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ADVISING AND GUIDING

IN THE NAM OF GOD. ADVISING AND GUIDING. Dr.M Yadavar Nihravesh Dr.Z Biabangardi Faculty Members of Iran University. بسمه تعالی دانشگاه علوم آموزش پزشکی استان بوشهر کارگاه مشاوره و راهنمایی تحصیلی (استادمشاورواستادراهنما).

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ADVISING AND GUIDING

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  1. INTHE NAM OF GOD ADVISING AND GUIDING Dr.MYadavarNihravesh Dr.ZBiabangardi Faculty Members of Iran University

  2. بسمه تعالیدانشگاه علوم آموزش پزشکی استان بوشهرکارگاه مشاوره و راهنمایی تحصیلی (استادمشاورواستادراهنما). هدف کلی:آشنایی اعضا هیئت علمی با مفاهیم مشاوره و راهنمای تحصیلی دانشجویان و کاربرد آن جهت هدایت دانشجویان و رشد بالندگی آنها. اهداف اختصاصی:شرکت کندگان قادر باشند: • ضرورت وامنیت وجود برنامه راهنمای و مشاوره در تعلیم و تربیت را بحث نمایند. • خصوصیات مشاوره وراهنمایی مطلوب و وظایف و نقش مشاوره و راهنمای تحصیلی را مورد بحث و تبادل نظر قرار دهند. • روش هاو فنون راهنمایی و مشاوره را لیست نمایند. • فرایند مشکل گشایی و تصمیم گیری را در امر مشاوره و راهنمایی برروی Caseارائه شده مشخص کنند. • نفش مشاوره و راهنمایی را اجرا کنند.

  3. بسمه تعالی دانشگاه علوم پزشکی استان بوشهر روز اول 8/11/94 بسمه تعالی دانشگاه علوم پزشکی استان بوشهر روز اول 8/11/94

  4. بسمه تعالیدانشگاه علوم پزشکی استان بوشهرروز دوم 9/11/94

  5. Advisory System(Introduction)

  6. In addition to coping with the normal stressors of everyday life, medical, nursing and…. students must deal with stressors specific to medical and nursing school, which include information and input overload, financial indebtedness, lack of leisure time, and pressures of work, work relationships and career choices.

  7. Comparisons between medicalgroups students and other undergraduate student groups have shown a higher level of stress and depression among medical students.

  8. The results of a survey from the University of Pennsylvania showed that although 24% of their medical students identified themselves as being depressed, only 22% of this group accessed mental health services.

  9. Barriers to access included lack of time, fear of lack of confidentiality, stigma associated with use of mental health services, cost, fear of documentation in academic records and fear of unwanted intervention.

  10. Why is advising so important? “It is at the heart of all of our efforts to educate and retain students.” Tinto, 1998

  11. …guiding students toward the attainment of their academic, personal, and career goals.

  12. Academic AdvisingExploring past, present, future

  13. In medieval times, a preceptor shared his knowledge with his students

  14. In 1841, Kenyon College (Ohio)uses the term “advisor”

  15. In the 1880s,a system of faculty advisors was established at Johns Hopkins.

  16. “Advising is a process with a long and dignified history in colleges and universities… it is a most cordially hated activity by the majority of college teachers.” Personnel and Guidance Journal, 1953

  17. In the 1960s, two new delivery systems were introduced Centralized advising centers Peer & professional advisors

  18. In 1972, Terry O’Banion outlined five dimensions of advisingLife goalsVocational goalsProgram choicesCourse choicesScheduling options

  19. In 1977,300 people attended a national meetingabout academic advising.Over the next 2 years, NACADA was established.

  20. In 1970s and 1980s, developmental advising: Became the dominant paradigm Extended advising beyond scheduling Drew on student development theory Emphasized shared responsibility

  21. Advising & Guidance

  22. “Academic advising is integral to fulfilling the teaching and learning mission of higher education.” NACADA Concept of Academic Advising Preamble, 2006

  23. “An excellent advisor does the same for the student’s entire curriculum that the excellent teacher does for one course.” Marc Lowenstein, 2005

  24. Advising focuses on enhancing students’ efforts to make sense of their education as a whole, not as a series of isolated experiences or items on a checklist.

  25. Key Concepts in Effective Advising

  26. Advising is a Key to Student Retention “The best way to keep students stimulated, challenged, and progressing toward a meaningful goal. The best way to do that - especially among new students - is through informed academic advising.” Academic Advising for Student Success and Retention, Leaders Guide, Noel-Levitz, P. 39

  27. Academic Advising • Academic advising is an ongoing educational process that connects the student to the University. • Academic advising supports the University’s mission of preparing the student for learning beyond……..

  28. continued • Academic advising is a decision – making process during which students reach their maximum educational potential through communication and information exchange with an academic adviser (Tomas .Grites)

  29. Academic Advising as an Influential Relationship ”Academic advising is structured activity on the campus that all students have the opportunity for on-going, one-to-one interaction with a concerned representative of the institution.” Wes Habley, ACT

  30. Objective Academic Advising • The overall objective of academic advising is to help students realize the maximum educational benefits available to them at university. • Academic advising may include all aspects of academic program planning, including deciding on course adds, drops, or …….etc.

  31. Objectives • Help students plan the sequence of courses to efficiently achieve graduation. • Provide information to improve academic performance. • Design a well balanced schedule.

  32. Advisors ask What, Why, and How Questions How are you changing as a result of your education? What are your goals for your education? How can you make the most of your time in college? What skills are you developing? What skills do you need to develop, and how will you do this?

  33. “At key points…an academic advisor asked questions: to think about the relationship of their academic work to their personal lives.”Richard Light, Making the Most of College

  34. Students who met academic advisors at least twice during the academic year engaged more frequently in educationally purposeful activities. National Survey of Student Engagement (NSSE) 2007

  35. Four questions to consider when organizing or reorganizing advising Who is advised? Who advises? Where is advising done? How are advising responsibilities divided?

  36. Advising is more important than ever—issues now and in the future Cost of higher education Changing regulations State of economy and job market Expectations of students and families Pressure to retain and graduate “on time” Increasing demands; decreasing resources

  37. Advising is a tag-team activity

  38. The Power of Academic Advising Through regular contact with students • whether face-to-face • through the mail • on the telephone • or through computer mediated systems advisors gain meaningful insights into student’s • academic • social • and personal experiences and needs.

  39. ACADEMIC ADVISORE

  40. Academic advisor Academic advisors represent and interpret University policies and procedures to the student and help the student navigate the academic and organizational paths of the institution

  41. Continued • Advisors are sensitive to the values of the surrounding community • Advisors are responsible to their professional role as advisors and to themselves personally • Advisors are facilitators and mediators.

  42. Continued • Advisors recognize the changing nature of the college and university environment and student body • Advisors work with students to help themaccomplish the goals and objectives they have established for themselves.

  43. Continued • Advisors encourage self‑reliance by helping students make informed and responsible decisions, set realistic goals, and develop thinking, learning, and life management skills to meet present and future needs.

  44. MODELS OF ADVISING

  45. From Good Advising to GREAT Advisingusing Appreciative Techniques Cathy Buyarski, Ph.D. Indiana University-Purdue University Indianapolis

  46. Why is advising so important? “Academic advising may be the single most underestimated characteristic of a successful college experience” Light, 2001 “It is at the heart of all of our efforts to educate and retain students.” Tinto, 1998

  47. GREAT Advisors • Guide students in getting the most out of their college experience • Enjoy being with students, know how to connect and realize that each student is unique. They believe all students can learn and succeed! • Are knowledgeable, accessible and concerned. • Facilitate advising sessions that are planning-centered, goal-directed, and focused on strengths and possibilities. Schriener, 2007

  48. Models of Advising DEVELOPMENTAL • Advisor directs students to information sources • Advisor guides student’s planning for success; student is the decision-maker • Advisor understands the interrelationships between personal, social and academic decisions and behaviors • Advisor teaches student to weigh alternatives and consequences and to take control PRESCRIPTIVE • Advisors is a source of knowledge • Advisor tells students how and what to do • Focuses on courses and grades • Advisor provides solutions to problems

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