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Maureen Schafer Associate Director Academic Advising Center The University of Iowa Carrie Morris PowerPoint PPT Presentation


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Get the Conversation S tarted : Helping Students With No Interests. Maureen Schafer Associate Director Academic Advising Center The University of Iowa Carrie Morris Academic Advisor Academic Advising Center The University of Iowa. Academic Advising Center at Iowa.

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Maureen Schafer Associate Director Academic Advising Center The University of Iowa Carrie Morris

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Maureen schafer associate director academic advising center the university of iowa carrie morris

Get the Conversation Started:

Helping Students With No Interests

Maureen Schafer

Associate Director

Academic Advising Center

The University of Iowa

Carrie Morris

Academic Advisor

Academic Advising Center

The University of Iowa


Academic advising center at iowa

Academic Advising Center at Iowa

43 Professional Academic Advisors

Advise most students entering the University at least through their first year

Advise Open Majors

Open Majors Committee


Our time together

Our time together…..

Define students with no interests

Discuss what we as advisors bring to the table

Discuss strategies for getting a conversation started to help these students move forward

Advising Homework - My Blueprint


Diversity of open majors

Diversity of Open Majors

Completely open but interested in many areas

Narrowed down to 3 main areas or majors

NO INTERESTS AT ALL

The double whammy – NO INTERESTS AT ALL and NO MOTIVATION TO FIND ANY


Signs a student might be struggling to identify interests

Signs a student might be struggling toidentify interests:

Unable to articulate courses or careers of interest

No outside-of-class experiences have been enjoyable

Apathetic, not excited about major exploration process

Looking for answers but without a lot of self-knowledge


Advising challenges

Advising Challenges

If a student doesn’t share a lot of information about his/herself, it can be hard for us to help

It can be challenging to be enthusiastic when the student is not

It is tempting to show them the list of majors and ask them to choose

Time constraints


How to f ight the frustration

How to fight the frustration?

Recognize and understand our response.

Get the conversation started!


What do we as a dvisors b ring to the t able

What do we as advisors bring to the table?

Can we identify with these students or do they frustrate us? Why?

Did we have a lot of interests as college students?

Is the student getting your best advising?


Uncovering the l ayers

Uncovering the layers

  • Why the lack of interest?

    • A result of their background, schooling, family?

  • Lack of interest may be masking

    other issues.


Guiding framework

Guiding Framework

Virginia Gordon’s 3-I Process

Inquire

Inform

Integrate


Virginia gordon s 3 i process

Virginia Gordon’s 3-I Process

  • Inquire

    • “involves identifying students’ academic and career concerns, clarifying their needs, and making appropriate responses that help them move to the information-collecting phase.” (p. 47)


Virginia gordon s 3 i process1

Virginia Gordon’s 3-I Process

  • Inform

    • Involves “the acquisition and effective use of educational and career information.” (p. 63)

  • Integrate

    • “advisors and students determine what additional assistance is needed to help students organize and make meaningful connections between the information sources they have collected.” (p. 79)


What do we do

What do we do?

Get the conversation started!


B e honest with the student

Be honest with the student

This is normal.

This is a process. It takes hard work and time!


Use open ended q uestions

Use open-ended questions

The wonderful word ‘WHY’

“Tell me more about that”

“What was your favorite part?”

Letting them speak, looking for the nugget


Persevere through u ncomfortable m oments

Persevere through uncomfortable moments

  • Sit through uncomfortable silence

  • Ask the difficult questions

    • “Do you want to be in college?”

  • Be ready for strong emotions


How does your student operate best

How does your student operate best?

Extroverts process ideas while talking

Introverts prefer to process ideas alone first and then talk about them

Use appointment time wisely

Advising homework


My blueprint

My Blueprint


Our experience with my blueprint

Our experience with My Blueprint

  • An option for staff

  • Most successful when started in the appointment

  • Challenges:

    • Takes time

    • Advisors feel they must have the answers, connect the dots


Recommendations for using m y b lueprint

Recommendations for using My Blueprint

Provide training on how to use it

Provide examples/success stories of how it is used

Allow flexibility


Closing the a ppointment with a p lan

Closing the appointment with a plan

Goal is to have them feel like they accomplished something (even small!) and that they have a plan for moving forward.

We want to leave them with a tangible reminder of what we have discussed.


Assigning advising homework

Assigning Advising Homework

  • Assess their willingness for doing some work on their own

  • Determine together what they are ready to do

  • Coach on next steps


My blueprint planning side

My Blueprint-planning side


Accountability is important

Accountability is important!

Follow up – an important part of this process

Make note of what you agreed they would do so you can ask next time

Tell the student when you will follow up


Final thoughts

Final Thoughts

These students can be challenging.

Goal is to make small steps to get the conversation started.

Advising strategies/tools can help you through this process.

Remember that these students require more time and guidance but they can find their way!


Comments ideas

Comments…Ideas


Thank you

Thank You!

Maureen Schafer

Associate Director, Academic Advising Center

The University of Iowa

[email protected]

Carrie Morris

Academic Advisor, Academic Advising Center

The University of Iowa

[email protected]


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