Advising is teaching (deel 1) 21/10/2014

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1 Advising is teaching (deel 1) 21/10/2014

2 Advising is teaching Bespreking Artikel ONDERSTEUNENDE SLIDES

3 Model 1: Prescriptive Advising Adviser zegt wat te doen geeft regels, procedures volgt administratief op advising as bookkeeping Student passief leert (hooguit) regels.. Prescriptive teaching eenrichtingsverkeer informatieoverdracht passief absorberen

4 Model 1: Prescriptive Advising Hoort er (uiteraard) bij, maar kern van de opdracht?! Is vaak wat studenten verwacht(t)en?! Bij te sturen verwachtingen!!

5 Model 2: Developmental Advising Adviser nodigt uit tot DIALOOG doel breder dan geven van informatie, advies Student actief persoonlijke groei being concerned not only with a specific personal or vocational decision but also with facilitating the student s rationale processes, environmental and interpersonal interactions, behavioral awareness, and problem solving, decision- making, and evaluation skills. (artikel p. 67) advising as counseling

6 Model 2: Developmental Advising (= advising as counseling) Waardevol(ler), zeker als techniek (stijl) Waardevolle kenmerken van een goed adviser én teacher, (zie p.68), én vele andere functies (?!), MAAR Feit? Vwdn gerealiseerd? There is also a question as to wether developmental advising presents a compelling view of the goal of advising. I argue that it does not.(p. 67 )

7 Model 3: Advising is teaching Kernvragen: What is the essential core of teaching? (p.69) What does the adviser teach? (p.72) The excellent teacher focuses on the academic material in. Helps students to synthese an overview of the logic of the course. Is focused on facilitating learning..

8 Model 3: Advising is (excellent?!) teaching Teacher Adviser Focus on academic material (course) curriculum Helps to discover Helps to develop/construct the logic of the course for him/herself a sense of the course logic Learns how to discovern construct the logic of the curriculum (learning the curriculum) the logic of the own curriculum (making meaning of the curriculum)

9 Model 3: Voorbeeld Maastricht Maastricht: functie Academic Adviser will provide ( ) feedback (...) incentives to actively take responsibility for how they organize their studies, and to formulate concrete answers to questions such as: What do I find interesting? How do I combine my various interests into a meaningful curriculum? How do I evaluate my own academic progress? What kind of Master s program would I like to pursue upon graduation from UCM? What are my strengths, and where do I recognize the need and possibilities for improvement? At any stage of their studies (.. ). - Particularly at the start ( ), the emphasis will be on a more general ( ) approach, aimed at helping the student to develop a sense of direction.

10 Model 3: Voorbeeld Maastricht Vb. The Curriculum planning matrix: allows students to create a quick inventory of courses, learning communities and projects taken per semester with an at-a-glance overview of how these modules fit into the UCM graduation requirements. + Into my personal project Concentration: Core Courses General Skills Projects Capstone Capstone Capstone + Needs for support??!!

11 Model 3: Advising is teaching Excellent Adviser?! (Bookkeeper) (Counselor) Coach for curriculum building!.. is about facilitating and enhancing academic learning

12 Advising is teaching: implicaties? Training/vorming Advisers International Seminar 23 april Profiel Adviser bij selectie (p ) o o Faculty members, curriculum experts, trained to Non Faculty advisers aware of the faculty s ideas regarding leraning goals Regelmatige uitwisseling Samenwerking binnen diverse projecten (p. 73)

13 Vertaalslag? Loopbaangesprekken i.f.v. opmaken van balans (waar sta ik?) en het op maat toeleiden van studenten naar de diverse aspecten van het aanbod? Hoe omgaan met continuüm? Hoe checkpoint momenten voorzien? Workshop Loopbaanleren 12 januari

14 Concept Advising curriculum Academic curriculum Open curriculum: brede keuzes verbreedde doelstelling: m.i.v. skills (= OPO ) Advising curriculum Logische samenhangend geheel van co-curriculaire activiteiten Infosessies, Workshops, Webtools. Voor alle studenten verplicht; voor specifieke groepen (freshman, bij overgang nr master, voor students at risk.. ) Opleidingsgerelateerd, Centraler

15 Van key moments naar UCM Milestones Key Moments Academic Curriculum Semester 1: Starting at UCM: understanding the basic of course registration Result Period 1 published End of Period 2: Course Registration Semester 2 Key Moments Student Goals I started to discover my academic interests, skills and values I obtained a good overview of UCM, courses available, curriculum options and program structure Milestones I know which courses I want to sign up for for next semester Outcomes Outcomes Students can identify own Talents, Skills, Values and Attitudes Student are sufficiently aware of their interests versus course availability to make plans for Advising Curriculum semester 2 Students can identify and Institutional Mission & Vision Student UCM checks academic progress After several months of studying I have a sense of control regarding my understand stress factors, and life as a student skills and attitudes to cope with it E.g. professional, academic, social/civic, pedagogical emphases Activity (UCM Milestones) Introductory Lecture: Currciulum Planning & Exercise : Holland s Party Exercise : Bob Case Study Exercise : Individual Planning Freshmen Monitoring Workshop 1a : Interview exercise about own talents, skills, interest, values - plan semester 2 Seminar : How to be a Happy 1 st BSA warning Individual Meetings Semester 2: End of semester: Declare a concentration I obtained an overview of scientific methods and basics of academic fields and I declared a concentration Students know about UCM s unique program structure and how they can benefit from it (e.g. Matrix, Milestones) Students can identify and draw conclusions about their academic interests, are aware of basics of academic field and are able to specify a concentration Workshop 2 : The Scientific Toolkit; Students plan 2nd semester taking into account previous exercises

16 Vertaalslag?! Wat zijn milestones voor onze studenten? Wat dienen ze te kunnen/leren om deze stappen te kunnen zetten? Doelstellingen? Leerlijn? Welke aanbod is er daartoe, opleidingsgerelateerd en/of centraal nodig? Hoe kan dit diverse aanbod in een logische samenhang geplaatst worden? Afstemming leerlijnen Sessie Advising is teaching 2 19 maart

17 Maar ook Vorming academic Advisers Vb. Handboek Andere componenten van didactische model Verhelderen doelstellingen, differentiatie naargelang beginsituatie, syllabus voor studenten, feedback..