Overview

Sharpen advising expertise by exploring critical issues affecting the field Beyond Foundations, a core resource for experienced academic advisors, gives practitioners insight into important issues affecting academic advising. In addition to gaining understanding of foundational concepts and pressing concerns, master advisors engage with case studies to clarify their roles as educators of students, as thought leaders in institutions, and as advocates for the profession. Pillar documents—the NACADA Core Values, NACADA Concept of Academic Advising, and CAS Standards—serve as sources of both information and inspiration for those seeking to improve advising. New strategies inform advisors helping a diverse student population delineate meaningful educational goals. Each chapter prompts productive discussions with fellow advisors interested in cultivating advising excellence. To promote advisor influence in higher education, experienced contributors explain new trends—including the impact of external forces and legal issues on postsecondary institutions—and the evolution of advising as a profession and a field of inquiry. Expert insight and practical focus contribute to the development of experienced advisors. Use existing resources in new ways to master advising roles and encourage student success Apply theory to advance advising practice Create and optimize professional development opportunities Establish recognition for the contributions of academic advisors to the institution and higher education Face challenges created by the changing higher education landscape Advisors must meet the expectations of students, parents, faculty members, administrators, and outside agencies, all while navigating an increasingly complex range of issues presented by a student population unlike any that has come before. Beyond Foundations provides the insight and clarity advisors need to help students achieve their educational goals and to advance the field.

Full Product Details

Author:   Thomas J. Grites (Stockton University) ,  Marsha A. Miller (NACADA) ,  Julie Givans Voler (Phoenix College)
Publisher:   John Wiley & Sons Inc
Imprint:   Jossey-Bass Inc.,U.S.
Dimensions:   Width: 17.50cm , Height: 2.50cm , Length: 25.40cm
Weight:   0.862kg
ISBN:  

9781118922897

ISBN 10:   1118922891
Pages:   416
Publication Date:   28 October 2016
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

Acknowledgments xiii The Editors xv The Authors xix Introduction xxv Thomas J. Grites, Marsha A. Miller, and Julie Givans Voller 1 The Evolution of Academic Advising as a Practice and as a Profession 1 Hilleary Himes and Janet Schulenberg Reader Learning Outcomes 1 The First Advising Era (1620 to 1870): Academic Advising Is Unrecognized 3 The Second Era (1870 to 1970): Academic Advising Remains Unexamined 6 The Third Era (1970 to 2003): Academic Advising Is Examined 9 The Fourth Era (2003 to Present): Role of Academic Advising Is Actively Examined 12 Looking to the Future 14 Aiming for Excellence 16 References 17 2 Theory as the Foundation of Advising 21 Peggy Jordan Reader Learning Outcomes 21 Psychosocial Theories 22 Erikson’s Psychosocial Theory 22 Chickering and Reisser’s Theory of Identity Formation 22 Marcia’s Ego Identity Theory 23 Schlossberg’s Transition Theory 23 Maslow’s Hierarchy: Humanist Theory 24 Holland’s Career Development Theory 25 Reasons for Learning About Theories 25 Case Studies 27 Benefits to Students 28 Case Study: Underdeveloped Academic and Communication Skills 29 Response to Case: Identity Formation Theory 30 Skills Used in Advising 31 Advisor or Counselor? 31 Case Study: Tragedy and Loss 32 Response to Case: Maslow’s Hierarchy and Schlossberg’s Transition Theory 32 Case Study: Eating Disorder 33 Analysis of Case: Prescriptive Advising 34 Use of Theory to Prevent Problems 34 Case Study: Decision Making and Identity by Craig M. McGill 35 Response to Case: Career, Cognitive, Strengths-Based, and Student Development Theories by Craig M. McGill 37 Career Development 37 Student Development Theory 38 Summary 38 Aiming for Excellence 39 References 40 3 Building Upon the Components of Academic Advising to Facilitate Change 43 Marsha A. Miller Reader Learning Outcomes 43 Components of Academic Advising 45 The Informational Component 45 The Relational Component 47 The Conceptual Component 48 Organizational Models of Academic Advising 49 Master Advisors as Meaning Makers 50 Master Advisors Reach Across Divides 52 Master Advisors Facilitate Change 54 Summary 56 Aiming for Excellence 57 References 60 4 Defining Academic Advising: Concepts and Contexts for Practice 65 Susan M. Campbell and Susan McWilliams Reader Learning Outcomes 65 Informing Practice: The Three Pillars 67 NACADA Statement of Core Values of Academic Advising 67 CAS Standards for Academic Advising Programs 68 NACADA Concept of Academic Advising 71 Grounding and Guiding Academic Advising: The Advising Program 71 The Interrelation of Vision, Mission, Goals, and Program Objectives 72 Statements of Vision, Mission, Goals, and Program Objectives 74 Contextualizing Academic Advising: Philosophy 76 Advising as a High-Impact Practice 77 Implications for the Master Advisor 77 Aiming for Excellence 78 References 79 5 Defining Student Success 83 Stephen O. Wallace and Beverly A. Wallace Reader Learning Outcomes 83 A Dilemma Faced by Academic Advisors 84 Student Success—Everyone Is Talking About It 85 Student Success: The Goal of the Completion Agenda 87 Student Success: A Goal of Institutional Planning 89 What Is Measured? 89 Whose Success Is Defined and Measured by Established Benchmarks? 90 Success: The Dream for Many Students 91 An Authentic Definition of Student Success 93 Student Success Definitions: Implications for Academic Advisors 95 Productivity-Centered Definitions 95 Institution-Centered Definitions 96 Academic Advisors as Partners in Institutional Success 97 Advisors as Partners in Student Success 98 Advising for Student Success 98 Without a Reason, Nothing Makes Sense 98 Aim at Nothing: Hit It Every Time 99 Case Study: What Is Wrong With This Picture? 101 Student Success Is Everyone’s Success 102 “Did I Do the Right Thing?” 103 Aiming for Excellence 103 References 104 6 Knowing and Reaching Students 107 Karen L. Archambault Reader Learning Outcomes 107 Revisiting Identity Theories 109 Theories for Multiple Identities 109 Theories on Racial, Biracial, and Multiethnic Identity 110 Adult Learning Theory 111 Frameworks for Multicultural Interactions 112 Recognizing Stereotype Threat 112 Communicating Across Cultural Barriers 113 Advanced Practice 116 Case Studies 116 Case Study 1: Getting the Most From College 116 Case Study 2: Learning a New Culture 117 Case Study 3: Providing Professional Guidance 118 Case Study 4: Identifying Wellness Issues 119 Summary 120 Aiming for Excellence 120 References 121 7 Advanced Advising Practice: Becoming a Master Advisor 123 Marc Lowenstein and Jennifer L. Bloom Reader Learning Outcomes 123 Committing to Lifelong Learning 124 Why Do Master Advisors Pursue Lifelong Learning? 124 What Do Master Advisors Seek to Learn? 125 How Do Master Advisors Engage in Lifelong Learning? 126 Where Do Master Advisors Pursue Lifelong Learning? 126 Barriers to Lifelong Learning 127 Approaching Ethical Dilemmas 127 Case Study: Conflicting Ethical Principles 129 Case Study: Response 129 Facing Adversity 130 The Power of Reframing 131 Nine Questions That Address Adversity 131 Modeling for Others 132 Modeling for Colleagues 132 Modeling for Students 132 Case Study: Modeling Decision Processes 133 Summary 134 Aiming for Excellence 134 References 135 8 Advanced Legal Issues and the Master Advisor 137 Matthew M. Rust Reader Learning Outcomes 137 Confidentiality and Privacy of Student Information 138 Family Educational Rights and Privacy Act 138 State Privacy Laws 143 Advisors as Agents of the University 145 Liability in Contract Law 145 Liability in Tort Law 146 Equal Rights and Due Process 148 Equal Rights 148 Due Process 149 Summary 150 Aiming for Excellence 151 References 155 9 A Human Capital Approach to Academic and Career Advising 159 Leigh S. Shaffer Reader Learning Outcomes 159 Human Capital Through Academic and Career Advising 162 Human Capital Maximization 163 The College Wage Premium 164 Student Financial Decision Making 165 Advising Activities and Techniques 165 Calculating the Costs of a College Education 166 Advising Financially-At-Risk Students 168 Developing Transferable Skills 169 Crafting Career Interventions 171 Developing Documentation of Students’ Human Capital 172 Summary 173 Aiming for Excellence 173 References 174 10 Advocating for Academic Advising by Leading 179 Chrissy L. Davis Jones Reader Learning Outcomes 179 Self-Awareness 180 Advisor Classifications 181 Leadership Development 182 Professional Development Plan 183 Leadership Framework 184 Opportunities to Develop a Leadership Framework 185 Master Advisor: The Influential Leader 186 Model of Power and Influence 186 Building Influence 190 Speaking to Be Heard: The Language of Leaders 191 Lateral Communication: Colleagues 191 Upward Communication: Administration 192 Maintaining Motivation 194 Summary 195 Aiming for Excellence 195 References 196 11 Advocating for Academic Advising 199 Brett McFarlane and Carolyn Thomas Reader Learning Outcomes 199 Barriers to Effective Advising Advocacy 201 Reporting Lines 201 Lack of Legitimate Power and Voice 202 Incongruent Paradigms 203 Advocating for Advising 204 Building an Organized Community of Practice 204 Opportunities for Coalition Building in Advising 209 Enhancing and Advancing Practice 212 Administrative-Level Guidance 214 Summary 217 Aiming for Excellence 218 References 219 12 Reward Systems and Career Ladders for Advisors 225 Jeffrey McClellan Reader Learning Outcomes 225 To the Master Advisor 226 Faculty and Primary-Role Advisors 227 Reward and Motivation 228 Designing Reward Systems 230 Thinking Strategically 230 Identifying Key Performance Indicators 231 Identify Incentives 232 Survey Results 233 Faculty Advisors 233 Primary-Role Advisors 233 Faculty Incentives 235 Design a Rewards System 235 Rewards 235 Delivery and Implementation of a Reward System 239 Rewarding Advising Through Promotion 239 Career Ladders 240 Summary 244 Aiming for Excellence 245 References 245 13 Professional Development 251 Julie Givans Voller Reader Learning Outcomes 251 Why Bother With Professional Development? 252 Charting the Path: Recognizing and Recording Professional Learning 255 The Individual Professional Development Plan 255 The Portfolio 256 Advisor Knowledge 257 Informational Component 257 Relational Component 259 Conceptual Component 259 Learning Strategies 260 Formal Learning 260 Nonformal learning 262 Informal Learning 266 Summary 268 Aiming for Excellence 268 References 269 14 Assessment of Academic Advising: Overview and Student Learning Outcomes 275 Rich Robbins Reader Learning Outcomes 275 Assessment of Academic Advising 276 Why Assess Academic Advising? 277 Assessment or Evaluation? 277 Overview of the Assessment Cycle 278 Outcomes for Academic Advising 278 Steps to Develop Student Learning Outcomes 280 Mapping of Student Learning Outcomes 284 Summary 284 Aiming for Excellence 285 References 286 15 Assessment of Academic Advising: Gathering Outcome Evidence and Making Changes 289 Rich Robbins Reader Learning Outcomes 289 Identifying Stakeholders 290 Outcome Measures and Data 291 Assessment Matrix Example 293 Interpreting Results 293 Reporting Results 296 Acting Upon Outcome Data 297 Next Steps 298 Sustainability of Assessment 298 Summary 299 Aiming for Excellence 300 References 301 16 Technology and Academic Advising 305 George E. Steele Reader Learning Outcomes 305 Using Technology to Support Advising as Teaching 306 Case Study: Creating an Intentional Use of Technology Plan 307 Intentional Use of Technology Model 308 Technologies That Support Learning 309 Technologies That Support Learning Outcomes 310 Learning Outcomes and Student Learning 314 Content Creation and Technologies for Academic Advising 315 Advising-as-Teaching Approach 317 Technology and Program Assessment 319 Implications for Advisor Training and Professional Development 320 Aiming for Excellence 321 References 322 17 External Conditions That Influence the Practice of Master Academic Advisors 327 Thomas J. Grites Reader Learning Outcomes 327 The Completion Agenda 329 Enrollment Patterns 330 Legislative and Political Agendas 331 The National Level 331 The State or Province Level 332 Implications for Master Advisors 335 The Value—or Worth—of College 337 Student Debt 338 Jobs, Careers, and Employers 340 What Is a Master Academic Advisor to Do? 342 Aiming for Excellence 343 References 344 18 Challenges for the Future: Developing as a Profession, Field, and Discipline 351 Craig M. McGill and Charlie L. Nutt Reader Learning Outcomes 351 Changes in Higher Education That Transform Academic Advising 352 Principal Areas of Necessary Expansion 354 Expansion of Research and Publication Within the Field 354 The Role of Professional Development 357 Summary: Preparing to Meet the Challenge 359 Aiming for Excellence 360 References 361 Author Index 363 Subject Index 369

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Author Information

THE EDITORS Thomas J. Grites is assistant provost at Stockton University, cofounder and past president of NACADA, and coeditor of Academic Advising: A Comprehensive Handbook, Second Edition (Jossey-Bass, 2008). Marsha A. Miller is the NACADA assistant director for resources and coeditor of Academic Advising Approaches: Strategies That Teach Students to Make the Most of College (Jossey-Bass, 2013). Julie Givans Voller is the research and planning strategist for the Maricopa Community Colleges and lead editor of Comprehensive Advisor Training and Development: Practices That Deliver (NACADA, 2010). NACADA: THE GLOBAL COMMUNITY FOR ACADEMIC ADVISING, an organization of more than 13,000 members worldwide, promotes student success by advancing the field through professional development, networking, and leadership.

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