Eight Days A Week

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Eight Days A Week
Eight Days A Week Live-in Advising
Professionals in a Residential Setting Miami
University Shannon Foley ? Molly Mayer ? Tim
McCue NACADA 2008
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Learning Objectives
This morning you will learn about
Eight Days A Week ? Live-in Advising
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Miami University The Basics

Focus on Teaching Undergrads
Five Academic Divisions
Liberal Arts Education
Sophomore Residency Requirement (New for 2008)
Eight Days A Week ? Live-in Advising
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Miami University Living Learning Communities

Eight Days A Week ? Live-in Advising
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Miami University Living Learning Communities

The Living Learning Communities at Miami
University create and extend student learning
opportunities outside of the classroom to
encourage student intellectual and personal
growth. They integrate curricular and
co-curricular experiences that complement and
extend classroom learning. These communities
foster faculty and resident interaction that
enhances both intellectual and personal growth of
the residents.
Two Examples
Community Theme Wellness
Community Theme Leadership
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Miamis Advising Model For First Year Students
Residentially Based Advising
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Residentially Based Advising
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Residentially Based Advising
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Theoretical Foundations for Residentially Based
Advising
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Theoretical Foundations for Residentially Based
Advising Developmental Advising
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Theoretical Foundations for Residentially Based
Advising Developmental Advising
Developmental counseling or advising is
concerned not only with a specific personal or
vocational decision but also with facilitating
the students rational processes, environmental
and interpersonal interactions, behavioral
awareness, and problem-solving, decision-making,
and evaluation skills. The developmental
advisor sees learning as a shared experience and
recognizes that the student is not likely to
learn from the relationship with the advisor
unless the advisor himself is open to learning.
Crookston, B. B. (1994). A developmental view of
academic advising as teaching. NACADA Journal,
(14)2, 5-9.
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Venues Advisers Observe Their Students
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Theoretical Foundations for Residentially Based
Advising Appreciative Advising
Appreciative Inquiry Has Been Presented to Office
of Residence Life Staff By NACADA Members Two
Years Running, particularly Jennifer Bloom and
Cathy Buyarski.
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Theoretical Foundations for Residentially Based
Advising

• The Learning Partnerships Model
• Marcia Baxter Magolda
• Longitudinal Study (that continues to this day)
• Kegan and others

Baxter Magolda, M. B. (2001). Making their own
way Narratives for transforming higher education
to promote self-development. Sterling, VA.
Stylus.
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Self-Authorship

• Three Principles to Connect Assumptions to
  Learners Development
• Validate Learners as Knowers
• Situate Learning in Learners Experience
• Define Learning as Mutually Constructing Meaning

Educational
Self-Authorship Assumptions Knowledge is
complex Epistemological
socially constructed
complexity Self is central to Intrapersonal kno
wledge construction complexity Expertise is
shared Interpersonal mutually in
knowledge complexity construction
Following Formulas Crossroads
Becoming Author of Internal Ones
Life Foundation
Absolute Knowing Transitional Knowing
Contextual Knowing
Independent Knowing Early Contextual Knowing
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The Learning Partnerships Model
Situating Learning In The Learners
Experience How do you to this at your
institution?
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The Learning Partnerships Model
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Strategies You can Take From Miamis Model

• The Three Cs
• Collaboration
• Cooperation
• Communication
• What Partnerships Are
• Important At Your Institution?

Eight Days A Week ? Live-in Advising