Advising

1
Advising

• Student Development at Al Akhawayn University

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Two Approaches to Advising

• Developmental advising
• student as whole person

• Course related advising
• student as course consumer

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Course related advising

• Three sources of confusion
• The MATH sequence
• The COMPOSITION requirement
• The CORE CURRICULUM

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MATH in SHSS Degrees

• SHSS degrees require TWO MATH courses
• MATH 1300
• Either MATH 1301 or 1399
• Students who are Arts BAC can start with MATH
  1399 and then take MATH 1300
• All others should take 1300 and then 1301

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MATH in SBA Degrees

• SBA degrees require TWO MATH courses
• MATH 1300
• MATH 1301
• MATH 1300 is pre-requisite for ACC 2301 and ECO
  2301, which are pre-requisite for many other SBA
  courses

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MATH in SSE Degrees

• CS degree requires
• MATH 1304, 1303, 2301, 3301
• GE degree requires (minor in Math)
• MATH 1304, 1303, 2301, 2303, 2304, 3301
• EMS degree requires
• MATH 1303, 2301, 2303, 2304, 3301
• N.B. MTH1304 is not prerequisite for MTH1303 but
  students are advised to start with MTH1304

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Math Course Titles

• MTH 1399 Introductory Math Concepts
• a.k.a. Pre-Calculus
• MTH 1300 Discrete Mathematics
• a.k.a. Discrete, or Discrete for Business
• MTH 1301 Calculus I
• a.k.a. Calc
• MTH 1304 Discrete Mathematics for Engineers
• a.k.a. Discrete

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Composition ENG 1301 1302

• Pre-requisite for
• HIS 1301
• HIS 2301
• COM 1301
• LIT 2301
• PSC 2301

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CAD Sequence

• SSK 1203 Computer Skills
• SSK 1201 Skills for Learning Research
• SSK 1205 Interpersonal Skills Social
  Interaction
• SSK 1202 Critical Reading Problem Solving
• SSK 1204 Applied Independent Learning Methods

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Advising at AUI

• New arrivals have a CADvisor for 2 semesters
• CADvising offers support, advice, a place to ask
  questions, an identifiable person
• CADvisors send students on to School Advisors
• School Advisors receive their advisees by
  appointment in pre-registration week
• School Advisors input course selection using
  http//mis.aui.ma/fas_initial.html

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Developmental Advising

• Questions to ask
• How are you doing in your courses this term?
• Whats your workload?
• How well do you manage your time?
• Do you really want to be an engineer?

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Why focus on student development?

• University-level students develop in multiple
  areas.
• In order to integrate growth in all areas,
  students need support in all areas.
• Trained staff can provide a source of
  non-judgmental feedback and create a safe
  learning environment outside of the classroom.

ACADEMIC CAREER
EMOTIONAL PHYSICAL
MORAL ETHICAL
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Shouldnt students just study??

• The academic side of university life is, indeed,
  important but, AUI also hopes to help shape
• Leaders
• Good neighbors and good citizens
• Career-ready employees
• Ethical decision-makers
• Self-confident adults
• Well-rounded individuals

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Challenge and Support

• Students grow and develop when they are
  challenged.
• Students need support to work through new ideas,
  behaviors, and styles of thinking.
• The AUI experience is a combination of living and
  learning, where growth can occur in the residence
  hall, the classroom, a club, a professors
  office, or the cafeteria!

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Multiple Areas of Student Growth

• Achieving competence
• Managing emotions
• Developing autonomy
• Establishing identity
• Freeing interpersonal relationships
• Developing purpose
• Developing integrity
• Chickering (1969) Education and Identity

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For example Achieving Competence

• Students believe that their poor grade in an
  easy course reflects a lack of competence
• But their English skills are weak they dont
  like to read they confuse effort with result
• With faculty advice, they can start to identify
  the source of the problem perhaps it isnt
  their work in the course, but their ability to
  apply multiple skills to the learning task
• Learning about ones own strengths and weaknesses
  beyond the actual course is a major step

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Establishing Identity

• Sexual orientation
• Body image
• Values development
• Acceptance of personal responsibility
• Identity development

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Developing Competence

• Academic transition issues
• Failure to see logical consequences of actions
• Experimenting with substances or relationships
• Trying on different communication styles

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Cognitive Development

• Perry (1970, 1981) has developed a model that
  suggests how students make sense out of the
  information, theories, experiences, and opinions
  that confront them in college classrooms.
• DUALISTIC STUDENTS are those who see the world as
  a place of absolutes such as right or wrong, true
  or false. Knowledge is seen as existing
  absolutely. Dualistic students tend to think of
  their role in terms of "right" answers and the
  role of the professor or staff member as
  providing those answers.

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Students at the dualistic stage

• Require structured interventions
• Prefer rule-based guidelines
• Expect to be offered ready-made choices
• Are just starting to develop critical thinking
  skills
• Have a tendency to  follow the crowd 
• May see conflict in terms of winners and
  losers

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Cognitive Development

• MULTIPLISTIC STUDENTS recognize that there are
  multiple perspectives to problems. However, they
  are unable to evaluate each perspective
  adequately. A typical multiplistic response might
  be "We're all entitled to our own opinions.

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Cognitive Development

• RELATIVISTIC STUDENTS see knowledge as relative
  to particular frames of reference. They show a
  capacity for detachment they look for the "big
  picture," think about their own thinking, and
  evaluate their own ideas as well as those of
  others.