We have an exam today? How teaching and advising responsibilities - - PowerPoint PPT Presentation

“We have an exam today?” How teaching and advising responsibilities cross-pollinate

Nancy S. Childrey, Ph.D., Academic Advisor, Saint Louis University Erin G. Dooley, Academic Advisor, Ozarks Technical Community College Sarah C. Humfeld, Ph.D., Academic Advisor and Instructor, University of Missouri

Introductions

• Differences between our institutions
• How we came into teaching/advising roles
• Why we wanted to do a panel discussion
• What courses we are teaching

Nancy Childrey

Institution: Saint Louis University Classes taught:

• ASCI 1010: Professional Orientation (online, non-traditional students) (4)
• ASCI 1510: The Air Transportation System (on-ground,

freshmen/sophomore level students) (10) Advising effort/model:

• 260 students
• Mandatory advising each semester

Erin Dooley

Institution: Ozarks Technical Community College Classes taught:

• CAC-101: Strengths in Careers and Beyond (30)

Advising effort/model:

• 50-75 assigned advisees
• Blended Model, Walk-In Advisement Center
• Not mandatory for students with good academic standing

Sarah Humfeld

Institution: University of Missouri Classes taught:

• NatR 1070 - Ecology and Renewable Resource Management (Intro) (70)
• F_W 3600 - Introduction to Conservation Biology (50)

Advising effort/model:

• 75% FTE
• ~200 advisees
• Required each semester during early registration

Who is our audience?

Tell us a little bit about yourself!

• Where do you work?
• In what role(s)?
• Why are you here today?

• Leveraging advising experience to inform the teaching practice

and vice versa

• Identifying institutional support for teaching advisors
• Managing increased responsibilities
• Navigating dual relationships with students

Overview

How do you leverage your advising experience to inform the teaching practice and vice versa?

• Teaching informs advising

○ Deeper understanding of classroom challenges ○ Advice regarding specific study methods

• Advising informs teaching

○ Greater emphasis on integrating meta-skills and career development ○ Vision of how classes across curriculum fit together ○ Know performance history of student; can see progress

Can write great letters of recommendation!

What institutional support is available for teaching advisors?

• Centers for Teaching and Learning available to all

○ But divisions between faculty & staff - culture

• Other training opportunities

○ But timing conflicting with advising responsibilities

Access to Instructional Designers

How do you manage increased responsibilities?

Advising models at our different institutions:

• Walk-in model
• Required advising each semester for majors

Number of students in our classes (4-75)

• Daily priorities: Importance of protecting time

○ How/if students schedule appointments ○ Office hours

• Tasks across semester (how to teach during early

registration period?)

How do you navigate dual relationships with students?

• Potential to recognize student progress over time
• Can be awkward: student performing poorly in class
• Can be synergistic: instructor knows student career/academic interests to

focus course content

• Help troubleshoot issues in first year
• Are emails confusing to students? Course related or advising?

Wrapping Up

Pros:

• Ability to get to know students

at a different level

• Ability to help students on a

different level

• Increased understanding of

and connection with faculty

• Cons:
• Time
• Incompatible scheduling
• Complications of dual

relationships with students

Questions?

Thank you for attending!

Nancy S. Childrey, Ph.D., Academic Advisor Saint Louis University nancy.childrey@slu.edu - 314-977-8234 Erin G. Dooley, Academic Advisor Ozarks Technical Community College dooleye@otc.edu - 417-447-6913 Sarah C. Humfeld, Ph.D., Academic Advisor and Instructor, University of Missouri humfelds@missouri.edu - 573-882-9422