Downloaded 18 times
Uploaded bySHU Learning & Teaching
Being an Academic Advisor
This document provides an overview and objectives for an online tutorial on being an academic advisor at Sheffield Hallam University. It discusses the key principles and practices of academic advising, including: 1) Ensuring every student has a single named academic advisor for consistent support throughout their course. Advisors monitor academic progression, personal development, and professional development. 2) Academic advising is part of a three-pronged student support strategy along with student support advisors and employability advisors. Advisors must be able to refer students to other services as needed. 3) Nine principles underpin academic advising at the university, including equity, coherence, consistency, and developing trust and respect between advisors and students
More Related Content
Similar to Being an Academic Advisor
More from SHU Learning & Teaching
Being an Academic Advisor
- 1. Being an AcademicAdvisor Development for all Academic Advisors at Sheffield Hallam University Storyboard
- 2. About Being anAcademic Advisor Being an Academic Advisor provides you with essential information relating to your Academic Advising role. You should set aside 20 minutes to work through this tutorial. The tutorial presents key information about the role and uses self-tests to help you think about the practices and principles in relation to your own practice. You are encouraged to make notes and to create a personal action plan for your ongoing development. The tutorial uses text, graphics and video scenarios for which you will need headphones or speakers. Your completion of this tutorial will be recorded by Blackboard so that the University can check engagement with this training.
- 3. Content list You willbe guided to move through this tutorial sequentially. Being an Academic Advisor is structured around two themes: 1. Academic Advising at Sheffield Hallam University 2. Making Academic Advising work for you and your students The tutorial concludes with suggested next steps, prompts for action planning, and links to useful resources. The objectives for the tutorial are set out on the next screen.
- 4. Objectives Being an AcademicAdvisor, • Introduces the University's updated Academic Advising Framework, the purpose of academic advice, its underpinning principles, values and ways of working; • Explains how Academic Advising relates to a student's academic progression, their Personal and Professional Development, and its connection to student support and careers support; • Explains how good consistent practice can be adopted to reflect your course context; • Explains your role and responsibilities as an Academic Advisors at Sheffield Hallam University and lists further development opportunities.
- 5. Academic Advising atSheffield Hallam University Section 1 Advice
- 6. Academic Advising atSheffield Hallam University Every student is challenged and supported consistently and regularly to succeed academically, whatever their course. Every student at Sheffield Hallam University has a single named Academic Advisor for the duration of their course. Advice
- 7. Academic Advising atSheffield Hallam University Academic Advising is one of three dimensions of the University's student support strategy. Links to information about Student Support and Employability Advice is provided at the end of this tutorial The University’s Student Support model • creates an environment in which all of our students are challenged, supported and encouraged to succeed. • Provides a consistent, co-ordinated and integrated model of support so students can access the right level of support at the right time. A key attribute of the Academic Advisor is your ability to signpost students
- 8. The model placesthe student at the centre of its design, enabling self-service through an online portal or through a single frontline function for queries and signposting to specialist support services. Academic Advising at Sheffield Hallam University Your students will mostly access Academic Advising through scheduled contact time arranged by you. However, as one of three dimensions of the University's student support strategy your students may be referred back to you through the University’s Student Support model. The model is being developed to create a unified approach to booking appointments for students (2018-19)
- 9. Academic Advising at SheffieldHallam University Supporting a student is complex and, as an Academic Advisor, you may need to consider who else can help. Sometimes you will need to refer students on to Student Support Advisors and Employability Advisors where they can access more specialised personal and professional support. Advisors in each of the three roles must be alert, therefore, to the different types of need that students have. Up-to-date information on services and signposting is available through the Academic Advising online toolkit: https://blogs.shu.ac.uk/academicadvising/ Challenge, Support and Encourage
- 10. Three Dimensions ofAcademic Advice a personal point of contact “The face of the University”
- 11. Academic Advising atSheffield Hallam University As a student’s named Academic Advisor, you monitor and support their academic progression through to the successful completion of their course. You ensure your students successfully transition • onto their course • through each level, • into and out of placements, and • through to graduation and into employment or further study. A student’s Academic Advisor is a constant point of personal contact who offers a consistent and regular level of support throughout their course especially at key transition points.
- 12. The Academic Advisor'srole Academic Progression You are proactive. You monitor your students' academic performance and engagement. You support your students to reflect on their progress and achievement. You develop their capabilities so that they can manage their own learning and ongoing development. As Academic Advisor you support your student's:
- 13. The Academic Advisor'srole Personal Development You are a personal point of contact. You are approachable and ready to listen sympathetically to student concerns. You are accessible and stay in regular contact with them throughout their studies. You develop your students so that they are active members of their academic community. As Academic Advisor you support your student's:
- 14. The Academic Advisor'srole Professional Development You develop your students' professional thinking and foster their professional identity. You support your students to make connections between their academic work and their life aspirations. You provide academic advice on the relationship of academic knowledge, skills and dispositions to their professional outlook. You discuss possibilities for study and work beyond university. As Academic Advisor you support your student's:
- 15. Principles underpinning academicsuccess The Academic Advice Principles explain the critical dimensions of being effective in this role. Principles enable you to adapt your Academic Advising practice so that it consistently supports your students in ways that are appropriate to your course context. Academic Advice at Sheffield Hallam University is based on principles set out by the NUS in their Academic Support Benchmarking Tool (2015) https://www.nusconnect.org.uk/resources/academic-support-benchmarking-tool
- 16. Principles underpinning academicadvising Academic Advice at Sheffield Hallam University is based on the following 9 principles: i. Equity - all students have access to high quality academic advice. ii. Coherence - professional services and academic staff work together to ensure a holistic experience of academic and student support for students. iii. Consistent – the Academic Advice Framework is consistently implemented. iv. Supported - staff offering academic advice to students are appropriately trained and developed. v. Regular and structured – academic advice will be regular and structured. vi. Proactive monitoring of student progression - Academic Advisors will provide advice and guidance to help their students progress and develop towards their chosen goals. vii. Clear, accessible, up-to-date - all students receive clear, accessible, up-to-date information about academic advice at appropriate times and in an appropriate format. viii. Equality – academic advice is based on respect for individual learners and diverse learning communities and supports equality of opportunity for learners. ix. Trust and respect - academic advisors and students strive to develop an effective working relationship based on mutual trust and respect. These principles establish a consistent and adaptable approach appropriate to the specific needs of all of the University's courses.
- 17. Principles underpinning academicadvising Equity all students have access to high quality academic advice Coherence professional services and academic staff work together to ensure a holistic experience of academic and student support for students Consistent the Academic Advice Framework is consistently implemented Supported staff offering academic advice to students are appropriately trained and developed Activity Consider each of the principles and note their implications for your practice.
- 18. Activity Consider each ofthe principles and note their implications for your practice. Trust and respect academic advisors and students will strive to develop an effective working relationship based on mutual trust and respect. Principles underpinning academic advising Regular & Structured academic advice is regular and structured Proactive monitoring of student progression Academic Advisors provide advice and guidance to help students’ progression and development towards their chosen goals Clear, Accessible & Up-to-date all students receive clear, accessible, up to date information about academic advice at appropriate times and in an appropriate format Equality academic advice is based on respect for individual learners and diverse learning communities and supports equality of opportunity for learners Notes Make a list of the implications and discuss these with colleagues.
- 19. Follow-up Action 1. Arrangeto discuss the principles with your colleagues. Compare how you apply them in your practices. 2. Arrange to discuss the principles with your students. What do they think is most important? Why? Comparing your understanding of the Academic Advising role with colleagues leads to consistency of practice and message. Involving students each year in improving the way you advise them • helps them to understand its value; • develops their sense of ownership over their personal academic and professional development; • leads to better student engagement. Questions to consider: Do you think some principles are more important than others? Would your colleagues agree? Would your students agree? Principles underpinning academic advising Support is “…regularly reviewed by staff and students in partnership, and a continual process of enhancement is informed by sector leading best practice.“ – NUS principle of best practice
- 20. Making Academic Advisingwork for you and your students Section 2 The Academic Advising Principles underpin a minimum set of requirements for the Academic Advisor's role and provide the basis for consistent and equitable practice. This section explores the Academic Advisor’s responsibilities and the nature of your role.
- 21. Why you area great Academic Advisor! Research, internally and across the sector, has identified a number of positive attributes in staff who embrace this role. You are, • Approachable • Responsible • Helpful • Friendly, and • Knowledgeable Students value advisors who care about how they settle into university and help them to grow in confidence as they develop through their time at university. They value the knowledge and experience that advisors can share. Many academics believe that challenging, supporting, and encouraging their students academically is central to their professional motivation.
- 22. Why you area great Academic Advisor! video scenario 1: problem You are meeting one of your students for the first time. View this video and think about how you would begin to respond to your student. On the next page, review the response.
- 23. Your student isshowing signs of anxiety. He has depended on strategies at school that have worked well enough, but he is now doubting whether he is suited to university academically. Some things to note: • You have already created a degree of trust - he knew he could come and talk to you one-to-one. • You have met students like him many times and you will be able to reassure him that his self-doubts are normal and, even if others seem confident, they will also be working out what is needed. • There will be plenty of opportunities this year to settle into the course and develop a feel for what is needed. • He was accepted onto the course because you believe he is good enough. • You give him some pointers to get him started on his assignment and begin by reading through the brief with him. • You also give him information about student support services. Why you are a great Academic Advisor! video scenario 1: responses
- 24. The Academic Advisor's roleand responsibilities Regular contact The foremost requirement is that every student has regular contact with a named Academic Advisor. It is your responsibility to initiate and maintain contact with your students. As a minimum, scheduled opportunities will occur three times in each academic year. The minimum As an Academic Advisor you set up a minimum of three scheduled Academic Advising opportunities each academic year, one of which will be in the first three weeks of the academic year to support induction and transition. Contact, sessions or meetings? In most cases you will engage your student groups in face-to- face workshops and personal tutorials. In some situations, you might decide it is more effective to use webinars or other forms of contact.
- 25. The Academic Advisor's roleand responsibilities Being proactive Being proactive may mean, • Spending time explaining the value of Academic Advising when you first meet your students; • Planning a structured approach to scheduled sessions reflecting key challenges at different points in the course; • Being prepared; • Having time for questions and discussion; • Involving your students as a group to clarify and fine-tune the way you run your Academic Advising; • Providing information about your availability; • Reminding students in advance of scheduled sessions; • Being aware of support services and ready to signpost them to students; • Being alert at key stress times, e.g. in the lead up to assessments and the publication of results and feedback; • Meeting periodically with other Academic Advisors to discuss good practice, emerging issues, and consistency. Beyond the minimum As an Academic Advisor you are accessible and ready to make proactive interventions. Activity: What else does being a proactive Academic Advisor mean? List other good proactive practices that would work for you. Discuss these with colleagues to ensure consistency across your area.
- 26. Unexpected Drop video scenario2 : problem It’s late Semester 1, Year 2 and you are meeting your students to discuss their progress after receiving their marks for two of their modules. One of your students is troubled when you ask why her grades are markedly lower than her end of Year 1 grades. After all, they have shown every sign of being an excellent student until this point and you are concerned about what has happened. How would you respond?
- 27. As Academic Advisoryou have responsibility for pastoral support. Your students may see you as the only responsible adult they can turn to, or they may be unsure about the extent to which they can confide in you. Here are some of the things you could do immediately, • Give her the space to say what she needs to say. Listen, don't try to solve problems, but be empathetic. • Reassure her, through your response, that opening up has been the right thing to do. • Your immediate concern is her wellbeing. When she is ready you can ask her whether she has confided in anyone else and whether she feels she needs more support. • You reassure her that you will support her. • You explain what other support is available and refer her on to her Student Support Advisor who will be able to provide more support and advice including extenuating circumstances. • Tell her how well she has done to be attending teaching sessions and to have completed and submitted the assessments in such difficult circumstances. • Again, reassure her - many students have difficulties during their course but with support and encouragement their grades pick up and do well. • You are both concerned that this might continue to affect her academic performance and arrange to meet again to talk through strategies for addressing this. Unexpected Drop video scenario 2: responses
- 28. Signposting Your student's StudentSupport Advisor has a range of practical supportive strategies and tools. For example, • Big White Wall is a free online service and provides an immediate, 24/7 response that can help in many circumstances (see wellbeing pages) • Her advisor can talk through options such as extenuating circumstances, Request to Repeat an Assessment Attempt (RRAA), and break in study. • If your student wants a listening ear then the Multifaith Chaplaincy is an option, whether they have a faith or not. Unexpected Disclosure video scenario 2: connections
- 29. The Academic Advisor's roleand responsibilities Maintaining records of meetings and follow-up actions You need to keep a record for each student. There are two aspects to this: 1. An objective record that succinctly records what you have discussed and agreed. 2. Your notes about the meeting to remind you of emerging developments and any concerns that you think you should keep an eye on. You and your student may decide to produce the agreed record together with. Both of you can keep it as a record of progress. It will include agreed actions assigned to each of you with a date for completion. This record may provide a useful starting point for your next meeting. Making good notes Don’t let note making get in the way of good conversations. Don’t write copious notes. Do make notes • succinct, • objective, • clear, • actionable. Data protection Your students have the right to ask you for any information you keep on them. Ensure your notes are clear and not open to misinterpretation.
- 30. What next? video scenario3 : problem It’s Semester 1 and you’re are meeting with one of your Level 6 students who has returned to Uni in an anxious state. It seems that they have not really thought about life after graduation until now and they are really unsure about what to do. How would you respond?
- 31. Your student needsto make an informed decision about her future and there are several ways to gather that information. Here are some ideas for how you can advise your student. • Reassure your student. It is late in the day, but there is still time to significantly improve the situation. • Listening to and thinking about what your student’s peers have done is a good idea. She can consider how his own thinking and aspirations are similar or different to them, and why. This should provide some clues immediately. • As her Academic Advisor, you are perfectly positioned to reflect with your student on their experience of the course, module by module, and discuss what they have learnt about themselves from the various formative and summative activities with which they have been involved. For each module, explore how they felt - not just the content. • Talk them through the entrance requirements for postgraduate courses and discuss with them what their end degree classification might be, and what actions they can take to improve it. • Discuss what they have actually done outside class and term time, going as far back as their school years. How has your student learnt about themselves over the years? Through what experiences? • Finally, and perhaps most importantly, the University has professional Employability Consultants in Careers who can provide the practical support to help your student address the situation. You provide them with information that you have to hand on how to contact them. What next? video scenario 3 : responses
- 32. Review of yourresponsibilities Academic Advisors will: • act as a personal academic contact for students throughout their time at the university; • initiate and maintain contact throughout their studies with the students they advise; • assist students with the process of induction to university life; • contact their students a minimum of 3 times in each year of study: in the first 3 weeks of the academic year to support induction and transition, and once in each semester to review academic progress and offer advice to support their students' success; • identify times to be available to meet with their students; • communicate their availability and contact details clearly at the start of the academic year; • inform students in advance of the purpose of meetings and any of preparation they need to complete before attending; • maintain records of meetings and any follow-up actions agreed; • listen sympathetically and respond actively to student concerns; • refer students on to other specialist student services as necessary; • work with colleagues (academic and professional) to provide a comprehensive, consistent and effective approach to academic support; • provide a reference for their students on request; • engage in professional development activities in order to meet requirements of the role and maintain their professional standing as an Academic Advisor. from the Sheffield Hallam University’s Academic Advice Framework (2018)
- 33. Student Engagement inAcademic Advising Consider the following scenario Perhaps your main challenge is to ensure good student engagement. Students must want to come. Initially you had a good engagement, but only three of your original 15 Level 5 students turned up last week. You know you need to address this - but how? Activity: How do you address the dwindling turnout from your Level 5 students and ensure that next year’s students maintain their engagement? Select one of the following then check the recommended answers on the next screen. The Academic Advisor's role A1. Tell your students that if they don't come next time, they're on their own. A2. Change the time, offer alternative sessions, and focus on practical skills development where they clearly have a need. A3. Find out from your students what will work best, focus on their needs, and engage them beforehand.
- 34. The Academic Advisor'srole A1. Tell your students that if they don't come next time, they're on their own. No, this might be tempting but is not acceptable! You need to make every effort to find out why individuals don’t come. Ask them what they want at this point in their course. This is more than what you think they need. A2. Change the time, offer alternative sessions, and focus on practical skills development where they clearly have a need. Yes, you could do this but you also need to think about what’s manageable and whether your colleagues could be so flexible with their students – it might not be realistic. A3. Find out from your students what will work best, focus on their needs, engage them beforehand. Yes, this is probably best and make sure Academic Advising sessions are perceived to be enjoyable and useful. On the next screen we review more ways to develop engagement. Promoting Student Engagement in Academic Advising
- 35. Promoting Student Engagementin Academic Advising The Academic Advisor's role Find out what your students want e.g. talk to them between sessions, ask course reps, use online request forms, etc. Know what your students need e.g. what are they having to deal with in terms of transition, assessment types, feedback messages, challenges by level, etc. Make it useful and just-in-time - post an outline of a draft plan and ask for feedback, invite questions, leave space to discuss ‘hot’ issues, etc. Make sure the time and the place is accessible – book the room for the session beforehand and post this well in advance. Check time zones for online students. Engage students in forthcoming sessions well in advance e.g. end of lecture and Blackboard announcements. Be productive and make good use of time. Make it enjoyable! Ensure students take away positive memories. Advisor-student relationships should feel positive. If running group sessions, create opportunities for peer support as this can extend beyond scheduled time and build a sense of community.
- 36. Student Entitlements andResponsibilities You should ensure your students are provided with information about how to provide feedback on the academic advice they receive. Students are expected to: • attend all scheduled meetings with their Academic Advisor; • communicate with their Academic Advisor if for any reason they are unable to attend these meetings or reschedule the meeting at an agreed alternative time; • take an active role in reflecting on their progress and managing their own academic and professional development; • take the initiative in raising difficulties that impact their ability to study; • be proactive in identifying and accessing any relevant specialist support offered by the university; • maintain records of actions agreed academic advisor. from the Sheffield Hallam University’s Academic Advice Framework (2018) Trust and respect Principle: Academic Advisors and students strive to develop an effective working relationship based on mutual trust and respect
- 37. Next Steps Links to: Notestemplate We strongly encourage all Academic Advisors to establish a Professional Development Portfolio to record and reflect on practice. Link to Personal Development Planning space in PebblePad Following this required introduction, staff acting as an Academic Advisor can expect the following: • Appropriate access to continuing staff development. • Up-to-date information about the range of support delivered by professional services to enable referral to the appropriate specialist services if required; • Access to appropriate space to conduct academic advice sessions as required; • Ongoing support from a senior and experienced academic advisor within each department; • Recognition of the Academic Advisor role in supporting an excellent student experience through allocation of time and inclusion in professional development review. Professional Recognition Your experience as an Academic Advisor provides you with evidence of how you remain in good standing as a Fellow of the Higher Education Academy and gives you opportunities for development as a Senior Fellow. For example, Academic Advising practice is likely to map to at least the following dimensions: A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices K3 How students learn, both generally and within their subject/disciplinary area(s) V1 Respect individual learners and diverse learning communities V2 Promote participation in higher education and equality of opportunity for learners
- 38. Next Steps You haveconsidered, • the essential information needed to be an Academic Advisor at Sheffield Hallam University and how this is based on a set of established principles. • your role, its associated responsibilities and good practices • some aspects of what this role means to you and your own students in practice. Your Notes You should have notes on: • How the principles relate to your practice and the experience of your students. • How you and your peers will ensure academic advising in your area in consistent. • How you are going to approach the planning of scheduled contact. • What being proactive means to you in your Academic Advising role. Use these notes as the basis for discussing the role with your colleagues and planning your further development.
- 39. Next Steps Speak toyour line manager or your Faculty's Senior Advisor about further development opportunities. You may still have important questions about this role. It’s not easy and you need to establish a supportive peer community. Talking with your colleagues about: • Sharing practice • How you can support each other • How you can be consistent. The Academic Advising toolkit in Teaching & Assessment Essentials is a key resource to support you in this role. Don’t forget: There is a range of support across the University for your students. Check the Academic Advising Toolkit for links. Links Academic Advising toolkit: https://blogs.shu.ac.uk/ academicadvising/ There are opportunities for you to seek accreditation in this role based upon your experience. We strongly encourage all Academic Advisors to establish a Professional Development Portfolio to record and reflect on your practice as an Academic Advisor. Information on this is available in the toolkit.
Editor's Notes
- #2 Title screen
- #12 [Man by Bradley Avison from the Noun Project]
- #23 Student: “I have no idea what is expected of me since I've started uni and to be honest, I'm terrified. One of the tutors has introduced us to our first assignment and the only way I can see to relate to this is through my A-level experience. My tutor said this is the wrong thing to do…. I don't know where to start; I want to know what is expected so I feel confident and do well on my course. I feel as though everyone around me knows what they are doing and how to approach uni, whereas I don’t have a clue. I'm really worried I will not be able to cope. What do I do?” Actual video is in this Google Drive folder at this URL: https://drive.google.com/drive/folders/124avp8GO6rVwoeC-kAmw1h6xOHdNE9H4?usp=sharing
- #24 Student: “I have no idea what is expected of me since I've started uni and to be honest, I'm terrified. One of the tutors has introduced us to our first assignment and the only way I can see to relate to this is through my A-level experience. My tutor said this is the wrong thing to do…. I don't know where to start; I want to know what is expected so I feel confident and do well on my course. I feel as though everyone around me knows what they are doing and how to approach uni, whereas I don’t have a clue. I'm really worried I will not be able to cope. What do I do?” Your student is showing signs of anxiety. He has depended on strategies at school that have worked well enough, but he is now doubting whether he is suited to university academically. Some things to note: • You have already created a degree of trust - he knew he could come and talk to you one-to-one • You have met students like him many times and you will be able to reassure him that his self-doubts are normal and, even if others seem confident, they will also be working out what is needed. • There will be plenty of opportunities this year to settle into the course and develop a feel for what is needed. • He was accepted onto the course because you believe he is good enough. • You give him some pointers to get him started on his assignment and begin by reading through the brief with him.
- #25 (CC) clock by Dinosoft Labs from the Noun Project
- #26 (CC) clock by Dinosoft Labs from the Noun Project
- #27 Student: "I'm in a really difficult place at the moment; I know full well my assignment wasn’t done to the best of my ability, but it isn't a priority at the moment. " (The student pauses and is uncertain about continuing. She looks up) Student: "My mum got diagnosed with cancer a few weeks ago, so things are very scary right now. The pressures of university are too much. I have no drive to continue at uni until things become clearer at home… I'm really confused because I understand how important this course is to my future but it just seems irrelevant now. I just want to be at home with my family.…" Actual video is on YouTube at this URL: https://www.youtube.com/watch?v=8NeF9uLyTak&feature=youtu.be
- #28 Student: “I have no idea what is expected of me since I've started uni and to be honest, I'm terrified. One of the tutors has introduced us to our first assignment and the only way I can see to relate to this is through my A-level experience. My tutor said this is the wrong thing to do…. I don't know where to start; I want to know what is expected so I feel confident and do well on my course. I feel as though everyone around me knows what they are doing and how to approach uni, whereas I don’t have a clue. I'm really worried I will not be able to cope. What do I do?” Your student is showing signs of anxiety. He has depended on strategies at school that have worked well enough, but he is now doubting whether he is suited to university academically. Some things to note: • You have already created a degree of trust - he knew he could come and talk to you one-to-one • You have met students like him many times and you will be able to reassure him that his self-doubts are normal and, even if others seem confident, they will also be working out what is needed. • There will be plenty of opportunities this year to settle into the course and develop a feel for what is needed. • He was accepted onto the course because you believe he is good enough. • You give him some pointers to get him started on his assignment and begin by reading through the brief with him.
- #30 note by faisalovers from the Noun Project
- #31 Student: "I'm really worried about finishing university and I've really got no idea about what to do next. My mates keep telling me about what they have done over the summer to add to their CV, how job applications they have done and some are even having job interviews. My best mate asked me what I am thinking and I honestly don’t have a clue about any of it. I just don’t know where to start. I had thought about a Masters but I don't think I've got it in me. I've never really had a job whilst at uni because I'm scared of the whole interview process and all that stuff. So my CV is pretty bare. I'm confused because when you finish university you're supposed to have opportunities and options for the future and I seem to have finished with what I started with." Actual video is on YouTube at this URL: https://youtu.be/Jir9yQ3ETMw
- #40 Section 4: Next steps...