Advising in the Big Data Era - Kansas State University

Advising in the Big Data Era - Kansas State University

Advising in the Big Data Era Research Processes as a Means to Guided Self-Discovery Presenters Information Utah State University Ryan M. Braeger [email protected] Abstract What is to be the role of research in the development of advising theory? This question should be at the forefront of the conversation among all those engaged in the academic advising profession. A response is needed from advisors to determine the role that scientific research methods are to have on the improvement and sustainability of

advising theory during the era of big data. Participants will be introduced to the idea that advising in the era of big data provides an opportunity for advisors to incorporate a Problem Solving Model of research to guide students in efforts of self-discovery and reflection. Collected data, evaluation templates, and review of applicable advising theories will be provided. We like to think choosing a major is as simple as. In reality, choosing the most suitable major is often like choosing the best red apple ROADMAP I. Review of Applicable Advising Theory Socratic Advising Theory Logotherapy

II. Introduction to the Problem Solving Method Application to Advising Profession 1. Clarity of Focus 2. Measurement of Mastery 3. Designing a Treatment/Action Plan 4. Evaluating Student Progress III. Sage Advising Visual Diagram Academic Journaling USU Admissions Contract Program Socratic Advising Drawing from the western tradition of Socratic Questioning, Socratic Advising Theory seeks to provide opportunities for improved student selfawareness. When practicing this theory, advisors guide students through continuous sessions of self-reflection to strengthen the critical-thinking skills necessary for their

students to discover and understand WHY they are influenced by certain values, beliefs, assumptions, and expectations. Selfexamination leads to greater problem solving and critical-thinking skills that extend beyond the University environment. The unexamined life is not worth living - Socrates Elenchus The Socratic method of eliciting truth by question and answer, especially as used to refute an argument. Scholarly Founders Dr. Richard Paul Dr. Linda Elder Flagship University University of Louisville Best Paired With Proactive Advising

Teaching and Learning NACADA Concept of Academic Advising Applicable Student Populations Exploratory New Freshmen Transfer At-Risk/Provisional For More Information www.criticalthinking.org Conversations of Socrates Academic Advising Approaches: Strategies That Teach Students to Make the Most of College Logotherapy The psychological school of thought developed by neurologist and famed psychiatrist, Viktor Frankl. Logotherapy is a discipline of psychotherapy which conducts existential analysis of a patients anxieties for the purpose

of assisting the patient in discovering their will to meaning. Man is capable of changing the world for the better if possible, and of changing himself for the better if necessary Viktor Frankl For More Information Mans Search for Meaning The Will to Meaning: Foundations and Applications of Logotherapy Application of Problem Solving Model to Sage Advising

The research methodologies used when conducting empirical studies can and should be practiced by advisors to encourage student efforts of self-discovery and reflection Problem Solving Model utilized in each Phase of Sage Advising 1. Clarity of Focus What is the desired outcome? 2. Measurement of Mastery How do they/we know they accomplished it? 3. Designing a Treatment/Action Plan What resources do we utilize and actions do we take? 4. Evaluating Student Progress What should they/we do if they accomplished it? 2. they didnt accomplish it? 1. Sage Advising at Utah State University Rooted in Socratic Advising Theory and Logotherapy

Data-Driven Model which uses Quantifiable Data 4 Circles of Self-Awareness which Results in Successful Major Exploration and Improved Self and University Awareness Four Phases of Sage Advising Initial Exploration Categories & Criteria Application of Criteria & Analysis Major Declaration Sage | Phase 1: Initial Exploration When: During the first two semesters of

University study Clarity of Focus - What is the desired outcome? The creation of a preliminary list of majors Measurement of Mastery - How do we know they accomplished it? Advisor: content analysis of student journal When discussing phase one goals and objectives, the advisor can look for several lines of student questioning and observation I really enjoy my Psychology course I seem to prefer my life sciences class over my course discussing humanities The homework in my creative arts class is always something I seem to learn quickly

Designing a Treatment/Action Plan - What resources are utilized? General Education Requirements University Catalog Aptitude/Interest Surveys Academic Journal Major/Minor Directory What Actions are taken? Student: Student utilizes the resources listed to create a preliminary list of majors What do we do if they accomplished it? Advance to Phase 2 What do we do if they did not? Review the desired outcomes and available resources of Phase 1 and discuss successes/failures of action plan

Sage | Phase 2: Categories and Criteria When: During the second and third semesters of University study Clarity of Focus - What is the desired outcome? The recognition of a academic theme represented in the preliminary list of majors A criteria created by the student for the purpose of performing analysis on each major of interest Measurement of Mastery - How do we know they accomplished it? Advisor: content analysis of student journal When discussing phase two goals and objectives, the advisor can look for several lines of student questioning and observation It is important for me that my major allows

me to work in _____ work environment Ill know if a major is worth investigating further if the major allows for _____ I have noticed that many of my majors of interest stem from my desire to assist others Designing a Treatment/Action Plan - What resources are utilized? Academic Journal Advising Appointment(s) What Actions are taken? Student meets with their advisor to review their preliminary list of major Student records observations in their academic journal concerning qualities, characteristics, and opportunities they would like to find in a chosen

major What do we do if they accomplished it? Advance to Phase 3 What do we do if they did not? Review the desired outcomes and available resources of Phase 2 and discuss successes/failures of action plan Sage | Phase 3: Application of Criteria & Analysis When: During the 3-4th semester of University study Clarity of Focus - What is the desired outcome? A narrowing of the number of potential majors The increase in the number of professionals and University services in a students network of

support Designing a Treatment/Action Plan - What resources are utilized? Academic Journal Major Advising Centers Career Service Center Professors & Department Faculty What Actions are taken? Student: meets with primary and major advisors for Measurement of Mastery - How do we know they accomplished it? Advisor: Content Analysis When discussing phase three goals and objectives, the advisor can look for several lines of student questioning and observation

After speaking with the Biology major advisor, I have decided that the major is not a good fit because of the demanding schedule often found in researching positions I am beginning to think History is the perfect major for me, after speaking with my favorite History Professor about their experience in graduate school the purpose of filling information gaps Creates a new list of finalist majors What do we do if they accomplished it? Advance to Phase 4 What do we do if they did not? Review the desired outcomes and available resources of Phase 3 and discuss successes/failures of action plan Sage | Phase 4: Major Declaration

When: During the 4th semester, prior to the completion of General Education/University core curriculum Clarity of Focus - What is the desired outcome? Student is able to clearly express WHY they are declaring a specific major of study to their primary advisor Measurement of Mastery - How do we know they accomplished it? Advisor: Content Analysis When discussing phase four goals and objectives, the advisor can look for several lines of student questioning and observation After speaking with both major advisors and reflecting on what I hope to accomplish as a professional, I know that English is the best major for my interests because it will prepare

me for a career working with up-and-coming authors and artists Designing a Treatment/Action Plan - What resources are utilized? Academic Journal Advising Appointment(s) What actions are taken? Student declares a major of study What do we do if they accomplished it? Begin/Resume Major Coursework What do we do if they did not? Review the desired outcomes and available resources of Phase 4 and discuss successes/failures of action plan

Sage Advising Theory With the completion of each phase, the student acquires new depth in their ability to evaluate their personal interests and the possible majors of interest The instruction provided by the primary advisor should lessen as the student becomes familiar with viewing themselves in an intellectual mindset, rather than a emotional or physical one. The advisor-student relationship should transition from instructional toward mentorship Once a phase of observation is completed, the student should feel comfortable moving past the fourth phase and understand major exploration as a continuous process which can be conducted during their time at University and throughout their professional careers Sage Advising Theory places an emphasis on the student knowing WHY they are declaring a major and allowing the student to identify their purpose at University Utah State University | Exploratory Advising Center Contract Program | Fall 2015

Review of research/evaluation reports created for a student program using Sage Advising Theory USU | Exploratory Advising Contract Program Admissions Contract Program Mission Statement Through the use of provisional admissions contracts, the Exploratory Advising Center will extend the privileges of a liberal education to all students during their renewed pursuit of professional academic development. A standardized criterion for academic evaluation will be utilized in order to ascertain student progress and to better allocate the use of global advising practices. The collaborative efforts encouraged between advisors and contract students will exemplify and affirm the vision and standards espoused by the Division of Student Affairs and Advising Offices at Utah State University. Contract Program Semi-Annual Report Composed of 7 Reports

I. Founding Documents II. Applicant Criteria III. Semester Cohort IV. Semester Roster V. Contract Status Survey VI. Marketing VII. Holiday Contract Template

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