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Katie MeyWestern Illinois University
ACADEMIC ADVISOR TRAINING:
BUILDING SKILLS FOR WORKING WITH FIRST
GENERATION STUDENTS
Start with what the learner knows
HOW I PICKED MY INTERNSHIP
LEARNING EXPERIENCE (ILE)
First semester as an Academic Advisor
What it can be like to be fi rst year and fi rst generation
What it is like to be new here at WIU
What COAA training can be like Fall Training- full day, divided into two major segments Professional Development- periodic discussion or
presentations & Spring semester retreat
TWO OR THREE THINGS I KNOW FOR SURE
SOME BACKGROUND ON ACADEMIC
ADVISING
Decentralized advising system University Advising and Academic Services Center (UAASC)
Undeclared Advising (UA) & Transitional Advising (TAP) Offi ce of Academic Services (OAS)
Alternative Admissions Program Tutoring
Departmental & Faculty Advisors College and major specific advisors in areas across campus
Structure, personnel, and process vary widely
Counsil of Academic Advisors (COAA) Non-regulatory, advisory counsil
Representatives from UAASC, Advising within each Academic College, and several related offi ces on campus (Admissions, Registrar, Athletic Advising, etc.)
ACADEMIC ADVISING AT WIU
The mission of the academic advising program at Western I l l inois University is to support the overall mission of the University…
The academic advising program should identify resources to assist students in overcoming specifi c personal, physical, or educational problems or skil l defi ciencies . The academic advising program should identify environmental conditions that may negatively infl uence welfare and propose interventions that may neutralize such conditions .
The academic advising program must make strides to keep the university free from discrimination. It must not discriminate on the basis of abil ity; age; cultural identity; ethnicity; family educational history (e.g., fi rst generation to attend college) ; gender identity and expression; nationality; polit ical affi liation; race; religious affi liation; sex; sexual orientation; economic, marital, social, or veteran status; or any other basis included in institutional policies and codes and laws.
Mission statement
COUNSIL OF ACADEMIC ADVISORS
MAKING IT LEARNING CENTERED
INP
UT
- What does fi rst gen mean- Realize other identities do not indicate someone being fi rst gen- Know that they aren't that different from other students, but lack parental guidance - Separate fi rst generation from millennial
- need to know more from a fi rst generation student's point of view about how they feel being a fi rst generation student- advisors need to be aware or reminded of how our students' feel , especial ly i f they are fi rst gen.
- I want to know what i t is they don’t know…- What “l ingo” is foreign to them?- How to identi fy what they don't know - “[we] sometimes overlook those things that seem so obvious to us but are not so obvious to a new student OR his/her family. Famil ies would ask the questions, i f they knew what to ask, r ight?”
- . .point at the screen and show them something important to go take care of i t but by the next meeting they haven’t done anything with that…- How to steer them to resources
- I want to learn something I can do something with- Something practical I can use
Academic advisors who attend COAA training will…1. Defi ne “fi rst generation student” for themselves and with
others to create a common understanding within the advising community
2. Utilize advising experience to identify similarities and diff erences between fi rst generation students and other fi rst year college students to compare their respective needs
3. Recognize motivations and perspectives of fi rst generation students in relation to their University and advising experience
4. Identify elements of University and advising environment that present particular diffi culty to fi rst generation students
5. Analyze current personal advising practices to recognize potential barriers they present to fi rst generation students
6. Utilize knowledge of the University and fi rst generation population to create strategies to eff ectively refer students to appropriate resources
DEVELOPING LEARNING OUTCOMES
Learning outcomes must have audience, action, condition and degree
Academic advisors who attend COAA training will…1. Define “fi rst generation student” for themselves and
with others to create a common understanding within the advising community
DIAGRAMING LEARNING OUTCOMES
(Learning Outcomes)
Learning outcomes must have audience, action, condition and degree
Academic advisors who attend COAA training will…1. Defi ne “fi rst generation student” for themselves and with
others to create a common understanding within the advising community
2. Util ize advising experience to identify similarities and diff erences between fi rst generation students and other fi rst year college students to compare their respective needs
3. Recognize motivations and perspectives of fi rst generation students in relation to their University and advising experience
4. Identify elements of University and advising environment that present particular diffi culty to fi rst generation students
5. Analyze current personal advising practices to recognize potential barriers they present to fi rst generation students
6. Util ize knowledge of the University and fi rst generation population to create strategies to eff ectively refer students to appropriate resources
DIAGRAMING LEARNING OUTCOMES
Transformative learning outcomes must involve the three dimensions of self: cognitive, interpersonal, intrapersonal
Academic advisors who attend COAA training will…1. Define “fi rst generation student” for themselves and
with others to create a common understanding within the advising community
DIAGRAM (TRANSFORMATIVE) LEARNING OUTCOMES
(Shaping the Environment)
Transformative learning outcomes must involve the three dimensions of self: cognitive, interpersonal, intrapersonal
Academic advisors who attend COAA training wil l…1. Defi ne “fi rst generation student” for themselves and with others
to create a common understanding within the advising community2. Util ize advising experience to identify similarit ies and diff erences
between fi rst generation students and other fi rst year college students to compare their respective needs
3. Recognize motivations and perspectives of fi rst generation students in relation to their University and advising experience
4. Identify elements of University and advising environment that they believe present particular diffi culty to fi rst generation students
5. Analyze current personal advising practices to recognize potential barriers they present to fi rst generation students
6. Util ize knowledge of the University and fi rst generation population to create strategies to eff ectively refer students to appropriate resources
DIAGRAMING (TRANSFORMATIVE) LEARNING OUTCOMES
SHAPING THE ENVIRONMENT
Concrete Experience (Sensory Cortex)
Reflective Observatio
n (Back Integrative
Cortex)
Abstract Hypothesis
(Front Integrative
Cortex)
Active Testing (Motor Cortex)
LEARNING HAPPENS VIA THE LEARNING CYCLE
We must engage all parts of the brain and complete the cycle
(Zull, 2002)
Learning occurs best with Experience (input) Repeated opportunities to engage with material Multiple formats and contexts in which to engage Opportunities for personal connection Reflection, including internal and eternal processing Active involvement
Basic process of learning involves
SHAPING THE ENVIRONMENT
Sense Integrate Act
(Zull, 2002; Shaping the Environment)
LE
AR
NIN
G
PA
RT
NE
RS
HIP
S
MO
DE
L
Support
Validate learners’ capacity to know
Situate learning in learners’ experience
Define learning as mutually constructed meaning making
Baxter Magolda, M.B. (2004)
“Our concrete experience contains much of the information we need for understanding” (Zull, 2002 p. 145)
“Prior knowledge is the beginning of new knowledge” (Zull 2002 p. 93)
“Knowing is feeling.” (Zull, 2002 p. 73)
“Refl ection is the search for connections- l iterally!” (Zull, 2002 p. 165)
Teaching is Showing “We should show what we hope our students will eventually be able to do
themselves.” (Zull, 2002 p. 147)
Action is necessary “The only pathway that seems unproductive for learning is the pathway that
excludes active testing of ideas, [which] lead the learner to keep her ideas inside rather tan showing them to the world beyond her brain.” (Zull, 2002, p.219)
A FEW MORE THINGS ABOUT LEARNING
COAA Training Fall Training- full day, divided into two major segments Professional Development- periodic discussion or
presentations & Spring semester retreat
Context I am working with Fall Training
30 minute morning presentation Afternoon discussion (approximately three hours)
Professional Development Two brown bag lunch discussions, one each semester (one hour
each)
SHAPING THE ENVIRONMENT
Refl ection prompts (Written) Training workbook- individual writing prompts Consideration of self in knowledge construction (situate in
learners’ experience) During and between training (multiple contexts)
Discussion prompts (Verbal) Small and large group context (multiple contexts) Work with others to construct meaning (Define learning as
mutually constructed meaning making)
Activities (Interactive) Testing of ideas in a group context (abstract hypothesis and active
testing) Generation of ideas by learners (Validate learner’s capacity to
know)
TOOLS USED
As a large groupEngage with a presentation:
Professionals who can situate first generation students in University setting Andy Borst, Sara Lytle, Karolynn Heuer,
Financial aid advisor
Student panel to speak to experiences Multiple versions of the “first generation
story” to engage with Question and answer
Activity: On your own, develop a detailed defi nition of “fi rst generation student” highlighting the components that are important to consider as an academic advisor. Then discuss these defi nitions as a group in order to develop a working defi nition for the group
Defi ne “fi rst generation student” for themselves and with others to create a common understanding within the advising community
LEARNING OUTCOME 1
In small groupsDiscussion prompt: Considering all of your experience in relation to what we have been presented with so far today, what similarities and differences do you see between first generation students and their peers?
Report back to the large group to make a “master list” for discussion.
Util ize advising experience to identify similarities and diff erences between fi rst generation students and other fi rst year college students
LEARNING OUTCOME 2
As individualsRefl ection prompt: What was the
experience of your fi rst day on the job as an academic advisor like? Your fi rst week? What did you think the job would entail? How
did you feel as you were presented with all the documents and other information you would need to assimilate? How about your first time on MVS alone? How did you feel before or after your first (or worst) student appointment?
How might this relate to the way first generation students feel coming into an advising environment?
In small groups Activity: use your previous knowledge as
well as what we have learned today to answer the following question on a college admissions application as if you were a hypothetical fi rst generation student. Why do you want to pursue a college
education? Discuss what you would bring with you to college to help you be successful, as well as your motivation and goals.
Recognize motivations and perspectives of fi rst generation students in relation to their University and advising experience to compare their respective needs
LEARNING OUTCOME 3
As a large groupActivity: if we were trying to
construct a University and Advising Center designed to keep first generation students from succeeding, what would that look like? What practices, polices, and environments would be in place? Which, if any, of these reflect WIU or
our offi ces?
As individualsReflection prompt: how would
you feel were you a traditional age first year student facing these barriers?
Identify elements of University and advising environment that present particular diffi culty to fi rst generation students
LEARNING OUTCOME 4
As individuals Reflection prompt: considering
what we have learned today, over the course of the semester, reflect on your own daily advising practice and your experience in your offi ce. What, if anything, do you that may create or perpetuate barriers for fi rst generation students? Why are these things problematic?
Your thoughts will be solicited prior to Fall semester lunch discussion and used to guide our discussion.
Analyze current personal advising practices to recognize potential barriers they present to fi rst generation students
LEARNING OUTCOME 5
As individualsEngage with articles on best
practices in working with fi rst generation students
As a large groupDiscussion:
What do you think about the prominent themes in advisor submissions?
How can we to apply experience and knowledge gained about first generation population thus far to reduce these barriers or better aid first generation students in navigating them?
Activity: identify one element that you will change in your advising practice and describe how you will do so based on what we have learned
Util ize knowledge of the University and fi rst generation population to create strategies to advise and eff ectively refer students to appropriate resources
First Brown Bag Discussion
LEARNING OUTCOME 6
As individualsEngage with written articles on
best practices in working with first generation students
As a large groupDiscuss results of your
implementation of previously identified strategies
Identify continuing and new strategies for implementation
Uti l ize knowledge of the University and fi rst generation population to create strategies to advise and eff ectively refer students to appropriate resources
LEARNING OUTCOME 6
ASSESSMENT
Formative Multiple large group discussion prompts allow for check-ins
What definition is developed What thoughts are reported back to the large group & facilitator What barriers are identified as a large group What thoughts are submitted about personal advising practices
Small group activity collection Response generated to hypothetical essay prompt
Discussion facilitator notes- small and large group Workbook sampling
Summative Advisor training evaluation form (Fall training) Brown Bag Lunch evaluation (electronic)
HOW WILL THIS BE ASSESSED?
Baxter Magolda, M.B. (2004) Learning partnerships model: A framework for promoting self-authorship. In M.B. Baxter Magolda & P.M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 37-62). Sterling, VA; Stylus Publishing.
Learning Outcomes [Powerpoint slides] Personal Collection of Sarah Schoper, Western Illinois University, Macomb, IL
Shaping the Environment [Powerpoint slides] Personal Collection of Sarah Schoper, Western Illinois University, Macomb, IL Zull, J.E. (2002). The art of changing the brain. Sterling, VA; Stylus Publishing.
REFERENCES