Advising is Teaching

At UNC Asheville, teaching is at the heart of all our activities. We strive to teach students the problem-solving, critical thinking, and discipline-specific skills they will need to contribute to their profession and communities, and the advising experience can be a powerful teaching tool. Think about advising as an independent study course-as an advisor, you get to work one-on-one with each student as they develop a question, research background information, learn about opportunities, face challenges, reach their goal while all the while supporting UNC Asheville's Student Learning Outcomes.

Advising and Student Learning Outcomes

1 Students develop skills in critical thinking, clear and thoughtful communication, creative expression, and honest open inquiry. To provide positive, supportive advising experiences, we intentionally set up opportunities for students to question their educational experiences, investigate opportunities, and communicate with us and their peers about their goals. As advisors, we help students understand where they can find resources, how they can clearly communicate their ideas to us, their peers, and their families, and support them as they find new and creative means of reaching their goals.

2 Students develop mastery of a specific major and an understanding of the connections among disciplines. Choosing a major is just a small step-academic and professional fields are ever expanding, and advisors help students find their place in their field. There's an art to designing a class schedule-we must prompt students to understand the connection between interdisciplinary and major courses and that these connections can open their eyes to whole new interests and intentions.

3 Students develop respect for the differences among people and ideas, and learn to clarify and articulate their own values. Each advisee is different-they come from different backgrounds, lead different lives, and have different goals. By learning as much as we can about each advisee and tailoring our work with them to their individual needs, we help enforce the importance of recognizing and validating the values each person lives by. By asking students to clarify their purpose, values, and goals, we encourage self-reflection and open inquiry.

4 Students learn both the concepts and value of economic, social, and environmental sustainability. Diversity in purpose and viewpoint is necessary to a vibrant community. Through advising, students have the opportunity to see the interconnectedness of the modern world and how they, no matter their personal, academic or professional interests, play a vital role in the future we will all be a part of.

5 Students demonstrate that they are responsible, engaged citizens. Advisors help students take risks in a supportive environment and encourage them to take responsibility for their own educational path. We ask them to ask questions of us, UNC Asheville, and their greater community and to take action when they see opportunities for improvement or change.

6 Students are prepared to engage in lifelong learning. Advisors are the very definition of lifelong learners. We strive to advance our own knowledge of our field while nurturing academic interest and excitement in the next generation. By inciting academic passion in our students and being transparent in our own continuing academic pursuits, we teach our students the importance of lifelong learning.

Advising as Teaching

The idea of advising as teaching is a strong movement; the National Academic Advising Association envisions advising as a process that involves Curriculum, Pedagogy, and Learning Outcomes (National Academic Advising Association. (2006). NACADA concept of academic advising. Retrieved 2/08/2010 from http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Concept-Advising.htm).

As in the classroom, each of us approaches advising differently.

Just like when we plan classes, advisors must also consider what students should learn from advising and how they will learn that information. Many resources exist to help you define your own advising pedagogy:

The Teaching-Advising Connection

Constructing Student Learning Outcomes

Using Syllabi to Guide Advising Practices

Structuring Your Advising Sessions

One More Draft: How the Writing Process Shapes the Academic Advising Session (scroll to page 7)

Suggestions for Faculty Advisors