Higher education professionals are called upon to recognize the new experiences students face as they transition into college during their first year. As students learn to think and act for themselves, instead of relying upon authority figures to prescribe their choices, they encounter increased responsibility for their own learning and growth. While navigating new academic systems, traditionally-aged students also move through the initial stages of Chickering’s 7 Vectors of psychosocial development. As new college students develop competence, learn to manage their emotions, and move through autonomy to interdependence, they can lay a strong foundation for academic success.
In the NACADA Advising First-Year Students Community-sponsored webinar, the Presenters will consider ways to support students as they move through this important transition year, discovering new identities and setting goals for their personal and academic futures. Since students’ movements through these vectors are unique, advisors’ awareness of these stages fosters effective understanding of and communication with students in the first year.
The Presenters will also discuss ways to facilitate the learning and reflection process, based on Baxter Magolda’s Theory of Self-Authorship (2004) and Kolb’s Experiential Learning Theory (1984), in a variety of student meeting settings. They will share strategies to promote the transformative power of guided reflection and value-exploration through activities that can influence student confidence in decision-making, comprehension of intrinsic and extrinsic motivational factors, and achievement of both personal and academic goals. Coaching skills that empower students to take ownership of all aspects of life and articulate their own vision for success will be explored.
Academic Advising Core Competencies that will be addressed in this presentation include:
- C3 – Understanding of theory relevant to academic advising
- C4 – Understanding of academic advising approaches and strategies
- C6 – Understanding of how equitable and inclusive environments are created and maintained
- I5 – Knowledge of the characteristics, needs, and experiences of major and emerging student populations.
- R2 – Ability to create rapport and build academic advising relationships
- R3 – Ability to communicate in an inclusive and respectful manner
- R4 – Ability to plan and conduct successful advising interactions
- R6 – Ability to facilitate problem solving, decision-making, meaning-making, planning, and goal setting.
Carol B. Wilson, Coordinator of Academic Advising, Wofford College
As a long-time faculty-model academic advisor, Carol Wilson recognizes that Chickering's Vectors dovetail well with education theory and her personal experience in teaching as an English professor. As Wofford College’s Coordinator of Academic Advising, she serves on the three-person leadership team for the institution’s Quality Enhancement Project (QEP) for accreditation. In that project, they have identified Chickering’s first three vectors as central points of development in the first-year experience. Carol’s 2017 NACADA Annual Conference presentation, entitled Applying Chickering’s Vectors to First-Year Advising Practice was described as “engaging” and “useful” by attendees and was highly recommended to move to the webinar venue.
Hannah Byrd, Senior College Life Coach, Florida State University
Hannah Byrd has served as a College Life Coach at FSU for approximately four years. She works with second-year students at FSU’s Center for Academic Retention and Enhancement (C.A.R.E.), which is a program for traditionally underrepresented college students. Additionally, Hannah is an Overall Program Advisor for students in FSU’s Garnet and Gold Scholar Society – a program that encourages and recognizes engagement in the areas of international experiences, internships, leadership, research, and service. Hannah also serves on FSU’s Healthy Campus Mental Health Team – a committee of faculty, staff, and students who collaborate on increasing the well-being of FSU’s community.
Rolando (Roly) Torres, Senior College Life Coach, Florida State University
Rolando (Roly) Torres has served four years as a College Life Coach, working with first year students. He is passionate about student leadership development and vision creation and regularly challenges students in those areas. Roly designed, implemented, and currently teaches LDR 2135 Leadership and Empowerment, in which students learn how to create and lead highly effective organizations. He is also engaged in NACADA’s coaching research team and in developing the coaching center’s theoretical foundations.
Hannah and Roly have presented at state, regional, and annual conferences. Their 2017 NACADA Annual Conference presentation, entitled The Power of Purpose: Coaching Students Toward Self-Efficacy, drew 200 attendees and was described as highly practical and helpful.