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An Interdisciplinary Approach to Advising Student Veterans

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Part One:

Introduction

{This section explains the practical problem that has caused you to want to develop a

theoretical explanation or solution. Essentially you are answering two questions: What is the

problem that gave rise to this project? Why is this problem important or pressing? In other

words, why should anyone care? I should be able to answer these questions within the first few

sentences/paragraphs.

Research Problem

The research problem guiding this study is the lack of interdisciplinary knowledge

regarding effective approaches to advising student veterans at a college or university.

Purpose of the Study

The purpose of this study is to provide new interdisciplinary knowledge, in the form of a

created framework, regarding effective approaches to advising student veterans at a community

college that will prepare them for a successful transition to the world of higher education.

Significance of the Study

With increasing numbers of student veterans entering the nation’s colleges and

universities, it is critical that professionals in higher education understand the unique

perspectives and experiences they bring to the campus, and that appropriate models to address

their academic success are developed. Today’s student veterans are entering colleges with the

stresses of a decade-plus of military conflict, in addition to the stresses that come with transition

and readjustment to life as a civilian. It is critical that researchers and professionals not only have

a model with which to work with these student veterans, but that the ensuing model be able to

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serve as a transition tool itself, moving the veteran from a structured military lifestyle into a

developed ability to make decisions for the direction of their personal lives.

Researcher’s Relationship to the Study

For the last five years, I have been privileged to work in different roles with student

veterans at Tidewater Community College, while simultaneously pursuing my own education

goals. My experiences as a student veteran, combined with those in my professional role as I

continue to grow as an academic advisor, give me insight into the challenges faced by student

veterans in higher education, as well as a perspective on the lack of coordinated research and

resources for professionals in academic settings to aid in assisting student veterans.

Part Two:

Review of the Literature

Crookston, B. (1972). A Developmental View of Academic Advising as Teaching. Journal of College Student Personnel, 13, 12-17.

Considered a seminal article on the developmental approach to academic advising, Crookston examines academic advising within the context of student development theory, outlining the relationship between the advisor and advisee as one that involves a mutual exchange of knowledge. Crookston contrasts the developmental approach with the prescriptive approach to advising, where the flow of knowledge and direction occurs only from the advisor to the advisee.

David C. Schwebel, N. C. (2008). Eficacy of Intrusively Advising First-Year Students via Frequent Reminders for Advising Appointments. NACADA Journal, 28(2), 28-32.

This study, conducted by researchers at the University of Alabama at Birmingham, examines the effects of an intrusive approach to academic advising. Focusing on a single aspect of the approach-a frequent reminder systems for advising appointments-the researchers sought to examine whether students exposed to intrusive advising techniques would benefit measurably from the intrusive approach. Results of the study showed that an intrusive approach increased the likelihood that students would schedule and keep an appointment with their advisor.

Goldrich, D. (2014). Veteran Experiences in Higher Education. Gallup.

Conducted by the Gallup-Purdue Index (GPI), this poll examines the experience of student veterans at various institutions of higher learning. It analyzes the role of academic and emotional support in the success of the educational process, and how those levels of support generate attachment to a college or university. The poll expands on these levels of support and analyzes

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how they translate to engagement of student veterans as graduates at their future places of employment.

Jeschke, M. P. (2001). A Comparison of Intrusive and Prescriptive Advising of Psychology Students at an Urban Comprehensive University. NACADA Journal, 21(1 & 2), 46-58.

A research study conducted with psychology students at Indiana University Purdue University Indianapolis (IUPUI), this study compares the effect on academic performance and institutional connection of the intrusive and prescriptive approaches to academic advising. The researchers found that intrusively advised students felt they received a higher quality of advising and felt a greater connection to their institution and academic department, but did not necessarily perform better than students who were prescriptively advised.

O'Banion, T. (1994). An Academic Advising Model. NACADA Journal, 14(2), 10-16.

In this work, Terry O’Banion creates a specific framework for academic advising at a community college. Identifying the process of academic advising as five steps-exploration of life goals, exploration of vocational goals, program choice, course choice, and scheduling courses-O’Banion outlines the steps that both advisor and student must complete as part of the process of entrance and continuation in the educational process.

Schee, B. V. (2007). Adding Insight to Intrusive Advising and Its Efectiveness with Sudents on Probation. NACADA Journal, 27(2), 50-59.

This article focuses on the effects of insight-based intrusive advising, which makes use of student/advisor agreements that define scheduled meetings and mandate the use of college resources for those students experiencing academic difficulty. The study undertaken determined that insight-based intrusive advising had an overall positive affect on academic achievement, but left unresolved the degree that other human factors (such as student motivation) played in that achievement.

Jennifer Bloom, B. H. (2008). The Appreciative Advising Revolution. Champain: Stipes.

This book examines the theories behind the concept of appreciative advising, an approach that places a greater emphasis on the positive aspects of a student’s academic career, rather than a focus that seeks to mitigate the student’s ability to perform negatively. The book details the stages of appreciative advising, and also gives directing on implementing the approach at an institution of higher education.

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Part Three:

Interdisciplinary Theory Construction

The purpose of this section is to analyze four different approaches to academic advising-

appreciative, developmental, prescriptive and intrusive-and create a new framework that

integrates these approaches into a composite framework that allows for an effective approach to

advising student veterans. This composite framework will allow the student veteran to gradually

become the lead co-creator of his academic plan, with the advisor transitioning from the role of

lead co-creator to a true “advise and assist” resource.

Disciplinary Theory One: Appreciative Advising

Appreciative advising is a philosophy that challenges advisors to

…use positive, active, and attentive listening and questioning strategies to build

trust and rapport with students; uncover students’ strengths and skills based on

their past successes; encourage and be inspired by student’ stories and dreams; co-

construct action plans with students to make their goals a reality; support students

as they carry out their plans; and challenge both themselves and their students to

do and become even better (Jennifer Bloom, 2008).

The appreciative approach uses six phases: disarm, discover, dream, design, deliver, and “don’t

settle.”

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Figure 1. The six phases of Appreciative Advising

The relationship between advisor and student is established during the disarm phase of

appreciative advising. Instead of creating an environment that intimidates the student into

acceptance of the advisor’s “superiority,” advisors in the disarm stage set out to create a

welcoming, sage, and comfortable environment that is as free from distractions as possible. The

advisor seeks to “decorate their office such that visitors get acquainted with them and their

interests,” using memorabilia as a tool for self-disclosure (Jennifer Bloom, 2008).

During the Discover phase, a mutual exchange of knowledge occurs. Advisors in this

stage make use of open-ended questioning that allows students to tell stories that not only aid in

identifying the student’s passions and skill set, but allow the advisor to rekindle the passion for

their craft. Making use of established counseling micro-skills-maintaining eye contact,

presenting authenticity through body language, staying on subject, and moderating the tone and

rate of speech (Jennifer Bloom, 2008)-the student is able to communicate and begin to observe

how their life experiences shape and influence their educational path, while the advisor is able to

link these experiences to educational goals that might interest the student.

In the Dream phase, the student and advisor set out on the path of co-creation. The

student is encouraged to “think big, and not be restricted by the amount of education it takes, the

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probability of it happening, or other people in [their] life telling [them] it is impossible”

(Jennifer Bloom, 2008), and identify the thing(s) they would like to accomplish in their lives

absent those restrictions. The Dream phase serves as a check on the work of the Disarm and

Discover phases; if a rapport is not present between advisor and student, answers given in the

Dream phase may reflect the advisor’s assumed expectations and not the student’s actual dreams.

The advisor is expected to make connections between the student’s abilities and skills (as

outlined in the Discover phase) and the student’s large-scale dream for their life.

The Design phase is where the actual work of co-creation takes place. In this phase,

students are taught and encouraged to make decisions on their academic goals, serving as a

facilitator and guide to the student’s concepts. The advisor helps the student research and analyze

the options for their education that best fit their dreams, while being careful to identify the pros,

cons, and potential effects-both positive and negative-of their choices. Advisors must also being

to the student’s attention different campus and community resources that the student can use to

inform their choices and decisions. “The bottom, nonnegotiable line” to the Design stage “is that

the student needs to make the ultimate decision. The advisor who decides for students does a

disservice” (Jennifer Bloom, 2008).

In the Deliver phase, the student is expected and encouraged to execute the co-created

plan from the Design phase. The advisor’s responsibilities during this stage include

encouragement and energizing of the student to be and work towards their best, as well as

occasional follow-up to ensure that the student is still making positive progress. The final phase

of appreciative advising-Don’t Settle-allows the student and advisor to review and reflect on the

achievements and pitfalls of the Deliver phase; challenging and supporting each other to set and

achieve higher standards for themselves as individuals and academic professionals.

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Disciplinary Theory Two and Three: Developmental and Prescriptive Advising

The developmental approach to academic advising concerns itself with not only aiding in

vocational and educational decisions, but also with “facilitating the student’s rational processes

environmental and interpersonal interactions, behavioral awareness, and problem-solving,

decision-making, and evaluation skills” (Crookston, 1972). This approach is founded upon a

mutual relationship between advisor and student, in which both are able to learn from each other.

Both the developmental and prescriptive approaches analyze ten dimensions: ability,

motivation, response to systems of reward, maturity, initiative, control, responsibility, learning

output, evaluation, and the relationship between advisor and student. The below table

(Crookston, 1972) contrasts the dimensions as applied to developmental and prescriptive

advising.

TABLE 1

Dimensions of Developmental and Prescriptive Advising

Dimension Developmental Prescriptive

Ability Focus on student potential Focus on limitations

Rewards Achievement, mastery, acceptance, status,

recognition, fulfillment

Grades, credit, income

Maturity Growing, maturing, responsible, capable of

self-direction

Immature, irresponsible, must be closely

supervised and carefully checked

Initiative Taken by both advisor and student Advisor takes initiative on fulfilling

requirements; rest up to student

Control Negotiated By advisor

Responsibility Negotiated Advisor advises, student acts

Learning output Shared Primarily in student

Evaluation Collaborative By advisor to student

Relationship Based on nature of task and high trust Based on status and low trust

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