Developmental Advising
The Prescriptive Relationship
The traditional relationship between the academic advisor and the student may be described as prescriptive. As implied by the term itself, the relationship is obviously based on authority; the advisor is the doctor and the student the patient. The patient comes in with some ailment. The doctor makes a diagnosis, prescribes something, or gives advise. Therefore, if the student follows the advice, the problem will be solved and all is well! In this context the advisor presumably "teaches" and the student "learns."
The Developmental Relationship
In contrast with the authoritarian quality of the prescriptive relationship between academic advisor and student in which the advisor advises and, presumably, the student acts on the advice, the developmental relationship is based on different values and principles. The most important of these is the belief that the relationship itself is one in which the academic advisor and the student differentially engage in a series of developmental tasks, the successful completion of which results in varying degrees of learning by both parties. These developmental tasks include reaching an agreement on who takes the initiative, who takes responsibility, who supplies knowledge and skill and how they are obtained and applied.
---Burns B. Crookston, University of Connecticut, January 1972
Developmental advising focuses on helping students identify life goals, acquiring skills and attitudes which promote intellectual and personal growth, and helping them become successful students in a way that is uniquely theirs. Ender, Winston and Miller (1982) have proposed seven conditions that are essential to developmental advising:
- Academic advising is a continuous process with an accumulation of personal contacts between advisor and student - these contacts have both direction and purpose.
- Advising must concern itself with quality-of-life issues, and the advisor has a responsibility to attend to the qualify of the student's experience in college.
- Advising is goal related; the goals should be established and owned by the student and should encompass academic, career, and personal development areas.
- Advising requires the establishment of a caring human relationship - one in which the advisor must take primary responsibility for its initial development.
- Advisors should be models for students to emulate, specifically demonstrating behaviors that lead to self-responsibility and self-directedness.
- Advisors should seek to integrate the services and expertise of both academic and student affairs professionals.
- Advisors should seek to utilize as many campus and community resources as possible.
Prescriptive vs. Developmental Advising
--B.B. Crookston (1971)A developmental
view of academic advising as teaching.
Journal of College Student Personnel
| PRESCRIPTIVE | DEVELOPMENTAL |
| Advisor tells student what he/she needs to know about programs and courses | Advisor helps student learn about courses and programs for self |
| Advisor knows college policies and tells student what to do | Advisor tells student where to learn about policies and helps in understanding how they apply to him/her |
| Advisor tells student what schedule is best | Advisor teaches student how to register self |
| Advisor informs about deadlines and follows up behind student | Advisor informs about deadlines then lets student follow up |
| Advisor tells student which classes to take | Advisor presents class options; student makes own selections |
| Advisor takes responsibility for keeping advising file updated | Advisor and student share responsibility for file |
| Advisor keeps informed about academic progress through files and records | Advisor keeps informed about academic progress through records and talking to student about academic experiences |
| Advisor tells student what to do in order to get advised | Advisor and student reach agreement about nature of advising relationship |
| Advisor uses grades and test results to determine courses most appropriate for student | Advisor and student use grades, test results, and self-determined interests and abilities to determine most appropriate courses. |
| Advisor specifies alternatives and indicates best choice when student faces difficult decision. | Advisor assists student in identifying alternatives and weighing consequences when facing difficult decision. |
| Advisor takes care of academic problems. | Advisor teaches student problem-solving techniques. |
| Advisor does not deal with vocational opportunities in conjunction with advising. | Advisor deals with vocational opportunities in conjunction with advising. |
| Advisor suggests what student should major in. | Advisor suggests steps student can take to help decide on a major. |
| Advisor identifies realistic academic goals based on grades and test results. | Advisor assists student in identifying realistic academic goals based on grades, test results, and self-understanding. |
| Advisor is not knowledgeable about help available with non-academic concerns. | Advisor is knowledgeable about available help for non-academic concerns. |
| Advisor does not encourage discussion of personal problems. | Advisor encourages discussion of personal problems. |
| Advisor is concerned mainly about academic life of student. | Advisor is concerned about personal, social, and academic life of student. |
| Advisor unaware of student's outside-the-classroom life. | Advisor shows interest in student's out-of-class life. Advisor discusses academic and other-than-academic interests and plans. |
| Advisor provides information mainly about courses and class schedules. | Advisor provides information about workshops and seminars in areas such as career planning and study skills, and courses and class schedules. |
| Advisor does not spend much time discussing time management and study techniques. | Advisor spends time discussing time management and effective study techniques. |
Knowledge Required for Good Academic Advising
--"An Academic Advising Model" by Terry O'Banion, AAJC Journal, 1972
Exploration of Life Goals
- Knowledge of student characteristics and development
- Understanding of decision-making process
- Knowledge of psychology and sociology
- Skills in counseling techniques
- Appreciation of individual differences
- Belief in worth and dignity of all men
- Belief that all have potential
Exploration of Vocational Goals
- Knowledge of vocational fields
- Skill in interpretation of tests
- Understanding of changing nature of work in society
- Acceptance of all fields of work as worthy and dignified
Program Choice
- Knowledge of programs available in the college
- Knowledge of requirements of programs
- Knowledge of university requirements for transfer programs
- Knowledge of how others have performed in the program
- Knowledge of follow-up success of those who have completed the program
Course Choice
- Knowledge of courses available
- Knowledge of any special information regarding courses (prerequisites offered only in certain times, transferability. Does the course meet graduation requirements? What is the appropriate sequence for the university?)
- Knowledge of rules and regulations of the college regarding probation and suspension, limit on course load (academic and work limitations)
- Knowledge of honors courses or remedial courses
- Knowledge of instructors and their teaching styles
- Knowledge of student's ability through test scores, high school record
- Knowledge of course content
Scheduling Courses
- Knowledge of schedule
- Knowledge of the systems of scheduling and changing the schedule
- Knowledge of work and commuting requirements
