Distance Learning Advisor Training

Distance Learning Advisor
Training

What you do has value
 “…good advising may be the single most
underestimated characteristic of a successful college
experience.” Light (2001).
 “Academic advising is integral to fulfilling the
teaching and learning mission of higher education.”
Nutt (2003).

Advising is…..
 “A series of intentional interactions with a
curriculum, a pedagogy and a set of student learning
outcomes.” National Academic Advising Association
(2006). NACADA Concept of Academic Advising
 Prescriptive and developmental

Prescriptive Developmental
 Advice is given to a
student, but “once
advice is given, it is up
to the student to do
what is prescribed.”
Crookston (1972).
 “Advising gradually
shifts the responsibility
to students by helping
them develop problem
solving and decision-
making skills.” Gordon
(2008).
Advising is prescriptive and developmental

Advising is concerned…
 “…not only with a specific personal or vocational
decision but also with facilitating the student’s
rational processes, environmental and interpersonal
interactions, behavior awareness , and problem
solving, decision making and evaluation of skills.”
Crookston (1972/94)

Blending
Prescriptive and
Developmental
 The process of academic advising includes the
following dimensions:
 1) exploration of life goals
 2)exploration of vocational goals
 3)program choice
 4)course choice
 5)scheduling courses

Empower your advisees.
“Students are
responsible for
making decisions
throughout the
process. It is the
responsibility of the
advisor to provide
information and a
climate of freedom in
which students can
best make such
decisions.”
O’Banion (1972/94).

Conceptual
understand what you are
doing and why
Informational
have good information
and a reasonable
comfort level with
technology
Relational
build relationships and
know your limits

Conceptual: History of Advising
First Advising Era: Advising not yet defined
Harvard College, 1636

 “A new rule has been established that each student shall choose from among the faculty
some one who is to be his adviser and friend in all matters which assistance is desired
and is to be the medium of communication between student and faculty.”
~Rutherford B. Hayes , junior at Kenyon College (June 1841)

Second Advising Era: advising defined but unexamined
“The adviser’s relation to the student is like that of a lawyer to his client or of a physician to one who seeks
his counsel. The office is not that of an inspector, nor of a proctor, nor of a recipient of excuses, nor of a
distance and unapproachable embodiment of the Faculty. It is the adviser’s business to listen to
difficulties which the student assigned to him may bring to his notice; to act as his representative if any
collective action is necessary on the part of the board of instruction; to see that every part of his studies
has received the proper attention.”
~Daniel Coit Gilman, President of John Hopkins University, 1886

Third Advising Era: advising a defined and examined activity
The first Academic Advising Conference ever held was hosted by
California State University and The University of California
~September 30, 1976

First National Conference on Academic Advising
hosted by The University of Vermont
~October, 1977
275 people attended

1979: The National Academic Advising Association
incorporated with 429 charter members
The purpose of the National Academic Advising Association is to promote the
quality of Academic Advising in institutions of higher education, and to this end,
it is dedicated to the support and professional growth of academic advising and
advisors."

Distance Learning Advisor Training

The National Academic Advising Association evolved from the first National
Conference on Academic Advising in 1977
has over 11,000 members
representing all 50 United States, Puerto Rico, Canada, and several other
international countries .

Conceptual: Ethical Considerations
 Ethical Advising: Conforming to
accepted professional standards of
conduct
 “Ethical behavior and ethical
decision making is expected of
individuals in positions of trust.”
Fisher, (2005)
 “Academic advisors repeatedly
confront dilemmas where there is not
one obvious answer. As advisors we
can benefit from being able to draw
on a system of ethical principles. …no
list of ethical principles will envelop
all situations. “ Buck, Moore,
Schwartz & Supon, (2001)
Four fundamental ethical ideals:
 UTILITY
 JUSTICE
 RESPECT FOR PERSONS
 FIDELITY
 Please see detailed information about each
of these in your Online Concierge Manual.

Conceptual: Legal Considerations
 “Students and the
University have a
contractual relationship, in
which advisors, as
representatives of the
University, can bind the
University to certain
actions based on their
actions as advisors. This is
known as the law of
agency.”
Habley, (1999) Robinson, (2004)
For detailed information about points to consider,
please review Legal Considerations in your
Online Concierge Manual.
 Family Educational Rights
and Privacy ACT (FERPA)
1974
 FERPA is a federal law regarding
the privacy of student educational
records and the access provided to
these records. Any educational
institution that receives funds
under any program administered
by the U.S. Secretary of Education
is bound by these requirements.
 Please review MSSU’s FERPA
information, located in your Online
Concierge Manual.

What are you doing and why
are you doing it?

Part of your role is to serve as a bridge between the
student and the institution.

Students
Institutional Policies and
Procedures
Concierge Team
& Advisors
Both students and advisors have responsibilities. Advising takes into
account the unique characteristics of your institution, including it’s
mission, vision and values.

Our Mission
 Missouri Southern State University is a state-
supported, comprehensive university offering
programs leading to undergraduate and graduate
degree.
Central to our mission is a strong commitment to
international education, liberal arts, professional and
pre-professional programs and the complementary
relationship that must exist among them to prepare
individuals for success in careers and lifelong
learning.

Our Vision
 Missouri Southern State University will be recognized as a leader in
offering undergraduate and graduate degree programs that foster the
total education of each student. In order to remain loyal to the trust
given to the University by the people of the State of Missouri, Missouri
Southern State University will:
 Fulfill its mission and objectives in an honorable and ethical manner ;
 Periodically review its mission in light of contemporary changes in
society and in the needs of the people of Missouri and our
communities;
 Continually assess the effectiveness of its programs in order to ensure
their quality and integrity.

Our Values
 International Education
The University prepares its students to be global citizens in fulfillment of its statewide mission.
 Liberal Arts Education
The University commits to a comprehensive program of general education requirements for all
students.
 Teaching and Learning
The University provides exemplary teaching and learning as supported by scholarship and
creative expression.
 Student Success
The University commits to the academic, personal and career success of its students.
 Community Service
The University leads the intellectual, creative, cultural and economic advancement of our
communities.

O N L I N E A C A D E M I C A D V I S I N G P R O V I D E S
O N L I N E U N D E C L A R E D S T U D E N T S A N D
O N L I N E B A C H E L O R S O F G E N E R A L S T U D I E S C A N D I D A T E S
A C A D E M I C A D V I S I N G S E R V I C E S W H I C H E N C O U R A G E
I N F O R M E D A C A D E M I C D E C I S I O N M A K I N G , M A J O R A N D
C A R E E R E X P L O R A T I O N
A N D P R O M O T E S T H E
D E V E L O P M E N T O F A C A D E M I C , C A R E E R A N D L I F E L O N G
L E A R N I N G S K I L L S .
MSSU Online Academic
Advising Mission

* I N T E R N A T I O N A L E D U C A T I O N
• L I B E R A L A R T S
* T O P R E P A R E I N D I V I D U A L S F O R S U C C E S S I N
* C A R E E R S
A N D
* L I F E L O N G L E A R N I N G .
This advising mission is linked
to the institutional mission:

I N T E R N A T I O N A L E D U C A T I O N
C O M P R E H E N S I V E P R O G R A M O F G E N E R A L
E D U C A T I O N R E Q U I R E M E N T S F O R A L L
S T U D E N T S
T E A C H I N G A N D L E A R N I N G
S T U D E N T S U C C E S S D E F I N E D A S :
T H E U N I V E R S I T Y C O M M I T S T O T H E
A C A D E M I C , P E R S O N A L A N D C A R E E R S U C C E S S
O F I T S S T U D E N T S .
The advising mission is linked
to the institution’s values:

What do you know and how can
you share it?

(The informational component)”…consists of the facts or knowledge of the
institution that advisors must know to correctly guide advisees through the
completion of their majors and programs.” Nutt, (2006, p. 10)

Where to find
information:
Career websites
Concierge Manual
LioNet
MSSU catalog
MSSU website
What students need you to know
and teach them about:
 Academic calendar/policy/procedures/standards
 Basic Financial Aid (assisting students, FAFSA)
 Degree planning and requirements
 Linking courses together, linking curriculum to careers
 Services available (tutoring, counseling, career services)
 Referral strategies
 Student forms
 Other issues as they arise.

Technology
The Department of
LifeLong Learning is
committed to ensuring
you have the
information you need to
accurately and
efficiently handle
technology as it relates
to your work.
Development in these
areas is available on
DVD and periodically
scheduled live training
sessions.
What students need you to be able to talk to them about:
 Blackboard
 CAPP: can they run and print their own degree audit?
 Email: student email address, etiquette
 Lionet
 SmarThinking
What you need to know about:
 Excellent typing skills
 Computer Literacy
 Excellent email and online ‘netiquette
 Banner screens and codes
 CAPP: can you run a degree audit for course
recommendations?
 LionNet/LionAlert
 Navigating MSSU’s website
 Outlook and calendaring

How do you build and sustain
connections?

Where is your advisee coming from and how can you help him/her grow?

On the ground Online
 How do their needs
differ?
 How do their outcomes
differ?
 What differences in
resources exist for
these two populations?
 What can we do to
enhance the experience
of our online
population?
Who are MSSU’s students?

Be sensitive to the differences And unique needs of groups
 Academically
Underprepared
 Adult Learners
 Age
 At Risk
 Enrollment Status
 First Generation Students
 Gender
 International
 Learning Styles
 LGBTQQ
 Online Learners
 On Probation
 Race & Ethnicity
 Students with Disabilities
 Transfer
 Undecided
 Veterans
 Veterans with Disabilities
Special Populations and Diversity

“The new majority on many college
campuses….Adult learners are
persons who:
“Typically the adult learner is…
 Are no longer financially
dependent upon parents or
guardians or
 Have major life responsibilities
outside schooling through
work, home or community or
 Whose principal identities have
evolved beyond the role of full
time student”
 Over age 24
 Is married
 Has dependents
 Has multiple time constraints
 Able to learn best when
curriculum builds upon the life
experience and interests of the
learner”
Information from CAEL: Benchmarking Study, 1999
Adult Learners

Some shared characteristics
with adult learners
Many of these characteristics
are also risk factors to success.
 Over the age of 24
 Multiple time constraints
 Have dependents
 They may also be:
 Married
 Employed full time
 These students need:
 Regular, frequent
communication with their
advisor
 Time management skills
 Study skills and possibly
tutoring
Distance Learners

 Advising vs. Counseling
(we are not counselors!
Refer to ACTS)
 Asking good questions
 Communication
 Dealing with difficult
students
 Effective documentation
of advising sessions
 Effective referrals to
online/campus
resources
 Listening
 Problem solving
 Reflecting
 Smile: be supportive
and warm
Advising Skills for Distance Advising

References
Council for Adult and Experiential Learning, (1999) Benchmarking study: National adult learners satisfaction-
priorities report . Retrieved from http://www.cael.org/pdfs/ALI_report_2011.
Crookston, B.B., (1994). A developmental view of academic advising as teaching. NACADA Journal, 14, (2), 5-9. Laff,
N.S. (1994).
Folson, P. , Joslin, J., & Yoder, F. (2005) From advisor training to advisor development: Creating a blue print for first-
year academic advisors. NACADA Clearinghouse of Academic Advising Resources website. Retrieved from
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year-Advisors.htm
Habley, W. R. (1986). Advisor training: Whatever happened to instructional design? Presentation presented at ACTS
Workshop. Iowa City, IA: ACT.
Habley, W.R. (2000) Current practices in academic advising. In Gordon, V.N. & Habley, W. R. & Associates (Eds.),
Academic advising: A comprehensive Handbook. (pp 35-43) San Francisco: Jossey-Bass.
Light, R. J. (2001) The power of good advice for students. [Electronic version] The Chronicle Review, B11, Retrieved
from http://chronicle.com/weekly/r47/i25/25b01101.htm.
NACADA, (2011). 25th Annual Academic Advising Summer Institute Session Guide. Proceedings of NACADA Summer
Institute. New Orleans, LA: NACADA.
Nutt, C.L. (2003) Creating advisor training and development programs in advisor training: Exemplary practices in
the development of advisor skills. (pp 9-16) National Academic Advising Monograph Series, no 9. Manhattan, KS;
National Academic Advising Association.
Starks, S. (2011) Distance advising: An invitation to join the discussion. Retrieved on from
http://www.nacada.ksu.edu/AAT/NW34_3.htm#10.

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