These comments were prepared by me, Terri
Dautcher, for a 2014 PSU Faculty Week workshop about Motivational Advising. Comments and suggestions for improving this information can be sent to tldautcher@gmail.com. You can also reach me by text or voice at 603 254-6262.
- My goal as an advisor is to:
- Establish developmentally supportive relationships
o
Approach my advisees with compassion &
empathy, remembering that I am perceived as 'holding the power' in the
relationship, and that I must use my power with care.
o
Create an environment where students don't become
emotionally distracted as the result of my interactions. I don't want to elicit fear or feelings of
being judged or overwhelmed, all of which can disrupt focus and engagement.
o
I want to use my energy to help students feel
powerful, confident and in control of their outcomes. If I vibrate with 'you can absolutely do
this' energy, the student will mirror that belief.
·
I want to understand how students perceive
themselves; what they believe about their potential. If the student has counter-productive self-perceptions,
I want to help the student develop a plan to shift those internal conversations
onto a more positive talk track.
·
Help advisees cultivate a vision for their future
success
o
For some students that's short-term (GPA, degree
completion)
o
For some students that's long-term (career
goals, debt repayment goals)
·
Offer guidance to support major, minor and
elective course selection that will motivate the student to engage and be
successful while at PSU, and support long-term goals. (GPA, degree completion
and long-term satisfaction)
·
Prepare students to successfully navigate the processes
necessary to completion a degree
o
Sequence courses
o
GPA requirements
o
Preparations for a 'study away' experience
o
Internship or independent study planning
·
Work with students to identify potential
barriers to success & run interference if possible
o
Study skills, writing or math challenges
o
Substance use
o
Roommate / housing issues
o
Family concerns
o
Financial concerns
·
Assist with career-readiness & job search
preparation
·
Celebrate their successes
Step 1 - Connect (5 - 8 minutes)
·
I take a few seconds to really focus myself, so
that I can be truly attentive to the student.
·
For new advisees:
o
Describe my style of advising;
§
I'm kind
of like a coach who is going to teach you
what you need to know to earn your degree;
§
I'm a resource
who can help you if stuff gets wonky in ANY way. We just need to start to build a relationship. What works best is if you come to see me from
time to time, and definitely let me know if/when you need help with anything.
§
You're
sitting in a 'no judgment zone'. I don't
want you to ever get hung up on needed to earn my approval; don't get worried
about disappointing me. I'm here to
help, not judge you.
§
I am going to push you to do your best and
help you reach your potential, just like any good coach.
·
For existing advisees:
o
Check on progress in prior semester or academic
semester in progress, and discuss any issues.
§
Tell me
how the semester is going so far. What
classes are going well? Are there any
classes that are going to be a challenge for you?
o
Look for any physical or behavioral changes in
advisee; skin, weight loss, nervousness.
If I have concerns about changes in appearance or behavior I usually make
a broad statement (not a question) about wellness.
§
I want to
make sure you're doing okay in terms of your health, your living situation,
financially.... If there is anything
going on that you need to talk with about, or get help with...if there is
nonsense happening or you're dealing with anything you need you just need to let
me know. I can only help with stuff if you let me know what's going on.
o
If a student gives me any indication that there
are issues to address, I sometimes shift the advising session and focus on
addressing issues that have surfaced. We
reschedule another time for academic advising, and then work on getting a short-term
action plan in place to help address issues.
I put a reminder in my calendar to follow-up with a student on the
agreed upon plan. I also usually send a
'care' email.
Step 2 - Shift to Academic Planning (1
minute)
·
Every advisee gets a file folder that I label
'Degree Progress'. I coach students to
keep the folder with things they bring back with them every semester, and to
bring the folder to each session, explaining that we'll use it to keep
important information.
·
I look up the student's PIN and registration
date, and write it on the inside of the student's Degree Progress folder.
Step 3 - Review Degree Progress (10
minutes)
·
I have the student log into their MyPlymouth and
navigate to the DegreeWorks screen.
·
I go through a quick review of credits
completed, credits remaining and the time it will take for the student to
complete the degree.
o
This is where I review how the student can
reduce time-to-degree and cost to degree
o
The time to degree illustration can be placed in
the folder.
o
I have the student toggle over and take a quick
look at the PSU Loan History PDF and confirm that they are making the
connection between time to degree and cost to degree.
·
I often will work through a quick degree
progress audit using a paper copy of the curriculum planning guide while referring
to the DegreeWorks screen, just to ensure that the student is paying attention
to the details of their progress and remaining courses. My decision to do this depends on the student's
grasp of their degree progress and level of engagement in the academic planning
process. The paper audit also goes in
the folder.
·
First
Year Planning: I focus on
satisfaction with major selection, academic performance and adjustment to the
PSU environment. I also ask about issues
with retention in order to determine if they are planning to return or already
considering a need or desire to transfer.
I also ask about, and encourage student organization involvement.
·
Sophomore
Year Planning: We talk about minors, sometimes I print a few curriculum
planning guides for minors if a student indicates interest, and suggest we talk
about it in more detail at a follow-up meeting. I will add the follow-up to a
'to do' list on a blank piece of paper.
·
Junior
Year Planning: We talk about
study-way options, internships, and independent study options. Again, follow-up goes on a blank 'to do'
sheet.
·
Senior
Year Planning: It's important to confirm that students' majors and minors are accurately reflected in DegreeWorks. If the student has not updated paperwork (major & minor declaration forms), now is the time it must be done. Seniors who hope to walk in graduation in the spring must also complete a Degree Request & Commencement Participation form (found on the forms link on the home page of this site). The focus during senior sessions is on career & budget preparation. For some students graduate school is also a
consideration. In the spring semesters, I invite all of my senior students to
sign up for an hour-long appointment just to discuss career & personal
financial planning.
Step 4 - Discuss Next Semester Registration
(8 minutes)
·
On a blank piece of paper, usually above the 'to
do' list that I've started, I make a quick list of the courses that the student
still needs to take, or in the case of Gen Ed, the category of courses required
/ remaining.
·
In some instances I make faculty recommendations
based on students' learning styles or a desire to expose them to a faculty
member for professional development reasons.
·
I confirm that they know how to use the Course
Search information, and create a schedule.
·
I tell them to sign up for another appointment
if they want a follow-up before the day of registration.