Academic Advising at Miami University

1. Academic Advising at Miami University Our Role in the Big Picture Christa Branson & Taisha Mikell Advisory Staff Training Summer 2006

2. What is academic advising? “At Miami University academic advising is a developmental process that assists students in their academic decision making by linking students and designated faculty and staff together to communicate and exchange information that will contribute to students reaching their maximum potential” (Miami University, 2003).

3. What is academic advising? “At Miami University academic advising is a developmental process that assists students in their academic decision making by linking students and designated faculty and staff together to communicate and exchange information that will contribute to students reaching their maximum potential” (Miami University, 2003).

4. What is academic advising? “At Miami University academic advising is a developmental process that assists students in their academic decision making by linking students and designated faculty and staff together to communicate and exchange information that will contribute to students reaching their maximum potential” (Miami University, 2003).

5. What is academic advising? “At Miami University academic advising is a developmental process that assists students in their academic decision making by linking students and designated faculty and staff together to communicate and exchange information that will contribute to students reaching their maximum potential” (Miami University, 2003).

6. What is academic advising? “At Miami University academic advising is a developmental process that assists students in their academic decision making by linking students and designated faculty and staff together to communicate and exchange information that will contribute to students reaching their maximum potential” (Miami University, 2003).

7. Key words for our discussion… • Decentralized • Collaborative • Developmental

8. Decentralized

9. Miami University

10. Miami University

11. Academic Divisions & Chief Divisional Advisers • College of Arts and Science (CAS) • Claudia Scott-Pavloff, Assistant Dean • Richard T. Farmer School of Business (BUS) • Marti Kyger, Assistant Dean • School of Education and Allied Professions (EAP) • Roxann Sommers, Student and Academic Services Coordinator

12. School of Engineering and Applied Science (EAS) Brian Kirkmeyer, Assistant Dean School of Fine Arts (SFA) Rosalyn Benson, Assistant Dean School of Interdisciplinary Studies (IDS) Kim Ernsting, Chief Divisional Adviser Academic Divisions & Chief Divisional Advisers

13. Miami University

14. Why Residence Life? “If we could postpone the operation of our present ‘adviser’ system, which is based entirely on academic divisions, and start that with the sophomore year, it would really fit in better with the time at which students naturally are inclined to make vocational decisions. (quote continued…)

15. Then if we could find competent tutors, both men and women, to take residence in our freshman halls, not as proctors butasreal guides and advisers of the freshman, we certainly should be able to be of much greater assistance to these boys and girls than we are at present” (Upham, 1928). Why Residence Life?

16. How does it all work? • Summer Orientation and Registration • First Year Programs • Folder Transfer – February • Transferred to Academic Divisions • Assigned academic adviser • Academic Divisions and Departments

17. Collaborative

18. With whom do we collaborate? • Students • Academic Divisions • Campus Offices

19. What is academic advising? “At Miami University academic advising is a developmental process that assists students in their academic decision making by linking students and designated faculty and staff together to communicate and exchange information that will contribute to students reaching their maximum potential” (Miami University, 2003).

20. Student/Adviser Partnership • The student will: • Think carefully about their personal, academic, and career goals so that they may plan educational goals with the adviser • Discuss with the adviser any special situations affecting academic achievement

21. Student/Adviser Partnership • Become familiar with Miami Bulletin, and other resources • Visit their academic adviser regularly to discuss progress and gain assistance • Acquire and keep useful materials

22. Student “Contrary to those systems in which advisers make decisions for students…students are responsible for making decisions throughout the process” (O’Banion, 1972/94, p.11).

23. Student/Adviser Partnership • The adviser will: • Assist the student in developing personal, educational, and career goals • Assist the student in developing decision-making skills • Provide information concerning all University policies and procedures • Refer the student to support services for assistance

24. Adviser “It is the responsibility of the adviser to provide information and a climate of freedom in which students can best make such decisions.” (O’Banion, 1972/94, p.11)

25. Campus Partners • Academic Divisions and Departments • Scholastic Enhancement Program • Student-Athlete Development Center • Honors and Scholars • ROTC and NROTC

26. Campus Partners • Rinella Learning Center • Learning Disabilities Services • Tutorial Assistance Program • Supplemental Instruction Program • Learning Specialists • Career Exploration and Testing Center and Office of Career Services • Study Abroad and Office of International Education • Offices of the Registrar, Bursar, Student Financial Assistance

28. Developmental

29. What is Developmental Advising? “…Developmental counseling or 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 skills” (Crookston, 1972/1994, p.5).

30. What is Developmental Advising? “The process of academic advising includes the following dimensions: 1) the exploration of life goals, 2) exploration of vocational goals, 3) program choice, 4) course choice, and 5) scheduling choices” (O’Banion, 1972/94, p.10).

31. How do we do it? Focus Placed On: • Development of academic and intellectual competence • Development of personal identity and philosophy • Interpersonal development • Exploration of career and academic options • Development of an appreciation for diversity

32. Development of academic and intellectual competence Student’s capacity as a thinker and learner, including processes by which a student gathers information, analyzes it, synthesizes it, and evaluates its merit and potential

33. Development of personal identity and philosophy Development of one’s sense of self-discovery and identifying the type of person one would like to become Formation of moral and ethical principle’s to guide one’s life

34. Interpersonal Development One’s interactions with other people, how those interactions affect oneself and others, and how a person can learn to interact with others more effectively and beneficially

35. Exploration of career and academic options Formation of commitments to particular occupation and academic fields

36. Development of an appreciation for diversity Person’s ability to be accepting of others, and appreciative of the many forms of diversity present on the campus and in the world

37. Application!

38. Mission of theDivision of Student Affairs Our commitment is that Miami students will be critically reflective and engaged contributors to a global society, effective communicators, rigorous scholars, and willing team members who welcome the challenge of work on behalf of their communities. Our aspiration is that a Miami graduate’s character will be distinguished by an appreciation for the knowledge of the ages, integrity, and a willingness to act.

39. Mission of the Office of Residence Life The Office of Residence Life strives to provide a safe and supportive environment promoting • purposeful connections to the community, • academic success, • personal development, and • understanding of diversity in an effort to build citizen leaders for the future.

40. Connecting For Action • Development of academic and intellectual competence • Development of personal identity and philosophy • Interpersonal development • Exploration of career and academic options • Development of an appreciation for diversity How do these focal points connect to our guiding missions?

41. We are… • Decentralized • Collaborative • Developmental

42. Questions?

43. References Crookston, B.B. (1972/1994). A developmental view of academic advising as teaching. NACADA Journal, 14(2), 5-9. Miami University (2003). Academic Advising at Miami. Retrieved July 20, 2005, from Miami University Web site: http://www.units.muohio.edu/saf/lrn/advising/index.shtml O’Banion, T. (1972/1994). An academic advising model. NACADA Journal, 14(2), 10-16. Upham, A. H. (1928). Letter to the Committee on Efficiency and Cooperation. Board of Trustees, Miami University.