A Philosophy and Approach to

Academic Advising and Mentoring

 

The following is a list of resources, theories, and core values that reflect my philosophy and approach to academic advising and student development in general. 


I believe in Developmental Advising as a foundational theory:

According to Crookston (1972), developmental 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.” (p. 12)


I believe in NACADA’s core values of academic advising:















I believe in a collaborative style of advising:

In collaborative advising, the adviser and student are seen as partners. This style is characterized by:

  1.   dialogue

  2. two-way flow of ideas and information (while recognizing that the adviser may have specialized knowledge that the student does not)

  3. question-and-answer approach

  4. the student as active participant


                                    (http://dus.psu.edu/mentor/old/articles/991122ml.htm)


I believe in practicing the six phases of Appreciative Advising:


“There are six phases of Appreciative Advising: disarm, discover, dream, design, deliver, and don't settle (Bloom, Huston, & He, in press). The activities in each phase are fairly intuitive and involve the art and practice of asking students positive, open-ended questions. During the disarm phase, the adviser actively seeks to gain the student's trust. The discovery phase focuses on learning about the student and his/her skills and abilities. This phase may also include some self-discovery on the part of the student. During the dream phase, a student does just what the name implies: he dreams about the future. In this phase, nothing is regarded as unattainable. In the design phase, the student and adviser work together to craft an action plan to achieve their goals. In the deliver phase, the student acts on what has been planned. The don't-settle phase involves the adviser challenging the student to improve even more once trust and rapport have been established with them. This appreciative approach to advising and working with students is different from traditional methods in that it devotes much time and energy to understanding students holistically: their passions, strengths, aspirations, etc.”


                                      (http://dus.psu.edu/mentor/old/articles/080723lh.htm)