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My Academic Advising Philosophy for working in PACE.
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Advising Philosophy I advise…you decide!
Although new to the field of Academic Affairs and Academic Advising, I have worked
in Higher Education, professionally, for three and a half years, and my educational
philosophy remains student-‐centered. As all students have different needs, interests,
abilities, and experiences, I find Progressivism the best way to describe my philosophy.
Progressivists believe individuals learn best from what they consider most relevant to their
lives. Whether it is a little extra attention for many questions or just a list of classes with
not much explanation, I’m always willing to give a student what they need; however, I do
find a huge difference between “coddling” and assisting, and I often find myself stopping to
make sure I use the latter in my advising sessions.
Burns Crookston (1972), compared descriptive advising to a doctor/patient
relationship in which the advisor “diagnoses” a problem and “prescribes” advice on how
the issue should be solved. Contrary to what most higher education researchers and
professionals believe, I still find prescriptive advising beneficial and necessary at times.
When looking at our traditional millennial students, coming in with 60+ hours of college
credit and an Associate’s degree, it is natural to come in contact with students who do not
feel they need “extra attention”, as they call it these days. Experienced students may know
the drill with registration, campus resources, and possibly already have a schedule mapped
out and just need classes confirmed. If this is the case, students may classify our services as
unnecessary and “extra”. My philosophy is that an advisors’ “extra” attention is
developmental advising. Crookston (1972), goes on to describe developmental advising
being focused on student skills, growth, and a relationship of a shared and collaborative
responsibility with interactive dialogue (National Academic Advising Association, P. 4-‐5).
Since I work with only freshman, students with 60+ hours or not, I find myself using
develomental advising because students are still discovering who they are and their
purpose on campus. Previously, I advised transfer students who had college credit, but also
college experience and at times, a more prescriptive style was necessary and in their mind,
needed. I’d like to say my advising style depends on my target audience.
Prescriptive and developmental advising are both important and necessary in
today’s academic advising world; when to use each one is the challenging part. Realizing
when the student has moved through Chickering’s first three vectors, autonomy towards
interdependence, understand how to manage emotions, and developed interpersonal
competence (Chickering & Reisser, 1993) has a lot to do with which approach I take. A first
year, first-‐generation student and the typical millennial, first-‐year student who is a junior
by hours are going to be advised two completely different ways in my office; but with my
true freshman, it will more thank likely be developmental. Both will get the advice and
attention needed, but my deliverance will be the biggest difference. In the end, regardless
of my advising style, a student’s journey should be and will be their choice because I just
advise…they decide.
Chickering, A.W., & Reisser, L. (1993). Education and Identity (2nd ed.). San Francisco: Jossey-‐Bass. Crookston, Burns. (1972). A Developmental View of Advising as Teaching. Journal of College Student Personnel, 13, 12-‐17. National Academic Advising Association, What is Academic Advising. Pocket Guide Series, PG01, 4-‐5.