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Academic Advising Approaches : Strategies That Teach Students to Make the Most of College.
Strong academic advising has been found to be a key contributor to student persistence (Center for Public Education, 2012), and many are expected to play an advising role, including academic, career, and faculty advisors; counselors; tutors; and student affairs staff. Yet there is little training on...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Wiley,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | OCoLC | ||
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| 020 | |a 9781118418765 | ||
| 020 | |a 111841876X | ||
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| 029 | 1 | |a DEBBG |b BV044177352 | |
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| 100 | 1 | |a Drake, Jayne K. | |
| 245 | 1 | 0 | |a Academic Advising Approaches : |b Strategies That Teach Students to Make the Most of College. |
| 260 | |a Hoboken : |b Wiley, |c 2013. | ||
| 300 | |a 1 online resource (305 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title page; Copyright page; Contents; Preface; Acknowledgments; The Editors; The Authors; PART ONE: FOUNDATIONS OF ACADEMIC ADVISING PRACTICE; 1: Advising Strategies to Support Student Learning Success; Linking Theory and Philosophy With Intentional Practice; The Philosophical and Sociological Basis of Advising; Academic Advising and Meaning Making; Advising as an Intentional Process; The Role of Advising in Student Success; Summary; References; 2: Advising as Teaching and the Advisor as Teacher in Theory and in Practice; Instructional Pedagogy: The Advisor as Teacher. | |
| 505 | 8 | |a 10 Strategies for Demonstrating Care and Concern for StudentsStudent Perspectives of Good Teachers; Implications for Advisors; Advising-as-Teaching Scenario; References; 3: Learning-Centered Advising; 7 Principles for Good Practice; 14 General, Research-Based Principles for Improving Higher Learning; Connecting Learning Principles to Advising; Clear, Reasonable, and Positive Goals; Learning Requires Active Involvement; Motivated Students Learn More Effectively; High Expectations Encourage High Achievement; Students Need Feedback; Interactions Promote Learning; A Caveat; Implications. | |
| 504 | |a References4: Developmental Academic Advising; Historical Contributions; Pre-1982: The Student Development Influence; 1982-1984: The Concept Established; Developmental Academic Advising Today; Developmental Academic Advising Strategies; Summary; Developmental Advising Scenarios; References; Voices From the Field: So, I've Been Thinking ... O'Banion in Reverse; References; PART TWO: A NEW LIGHT: VIEWING THE PRACTICE OF ACADEMIC ADVISING FROM DIFFERENT PERSPECTIVES; 5: Motivational Interviewing; Helping Advisors Initiate Change in Student Behaviors. | ||
| 505 | 8 | |a Four Processes in the Use of the Motivational InterviewMotivational Interview Outcomes; General Principles of the Motivational Interview; Motivational Interview Strategies; Asking Open Questions, Affirming, Reflecting, and Summarizing; Evoking Change Talk; Tackling Resistance; Creating Readiness; Planning; Prochaska and DiClemente Stages of Change; Best Practices; Motivational Interview Response; Motivational Interview Scenarios; Summary; references; 6: Appreciative Advising; Appreciative Advising Matters; The Six Phases of Appreciative Advising; Disarm; Discover; Dream; Design; Deliver. | |
| 505 | 8 | |a Don't SettleFeatures of Appreciative Advising; Appreciative Advising Scenario; Summary; references; Voices From the Field: Applying Appreciative Advising; References; 7: Strengths-Based Advising; Foundations of Strengths-Based Advising; The Strengths Development Philosophy; Evidence of Effectiveness; Challenges; Steps in Strengths-Based Advising; Step 1: Identify Students' Talents; Step 2: Affirm Students' Talents and Increase Awareness of Strengths; Step 3: Envision the Future; Step 4: Plan Specific Steps for Students to Reach Goals; Step 5: Apply Students' Strengths to Challenges. | |
| 500 | |a The Skills and Tools of Strengths-Based Advisors. | ||
| 520 | |a Strong academic advising has been found to be a key contributor to student persistence (Center for Public Education, 2012), and many are expected to play an advising role, including academic, career, and faculty advisors; counselors; tutors; and student affairs staff. Yet there is little training on how to do so. Various advising strategies exist, each of which has its own proponents. To serve increasingly complex higher education institutions around the world and their diverse student cohorts, academic advisors must understand multiple advising approaches and adroitly adapt them t. | ||
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| 650 | 0 | |a Counseling in higher education |z United States |v Handbooks, manuals, etc. | |
| 650 | 0 | |a Faculty advisors |z United States |v Handbooks, manuals, etc. | |
| 650 | 6 | |a Conseillers des étudiants |z États-Unis |v Guides, manuels, etc. | |
| 650 | 7 | |a Counseling in higher education |2 fast | |
| 650 | 7 | |a Faculty advisors |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 655 | 7 | |a Handbooks and manuals |2 fast | |
| 700 | 1 | |a Jordan, Peggy. | |
| 700 | 1 | |a Miller, Marsha A. | |
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| 776 | 0 | 8 | |i Print version: |a Drake, Jayne K. |t Academic Advising Approaches : Strategies That Teach Students to Make the Most of College. |d Hoboken : Wiley, ©2013 |z 9781118100929 |
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