New Professionals’ Student Affairs reading group goals:
- Translating theory to practice
- Understanding practitioner and scholarly response
- Personal and professional development; community support
Developing an advising philosophy:
(Terrell Strayhorn, 2012)College Students’ Sense of Belonging, book review Kim & Irwin
(Strayhorn, 2009) first-year seminars & retention
| Topic | Article(s) | date |
| Intro to NACADA, NACADA’s core values, and CAS standards |
NACADA core values, and CAS standards for advising. |
2/10 |
| Overview of theories (3 clusters: psychosocial theories, cognitive development theories, and typological theories | Williams, S. (2007).From Theory to Practice: The Application of Theories of Development to Academic Advising Philosophy and Practice | 2/24 |
| Deficit thinking/equity mindedness | Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship on student success. Review of Higher Education, 30, 441-469.
|
3/16 |
| Advisement applied to what we know about learning: cognitive & affective outcomes | Jeanette K. Muehleck, Cathleen L. Smith, and Janine M. Allen (2014) Understanding the Advising Learning Process Using Learning Taxonomies. NACADA Journal: Fall, Vol. 34, No. 2, pp. 63-74. | 3/30? |
| Mattering & Marginality (Schlossberg) | Marginality and Mattering: Key Issues in Building Community, Nancy K. Schlossberg, New Directions for Student Services, No. 48, 1989 |
April TBD |
| Self-authorship (Baxter Magolda)
(Terrell Strayhorn, 2012) College Students’ Sense of Belonging, book review Kim & Irwin |
TBD
April 20
|
Understanding student learning and development:
| Topic | Article(s) | date |
| Vectors of college student development | Chickering | |
| Transformative learning (?) (Mezirow, 1990) | ||
| Stereotype threat | ||
| Multiple identities | ||
| Learning Reconsidered (I & II) | ||
| Critical Race Theory | ||
| Involvement (Astin) | ||
| Challenge & support (Daloz) | ||
| Retention (Tinto) | ||
| Moral development (Kohberg) | ||
| In a Different Voice (Gilligan) and/or Women’s Ways of Knowing (Belenky, et al); Women’s identity development (Josselson) | ||
| LGBTQ dev | ||
| Self-efficacy (Bandura) | ||
| Transgenderism (Carter, 2005) | ||
| Reflective practitioner, Schon | ||
| Frames of Mind, Gardner | ||
| Pedagogy of the Oppressed, Freire | ||
| Social identities | ||
| Advising first-year students | ||
| Ecology |
Practical training:
| Topic | Article(s) | date |
| Academic coaching: Probation meetings | ||
| Developing an advisement philosophy | http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Personal-philosophy-of-academic-advising.aspx | |
| Mental health issues in advising | http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Mental-health-issues-in-advising.aspx | |
| Developing the College Narrative | Baxter Magolda, 2001? | |
| NACADA Academic support resources | Decision making: Interest and effort, by George Steele;
Learning styles, by Kim S. Uhlik; Memory aids, by Tiffany Comtois; Motivation, by Steven C. Howey
|
|
| FERPA |
Other topics:
- NSSE & engagement
- College outcomes (Pascarella & Terenzini)
- Experiential learning (Kolb)