Theory-Driven Advising A FOCUS ON SELF-AUTHORSHIP

Transcription

1 Theory-Driven Advising A FOCUS ON SELF-AUTHORSHIP

2 What is being accomplished through advising? How do we hope students are changed by it?

3 Academic advising engages students in reflective conversation about educational goals teaches students about the nature of higher education, academic decisions, and the significance of those decisions provokes change toward greater levels of self-awareness and responsibility SCHULENBERG AND LINDHORST, HISTORICAL FOUNDATIONS AND SCHOLARLY FUTURE OF ACADEMIC ADVISING, 2010

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5 Self-Authorship Theory

6 A self-authored student will not blindly follow parental expectations or expect advisors to tell her or him the major that will be best, nor will a self-authored student single-mindedly follow a gut feeling or passion. Rather, the self-authored student will consider both external expectations and internally defined goals and values. PIZZOLATO, COMPLEX PARTNERSHIPS: SELF-AUTHORSHIP AND PROVOCATIVE ADVISING PRACTICES, 2006

7 every college student will need to be purposeful and self-directed. Purpose implies clear goals, an understanding of process, and appropriate action.... Becoming such an intentional learner means developing self-awareness about the reason for study, the learning process itself, and how education is used. AAC&U, GREATER EXPECTATIONS, 2002

8 Intentional learners are integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions. They adapt the skills learned in one situation to problems encountered in another: in a classroom, the workplace, their communities, or their personal lives. AAC&U, GREATER EXPECTATIONS, 2002

9 Promoting self-authorship enables learners to learn how to learn and think for themselves rather than what to learn. BAXTER MAGOLDA, PROMOTING SELF-AUTHORSHIP TO PROMOTE LIBERAL EDUCATION, 2009

10 The Basics of Self-Authorship Theory

11 First named Early 1990s Robert Kegan A self-authored individual: Guides decision-making with an intrinsic understanding of self Creates plan that balances external and internal needs Critically evaluates and reevaluates their identity

12 Further developed through longitudinal study Mid-1990s to present Marcia Baxter Magolda Followed a college-age cohort into adulthood Found that meaningful growth toward Self- Authorship happened POST-graduation

13 Elements of Self-Authorship DIMENSIONS STAGES External Formulas Crossroads Self-Authorship Epistemological Intrapersonal Interpersonal

14 External Formulas DIMENSIONS Epistemological Intrapersonal STAGES External Formulas Crossroads Self-Authorship Knowledge is assumed to be certain and created by authorities Identity is unexamined and uncoordinated Interpersonal Relationships are dependent and approval-driven

15 The Crossroads DIMENSIONS STAGES External Formulas Crossroads Self-Authorship Epistemological Intrapersonal Interpersonal Knowledge is assumed to be certain and created by authorities Identity is unexamined and uncoordinated Relationships are dependent and approval-driven Awareness of uncertainty in knowledge Awareness of identity and values distinct from others Evolving awareness of limitations of dependent relationships

16 Patterns of development differ Mid-2000s to present Elisa Abes, Susan Jones, Vasti Torres, and others Underrepresented college students exhibit elements of Self-Authorship earlier than majority students Students have been thrust into the Crossroads earlier and more often Self-authorship development can be facilitated

17 Prompting action Mid-2000s to present Jane Pizzolato Being in the Crossroads doesn t always lead to action Needs a Provocative Moment that prompts that action Educators can create those Provocative Moments

18 A provocative moment? Rachael wants to make a lot of money as a dentist and plans a biology major despite disliking science and math. Rachael is failing both chemistry and precalculus algebra. She seeks help from an advisor to change her course sections because she thinks the teaching styles of her courses is causing the difficulty.

19 Self-Authorship DIMENSIONS STAGES External Formulas Crossroads Self-Authorship Epistemological Knowledge is assumed to be certain and created by authorities Awareness of uncertainty in knowledge Acceptance that knowledge is contextual Intrapersonal Identity is unexamined and uncoordinated Awareness of identity and values distinct from others Values and identity used to guide decisions Interpersonal Relationships are dependent and approval-driven Evolving awareness of limitations of dependent relationships Genuine, mutual negotiations guide relationships

20 The importance of being good company Reflective conversations Confront dissonance Challenge with appropriate support

21 Promoting Self-Authorship development 2010s to present Baxter Magolda and Patricia King Facilitate complex thinking consistent with both Self-Authorship and Learning To be learned by student Knowledge is complex and socially constructed The self is central to knowledge construction Authority and expertise are shared in the mutual construction of knowledge Challenge & Support Actions of educators to facilitate learning Validate learners capacity to know Situate learning in learners experience, respect what they know, help them make connections with it Define learning as mutually constructing meaning between educators & students

22 Key Element of the Learning Partnerships Model 1) Validate students as knowers

23 Key Element of the Learning Partnerships Model 2) Situate learning in students experiences

24 Key Element of the Learning Partnerships Model 3) Define learning as mutually constructing meaning

25 [Academic advisers] are positioned to facilitate a transformative experience for students to help them make meaning around how the accordance or discordance of previous and current learning relates to their educational goals and aspirations. KINCANON, TRANSLATING THE TRANSFORMATIVE, 2009

26 Lunch Conversation Have you (either intentionally or unintentionally) used concepts from Self-Authorship in your advising? Do you know what happened as a result? Do you have time to practice advising as mindfully as it deserves? If so, what conditions are facilitating that? If not, what is missing that would help you achieve this ideal?

27 Small Group Conversation Topic 1: Focus on Self-Authorship: Identify three situations where you see an opportunity to use this theory to guide your advising.

28 Small Group Conversation Topic 2: Focus on theory-driven advising generally: Identify a theoretical perspective that guides your work with advisees. What does it allow you to see? What isn t it very good at allowing you to notice? Does a colleague have a favorite theory that could help you see something from a different perspective?