Using Groups in Academic Advising

1. Using Groups in Academic Advising “To learn from one another, students with different backgrounds and from different racial and ethnic groups must interact” Rebecca Ryan Associate Director Cross-College Advising Service University of Wisconsin-Madison rjryan@wisc.edu With special acknowledgment to Nancy King, Kennesaw State University

2. This session • What is “Group Advising”? • Reasons for offering group advising • Benefits and Challenges • Making groups personal • Designing and Assessing • Sharing ideas

3. What is “Group Advising”? • Orientation programs • Freshman seminars and/or capstone courses • Freshmen Interest Groups (FIG) • Learning communities/Residence hall groups • Groups by common interest or special populations (honors/International students/etc.) • Pre-enrollment meetings/group discussions • Common reads/Book clubs

4. Why consider groups? Variety chance to offer information in different ways, appeal to a larger base Necessity Advisor/Advisee ratio; time constraints; Proactive vs. reactive Building Community establishing peer groups; support and collaborate with other units Content Advising is Teaching; presenting baseline information to a group can increase a consistent message ?

5. Why use a group approach? • Necessity(Advisor/Advisee ratio; time constraints; Proactive vs. reactive) • Variety(chance to offer information in different ways, appeal to a larger base) • Building community(establishing peer groups; support and collaborate with other units) • Content(Advising is Teaching; presenting baseline information to a group can increase a consistent message) Other ideas?

6. Group Advising benefits • Can be an important supplement to one-to-one advising • Needs to incorporate principles of developmental advising philosophy • Should be a student-centered process in which advising is a shared responsibility • Can enhance peer involvement and the learning community environment

7. Group Advising Challenges • Impersonal setting? • Presentation ability • Group dynamics • Attendance • Not enough time and/or staff for many individual inquiries following program • No clear agenda or motivation for the group session • Used as a substitute for other types of advising? • Timely topic? • Captive audience?

8. Making Groups personal? Apply developmental principles! • Advising is a shared responsibility between advisor and advisee • Advising contributes to the development of problem solving skills, decision-making skills, exploration of academic and career interests • Advising, when done well, is a form of teaching—group advising is a prime example of this.

9. Designing Group sessions • Choose your perspective: Informational, Relational, Conceptual • Considerations: Venue, timing, staffing (peers?), tracking attendance • Getting the word out: List-serves, email, posters, handbills, etc. • Preparation What do you need? What do the students need?

10. Content Examples • Informational • How to use the student center • What requirements do you have? • Conceptual • Understanding a degree vs. and education • How to use a ‘big picture approach’ to your educational experience • Relational • Use interactive exercises, group discussions, and team building

11. Who should be involved? • Advisors, Counselors, Faculty • Administrators • Students (keynotes, panelists, small group facilitators) • Experts (student leadership, team building, student success, etc. • Guest speakers • Entertainers Others?

12. Your skills are TRANSFERABLE! Do you possess: • An understanding of group dynamics? • Knowledge of student development? • Strong facilitation skills? • Confident and solid public speaking skills? • Collaborative, team playing attitude? • Adaptable problem-solving? • A sense of humor?

13. Successful group advising depends on: • Positive group dynamics/facilitation strategies • Introductions; icebreakers; group activities • Agenda and outline for program, goals clearly defined, program is aligned with learning outcomes • A climate of mutual trust and respect • Interaction among participants • Advisor knowledge of broader campus resources, institutional policies & procedures • Engaging materials/handouts • Time for questions • Evaluation and Feedback

14. Assessment of Group Advising • Both formative and summative evaluation should be done • Pre- and post- measures are helpful • What learning outcomes are you attempting to address? • How does the group fit with the overall mission of the unit? The institution? • Feedback should be collected from the attendees, advisors, and administrators as necessary

15. Thoughts • When done well, Group advising may: • Aid retention • Ease advisor loads • Connect students with a peer group • Promote inter-unit collaborations It DOES NOT replace one-to-one advising, but rather ENHANCES it!

16. Conclusion Regardless of the type of student, or the advising format used, keep in mind two thoughts: “An excellent adviser does the same for the student’s entire curriculum that the excellent teacher does for one course.” Mark Lowenstein, 2005 “Good Advising may be the single most underestimated characteristic of a successful college experience” Richard Light, Making the Most of College, 2001