دانلود کتاب Academic Advising: A Comprehensive Handbook

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Academic Advising: A Comprehensive Handbook......Page 5
Copyright......Page 6
Contents......Page 7
Preface......Page 11
Foreword......Page 13
The Authors......Page 15
Introduction......Page 35
The First Advising Era......Page 37
The Second Advising Era......Page 39
The Third Advising Era......Page 41
Liberal Arts Colleges......Page 42
Historically Black Colleges and Universities......Page 43
Community Colleges......Page 44
Research Universities......Page 45
For-Profit Institutions......Page 46
Looking To the Future......Page 47
2. Theoretical Foundations of Academic Advising......Page 51
The Role of Theory In Academic Advising......Page 52
Traditional Normative Approaches to Academic Advising......Page 53
Psychosocial-Identity Formation Theories......Page 54
Cognitive-Development Theories......Page 57
Personal Preference or Type Theories......Page 60
Paradigm Expansion: Normative Theories......Page 62
Paradigm Expansion: Analogical Theories......Page 64
Future Theoretical Traditions in Academic Advising......Page 66
3. Ethical Foundations of Academic Advising......Page 70
Ethics and Related Studies......Page 71
A Brief Note on Ethical Theories......Page 72
Basic Ethical Ideals......Page 73
Ethical Principles for Advising......Page 74
Ethical Principles and Ethical Dilemmas......Page 78
Codes of Ethics and Core Values......Page 81
What Laws And Court Decisions Apply?......Page 84
Legal Doctrines and Theories......Page 85
Due Process......Page 86
The Law of Torts and Contracts......Page 89
The Family Educational Rights and Privacy Act......Page 93
FERPA Exceptions......Page 94
Freedom of Speech and Employment......Page 95
Federal Antidiscrimination Laws......Page 96
Civil Rights Issues in Recruitment and Retention Programs......Page 98
Conclusion......Page 99
5. Advising for Student Success......Page 102
What Advisors Need To Know About Student Success in College......Page 103
What Students Say About Advising......Page 104
Lessons for Academic Advisors from Strong-Performing Institutions......Page 108
Principles for Effective Academic Advising......Page 109
Conclusion......Page 115
6. Advising as Teaching and Learning......Page 119
Purposes of a Syllabus......Page 125
Essential Components of a Syllabus......Page 128
Conclusion......Page 133
7. Advising for Career and Life Planning......Page 137
Career-Development Theory And Practice......Page 138
Helping Students Make Educational and Career Decisions......Page 141
Critical Ingredients in Career Advising Interventions......Page 144
Success Factors......Page 146
Conclusion......Page 147
Appendix......Page 150
Part Two: Student Diversity And Student Needs......Page 153
Age......Page 157
Enrollment Status......Page 158
Residence......Page 159
Sexual Orientation......Page 160
Race and Ethnic Group......Page 161
International Students......Page 162
Students with Disabilities......Page 163
Family Issues......Page 164
Mental Health......Page 165
Physical Health......Page 166
Academic Preparation......Page 167
Academic Misconduct......Page 168
Technology And Today\'s Students......Page 169
Implications for Advisors......Page 170
9. Moving into College......Page 176
Preenrollment......Page 177
Transition and Establishment......Page 178
Millennial Students......Page 179
Returning Adult Students......Page 180
International Students......Page 181
Transfer Students......Page 182
Students with Disabilities......Page 183
Students with Mental Health Concerns......Page 184
Parents and Families......Page 185
Conclusion......Page 186
10. Moving through College......Page 191
Types of Transitions......Page 192
The Advising-Counseling Continuum of Responsibilities......Page 193
Background......Page 196
The Advising-Counseling Continuum and Triggers......Page 197
Background......Page 200
Transition Issues......Page 201
The Advising-Counseling Continuum and Triggers......Page 202
Background......Page 204
The Advising-Counseling Continuum and Triggers......Page 205
Conclusion......Page 207
Postcollege Options......Page 212
Step 1: Self-Assessment......Page 213
Step 3: Design a Plan......Page 215
Step 4: Creating a Personal Presidential Cabinet to Help Oversee the Process......Page 216
Step 5: Understand the Nature of Change and Transitions......Page 217
Step 7: Successfully Transitioning into the New Opportunity......Page 219
Conclusion......Page 220
12. Students with Specific Advising Needs......Page 223
Coalition-Building......Page 224
Cultural Competence......Page 225
Relationship-Building......Page 226
Students with Disabilities......Page 227
Adult Learners......Page 228
Student Athletes......Page 230
First-Generation Students......Page 232
High-Ability Students......Page 233
Lesbian, Gay, Bisexual, and Transgender Students......Page 234
Conclusion......Page 236
13. Advising Students of Color and International Students......Page 238
Participation......Page 239
Understanding Cultural Contexts of Students of Color......Page 240
African American Students......Page 241
Asian and Pacific Islander American Students......Page 242
Latino and Latina Students......Page 243
Native American Students......Page 244
Advisors\' Role in Affirming Diversity and Transforming Institutions......Page 245
Specific Strategies and Recommendations for Advisors......Page 246
Build Trust to Make Personal Meaning......Page 247
Be in the Students\' World......Page 248
Demographics......Page 249
Understanding Cultural Contexts and Advising Perceptions of International Students......Page 250
Assumptions......Page 252
Advising Perceptions of International Students In Terms of Their Immigration Status......Page 253
Internationalizing the Campus......Page 254
Specific to Small Institutions......Page 255
Conclusion......Page 256
Part Three: Organization and Delivery of Advising Services......Page 261
14. Vision, Mission, Goals, and Program Objectives for Academic Advising Programs......Page 263
Setting the Stage: Planning In Higher Education......Page 264
The Relational Nature of Vision, Mission, Goals, and Program Objectives......Page 265
Starting with Vision......Page 268
Mission Statements......Page 269
Approaches to the Design of Mission Statements......Page 270
Goals and Program Objectives......Page 272
Strategies for the Design of Goal and Program Objective Statements......Page 273
Conclusion......Page 274
15. Organization of Academic Advising Services......Page 276
Factors Influencing the Organization of Advising......Page 277
Decentralized Models......Page 278
Shared Models......Page 279
Key Components of Effective Advising Programs......Page 282
Advising and Other Campus Services and Offices......Page 283
16. Advising Delivery: Faculty Advising......Page 287
Three Steps toward Realizing the Potential of Faculty Advising......Page 288
Step 1. Changing the Concept and Language of Academic Advising: Making the Link to Learning and Teaching......Page 289
Step 2. Changing the Support of Faculty Advisors: Large-Scale Strategies......Page 291
Step 3. Changing the Support of Faculty Advisors: Small-Scale Strategies......Page 294
Appendix 16. A: Web Resources......Page 297
17. Advising Delivery: Professional Advisors, Counselors, and Other Staff......Page 301
Professional Academic Advisors......Page 302
Strengths of Professional Academic Advisors......Page 303
Challenges of the Professional Academic Advisor......Page 304
Strengths of Professional Counselors......Page 305
Graduate Student Advisors......Page 306
Effective Uses of Graduate Assistants......Page 307
Strengths of Peer Advisors......Page 308
Advising Support Staff......Page 309
Advising Functions in Nonadvising Offices......Page 310
Conclusion......Page 312
18. Advising Delivery: Group Strategies......Page 313
Characteristics of Successful Group Advisors......Page 314
Reasons for Using Group Advising......Page 315
The First-Year Seminar and Group Advising......Page 317
Advising and Learning Communities......Page 318
Group Advising for Special Populations......Page 319
Keys to Successful Group Advising......Page 321
Assessment of Group Advising......Page 323
Conclusion......Page 324
Overview of Technology in Advising: A Different Kind of Digital Divide......Page 326
What is Technology Good for Anyway?......Page 327
Advising Web Sites......Page 328
Degree Audit Programs......Page 329
Career Guidance Programs......Page 330
Social Networking Sites......Page 331
Course-Management Systems......Page 335
Online Advising Orientation......Page 336
Future Trends......Page 337
Conclusion......Page 338
Introduction......Page 341
20. Critical Concepts in Advisor Training and Development......Page 343
The status of advisor development in U.S. Higher education......Page 344
Factors in Planning Advisor-Development Programs......Page 345
Conceptual Issues in Advisor Development......Page 346
Relational Issues in Advisor Development......Page 349
Informational Issues in Advisor Development......Page 350
Formats for Advisor-Development Programs......Page 351
Implementing Advisor-Development Programs......Page 353
Advising Toolboxes: The Basics......Page 357
Conceptual Component: The Broad Perspective......Page 359
Conceptual Component: The Campus Perspective......Page 360
Conceptual Component: Advisor Perspective......Page 361
Acquiring and Solidifying Basic Institutional Information......Page 362
Organizing Information......Page 363
Deepening and Broadening the Institutional Knowledge Base......Page 364
Acquiring Basic Information about Students......Page 365
Deepening Advising Knowledge about Students......Page 367
Learning about Relational Skills......Page 368
Building Relational Skills: Experiential Tools and Resources......Page 369
Training Resources and Tools for Advising Sessions......Page 370
Charting Progress: Assessment of Advisor Training and Development......Page 371
Conclusion......Page 373
The Advising Relationship Matters......Page 376
Informational, Conceptual, and Relational Roles......Page 377
Focus on Student Needs......Page 378
Guide Students through the Process, Rather Than Simply Directing......Page 379
Advising as a Transaction......Page 380
The Five C\'s of the Skilled Academic Advisor......Page 383
Role Change: Information Expert to Facilitation Expert......Page 385
Advising . . . Or is it?......Page 387
Framing, Guiding, . . . Advising......Page 388
A Brief Historical Framework......Page 390
Identifying Learning Outcomes......Page 392
Operationalizing Student Learning......Page 394
Quantitative Approaches......Page 397
Electronic Portfolios......Page 399
Conclusion......Page 400
The Case for Attention to Assessment of Academic Advisement......Page 403
Foundational Principles of Effective Assessment......Page 404
Determining the Content of a Student Assessment of Advising......Page 405
Determining the Form or Structure of the Assessment Instrument......Page 407
Administering the Student Assessment Instrument......Page 408
Analyzing and Summarizing the Results......Page 409
Preassessment and Postassessment Methods......Page 410
Analysis of Students\' Written Comments......Page 411
Analysis of Students\' Behavioral Records......Page 412
Advisor Self-Assessment......Page 413
Assessment of Academic Advisors by the Program Director......Page 414
Provide Specific Performance Improvement Strategies......Page 415
Conclusion......Page 416
25. Assessing the Effectiveness of the Advising Program......Page 420
Critical Elements of an Advising Program......Page 421
Assessing Efficiency, Effectiveness, and Impact......Page 422
The Assessment Process......Page 424
I. Intended Learning and Developmental Outcomes at the Program Level......Page 425
IV. Processing the Results—Turning Data into Information......Page 426
Conclusions......Page 427
26. Recognition and Reward for Academic Advising in Theory and in Practice......Page 430
Reward Principle 1: Create a Positive and Natural Reward Experience......Page 431
Reward Principle 3: Extend People\'s \"Line of Sight\"......Page 432
Reward Principle 5: Reward Individual Ongoing Value with Base Pay......Page 433
Reward Principle 6: Reward Results with Variable Pay......Page 434
Survey of Recognitions and Rewards for Academic Advising......Page 435
Importance of Incentives to Professional Advisors......Page 436
Importance of Rewards and Incentives to Professional Advisors......Page 437
Options Available to Faculty Advisors for Recognition and Rewards......Page 438
Introduction......Page 447
Academic Advising at Hope College......Page 449
Conclusion......Page 453
Chief Academic Officer—Four-Year Public......Page 454
Chief Student Affairs Officer—Two-Year Public......Page 458
Chief Academic Officer—Four-Year Private......Page 464
Campus-Wide Concerns......Page 472
Leading an Effective Advising Office......Page 474
Challenges for Advising Administrators......Page 477
Two Year Colleges......Page 478
Defining the Two-Year College......Page 479
Challenges......Page 480
Common Institutional Components......Page 483
Specific Institutional Components......Page 485
Self-Care: Avoid Burnout......Page 487
Conclusion......Page 488
29. Perspectives on the Future of Academic Advising......Page 490
Current Issues in Postsecondary Education......Page 491
Higher Education Trends......Page 493
Student Diversity......Page 494
The Field of Academic Advising......Page 496
Reaching All Stakeholders......Page 498
Academic Advisors......Page 501
Part Six: Exemplary Practices In Academic Advising......Page 507
Part One: Foundations of Academic Advising......Page 508
Part Two: Student Diversity and Needs......Page 518
Part Three: Organization and Delivery of Advising Services......Page 528
Part Four: Training, Assessment, Recognition, and Reward......Page 538
Part Six Summary......Page 552
Appendix A. National Academic Advising Association......Page 555
Concept of Academic Advising......Page 557
Appendix B. The Statement of Core Values of Academic Advising......Page 559
Part 2. Program......Page 567
Part 3. Leadership......Page 572
Part 5. Human Resources......Page 573
Part 6. Financial Resources......Page 575
Part 9. Equity and Access......Page 576
Part 11. Diversity......Page 577
Part 12. Ethics......Page 578
Part 13. Assessment and Evaluation......Page 579
Name Index......Page 581
Subject Index......Page 589