field do not fully recognize its purpose and potential, but increasingly advising is seen as a teaching and learning endeavor. Despite the clear connection between teaching and advising, many advisors might still see their roles as course recommenders rather than teachers who are fundamental constituents of an institution's teaching mission. Developmental academic advising is an approach concerned the "whole student," challenging students to develop in academic, career, and personal vectors. Developmental advising positions the activity to be a truly educative endeavor. In this paper, I discuss eight aspects of developmental advising/advisors identified through reflecting upon of my practice.

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

“…In contrast to prescriptive models, developmental advising refers to “advisors who foster a relationship with students so that teaching and learning about crucial academic and life concerns occur” (Duller et al, 1997, p. 41). The weight of empirical evidence suggests that developmental advising is superior to prescriptive advising as an advising approach and leads to significantly more growth and learning gains in students (Creamer, 1980; Crookston, 1972; Grites, 2013; Grites & Gordon, 2000; McGill, 2016; Winston & Sandor, 1984). For instance, McGill advocated for developmental academic advising as an “approach concerned with the ‘whole student,’” challenging students to develop along various cognitive, social, and affective domains of learning (p. 50).…”

Graduate students’ perceptions’ on a professional pathway for academic advisors

“…She described asking questions that covered a range of topics from academics to social and into wellness, frequently directing students to campus resources outside of her department. This type of approach is often employed by advisors, who frequently serve as a connection for students who are often uncertain of how to navigate the array of resources found on a campus (Lowenstein, 2013;McGill, 2016;Michou et al, 2016;Vianden, 2016). A third student described the multiple roles advisors serve in their practice including as a resource and at times as a guide but understanding they employ multiple roles because it might be different for each student.…”

“…Some participants saw their role as advisors expanding to also guiding students through changes in their major, discussions about potential career paths, and helping students to not just go through the motions and completing homework, but rather becoming engaged in their college experience. One participant went as far to say they thought their role as an advisor could now include trying to empower students to think critically about their college experience… (Brown, 2008;Alvarez & Town, 2016;McGill, 2016) all described similar ideas about academic advising as a time of student empowerment, and academic advisors as teachers or guides. These responses by participants were much more developed and thought provoking compared to a similar question asked in the first focus group of the course.…”

Methodological framework for the axiological paradigm in the learning environment

“…The mental attitude of an individual reveals the techniques of achieving value, training the perception of the accumulated value for own learning (Vygotsky, 1993). Focus is also made on such subjective aspects of personality as mining of internal, hidden abilities of an individual in the process of communication, the wise promotion of own capabilities in learning activities (Leontiev, 1975;Nemov, 1994;McGill, 2016;Zarudnaya et al, 2018).…”