Academic Advising as Learning: 10 Organizing Principles

National Academic Advising Association (NACADA) - Tập 25 Số 2 - Trang 74-83 - 2005
Martha K. Hemwall1, Kent C. Trachte2,2
1Lawrence University;
2FRANKLIN & MARSHALL COLLEGE,

Tóm tắt

A learning paradigm can transform the field of academic advising. Ten organizing principles answer the two core questions raised by a focus on learning. What should the student learn through advising? How might the learning take place? The first three organizing principles define a curriculum for academic advising and are based on the premise that the goals and values of advising should be derived from the institutional mission statement and assist advisees in developing higher-order thinking skills. The other principles focus on pedagogy: creating and organizing situations that assist students in meeting learning goals. We draw upon progressive, constructivist, and social constructivist theories of education to study both the learner and the learning context.

Từ khóa


Tài liệu tham khảo

Angelo T. A., Classroom assessment techniques: A handbook for college teachers

Astin A., What matters in college: Four critical years revisited

Barr R. B., 1995, Change, 27, 12, 10.1080/00091383.1995.10544672

Dewey J., 1938, Experience and education

Fosnot C., 1996, Constructivism: Theory, perspectives, and practice

Gardner H., Frames of mind: The theory of multiple intelligences

Gardner H., Multiple intelligences: The theory in practice, 10.1111/j.1571-9979.2000.tb00760.x

Gould, J. S. (1996). A constructivist perspective on teaching and learning. In C. T. Fosnot (Ed.),Constructivism: Theory, perspectives, and practice(pp.92-102). New York: Teachers College Press.

Hagen P. L., 1994, NACADA Journal, 14, 85, 10.12930/0271-9517-14.2.85

Hemwall M. K., 1999, NACADA Journal, 19, 5, 10.12930/0271-9517-19.1.5

Hemwall M. K., M. K. Hemwall & K, 13

Kitchener K. S., Developmental perspectives on teaching and learning thinking skills, 21, 48

Kolb D., The modern American college: Responding to the new realities of diverse students and a changing society.

Kuh G. D., 1997, NACADA Journal, 17, 7, 10.12930/0271-9517-17.2.7

Kuhn D., D. Kuhn ( Ed.), Development perspectives on teaching and learning thinking skills, 21, 1

Laff N. S., 1994, NACADA Journal, 14, 46, 10.12930/0271-9517-14.2.46

Light R. J., Making the most of college: Students speak their minds, 10.2307/j.ctvjnrw16

Love P. G., Enhancing student learning: Intellectual, social and emotional integration (ASHE-ERIC Higher Education Report No. 4)

Miller T. K., R. B. Winston, Jr., S.C. Ender, & T. K. Miller, Developmental approaches to academic advising. New Directions for Student Services, No. 17.

Pascarella E. T., How college affects students: Findings and insights from twenty years of research

Piaget J., The language and thought of the child

Silverman S. L., Learning and development: Making connections to enhance teaching

Stage F. K., Creating learning centered classrooms: What does theory have to say? ASHEERIC Higher Education Report 26(4)

Strommer D. W., 1994, NACADA Journal, 14, 92, 10.12930/0271-9517-14.2.92

Von Glaserfeld E., Radical constructivism: A way of knowing and learning (Studies in mathematics education), 10.4324/9780203454220

Weimer M., Learner-centered teaching

Wink J., Critical pedagogy: Notes from the real world

Wink J., A vision of Vygotsky

Winston R.B., 1982, No. 17.

Winston R. B., 1984, Developmental academic advising: Addressing students' education, career and personal needs

Thông tin
Thông tin xuất bản

National Academic Advising Association (NACADA)

Tập 25 Số 2

74-83

Thông tin tác giả