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Empowering Advisees Through Critical Thinking: Strategies for Effective Advisement

In this insightful session, Dr. Stephen Brookfield outlines how advisors can help students become critical thinkers. Drawing from his experiences as an advisee, Brookfield emphasizes the importance of identifying and checking assumptions, viewing ideas from diverse perspectives, and taking informed actions. He highlights effective strategies such as modeling critical thinking processes, asking open-ended questions, and facilitating peer feedback. This comprehensive approach not only fosters a supportive environment but also empowers students to engage critically with their own challenges and experiences.

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Empowering Advisees Through Critical Thinking: Strategies for Effective Advisement

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Presentation Transcript

  1. HELPING ADVISEES BECOME CRITICAL THINKERS Stephen Brookfield Distinguished University Professor, University of St. Thomas www.stephenbrookfield.com Tweet: #tc5815

  2. Who I am as an Advisor • Very much framed by my experiences as an advisee & student • Poor exam performances • Trusting my Advisor

  3. Someone Who Thinks Critically Can … • Identify Assumptions Informing Thoughts & Actions • Check Assumptions for Accuracy & Validity • View Ideas & Actions from Alternative Perspectives • Take Informed Action

  4. Examples • Depression – caught in Patriarchy • Leadership – “we are all leaders” • Advisement – listening • Advisement – responsiveness • Meetings – Circle • Racism – I’m a good White

  5. Types of Assumptions • CAUSAL – A circle creates a relaxed climate for participation that makes peers feel respected & equalizes power • PRESCRIPTIVE – Good advisors model careful listening & create a relaxed environment • PARADIGMATIC – I can control the relationship / can determine what happens

  6. What do students say most helps them think critically? - MODELING • Advisors (& teachers) model the process of clarifying & checking their own assumptions • Talking out loud why they are asking certain questions, focusing on certain information, & how they see students’ problems • Providing examples & analogs from their own experience that parallel the student’s • Having 2 or more advisors conduct a critical conversation about a problem they have

  7. What do students say most helps them think critically? - QUESTIONING • Questions that demonstrate the advisor is trying to see a problem situation in the way the student is experiencing it • Questions that develop organically – arise out of earlier comments from advisee • Questions that are open-ended, ‘Clearness Committee’ questions – you don’t know the answer & learn along with the advisee • Questions that encourage the advisee to recognize & check her own assumptions

  8. What do students say most helps them think critically? – PEER FEEDBACK • Small groups of peers who have similar problems & experiences • “I’m not alone / not crazy” • “I’m not an impostor” • “My cultural suicide fears are normal & predictable” • “My emotional crashes are shared – roadrunning”

  9. So What Should We Remember? • Model for advisees how we think critically about OUR problems & experiences – not just theirs • Try to ask questions that are open ended, organic, & show we’re listening carefully • Create & encourage peer group communication, networks, communities

  10. RESOURCES • www.stephenbrookfield.com - STEAL!! • Teaching for Critical Thinking (San Francisco: Jossey-Bass, 2012) • The Skillful Teacher (San Francisco: Jossey-Bass,2006)

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