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Support for high achieving students and undergraduate resear

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Michelle McAllaster

on 18 May 2015

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Transcript of Support for high achieving students and undergraduate resear

Appreciative Advising
Dougherty, S.B (2007). Academic advising for high-achieving college students. Higher Education in Review, 4 , 63-82.
Wilcox, E. (2013). Advising High Achievers, Gifted Learners and Creative Thinkers
Advising Honors Students within the Appreciative Advising Framework. (n.d.). Retrieved August 11, 2014.
Advising in Undergraduate Honors Programs: A Learner-Centered Approach – Kathryn Dey Huggett, University of Wisconsin, Madison – NACADA Journal Volume 24 (1& 2) Spring & Fall 2004
Appreciative Advising. Web. 11 Aug. 2014. <http://www.appreciativeadvising.net/what-is-appreciative-advising.html>.
Kingore, B. (Spring 2004). High Achiever, Gifted Learner, Creative Learner. Understanding our Gifted. <http://www.bertiekimgore.com/high-gt-create.htm
Who are honors students?
What characteristics, phrases, and/or qualities come to mind when you think of honors students?
Defined less by GPA & test scores and more by:
High levels of motivation
Higher-order and/or critical thinking
Love to learn
Can grasp unusual concepts and connections
Use their abilities to solve problems
Common Challenges can include:
Fear of success or failure
High levels of stress & anxiety
Struggles with identity - especially when academic performance is suffering

Student Challenges
Embarrassment surrounding uncertainty
Comparisons to other high achievers
Advising Considerations
Normalize uncertainty & anxieties
Use humor
Find common ground
Show care & interest
Application to Research
Introduce special projects/research early on to show confidence in the student
Normalize the student's pace
Student Challenges
Identity defined by a list of activities
Trouble identifying interests outside of academics
Hyper-focused in one area
Advising Considerations
Show belief in the potential of all aspects of the student
Praise less recognized elements of accomplishment and achievement.
Strive to learn the student's story, not just academics
Ask why & dig deeper
Application to Research
Normalize interest in projects/research outside the student's major
Reinforce overall benefits of research/projects (personal, professional, academic)
Student Challenges
Early career foreclosure or multipotentiality
Pressure to pursue "prestigious" career
Anxiety meeting internal and/or external expectations
Advising Considerations
Encourage exploration in ways that are exciting to the student
Look for congruency between verbal responses & non-verbal cues
Include & encourage non-academic dreams
Application to Research
Multiple projects are possible (in various disciplines)
Hands-on research/projects can allow students to discover unexplored dreams
Informational interviews, job shadows, internships, etc.
Student Challenges
Discouraged by long range pay-off
Frustrated with academic structure
Associated stress with changes in their goals
Advising Considerations
Format makes sense to the student
Build a plan that includes research/project milestones with room for exploration
Realistic timeline
Set the expectation for change
Application to Research
Research & projects are less daunting when woven into the student's long-term plan
Access Undergraduate Research, Scholarship, and the Arts (URSA) resources
Student Challenges
Lack of sufficient study skills
Poor time management
Strong reaction to less than perfect grades
Bypass campus services
Advising Considerations
Support without minimizing
Closely monitor stress & anxiety & make referrals when necessary
Normalize support through resources
Application to Research
Check-in about communication with faculty member
Encourage student during large projects
Student Challenges
Raise or set the bar too high
Become too comfortable with their expertise
Avoid exploration
Advising Considerations
Encourage balance
Support student trying new things

Application to Research
Publish and/or display their work
Attend or present at conferences

Who are honors students?
What challenges to they face?
How can appreciative advising help honors students realize their goals?
Support for Honors Students
Through Appreciative Advising

In Summary...

Honors students approach learning and the world in many different ways
Our goal is to understand the ways in which students can connect to and engage in their learning
Appreciative Advising emphasizes a focus on the student, understanding who they are and what they want, and providing positive reinforcement for that.

Advising as Teaching

“Differentiation is diagnosing the readiness level of each student and customizing instruction so every individual experiences continuous learning”. B. Kingore.

“Generic information sessions meant to meet the broad needs can fall short in addressing unique interests, talents, abilities and goals”. E. Wilcox.

Learner Centered Approach

Needs of the student as a learner are the primary focus.

Considers the personal growth and development of the student, primarily within the context of teaching and learning.
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