Academic Advising in Individualized Major Programs

Abstract

Academic advisers play an important role in making general education relevant and meaningful to student learning by helping to facilitate the three I's of general education: interdisciplinarity, integration, and intentionality. This essay argues that the “advising as learning” model of academic advising embodies the kinds of advising practices that can contribute to the promotion of the three I's. It specifically examines the integral role that quality academic advising plays in individualized major programs. In doing so, it explores how such advising assists students with embarking on an intentional path of study that draws meaningful connections across multiple disciplines in accordance with both their learning goals and those established via general education imperatives. Finally, the essay concludes with some suggestions as to how such advising practices can be extended into other academic programs.

Student Challenges with the University Access Program in South Africa

“…When support services are incorporated in the formal timetable of the university, students might feel compelled to access such services. Additionally, when these services are structured students might feel comfortable in exchanging knowledge and experiences with peers, which consequently might facilitate addressing the knowledge gaps experienced during lecturing sessions (Egan, 2015;Hakizimana & Jürgens, 2013;& Kaldi & Griffiths, 2013). Access to structured and formalized services also facilitates independent learning as students are motivated to prepare for the exchange of knowledge during these sessions (Wanner & Palmer, 2015).…”

“…In this instance, navigation of university culture means the understanding of general education and the courses that the co-researchers were enrolled for, focusing on interdisciplinary, integration and intentionality. It was important that the co-researchers understood the connection between different modules (Egan, 2015). For example, in the English module, the co-researchers were taught paragraph construction, and instead of realizing that this would help in writing assignments, test and exams of nearly all other modules, the coresearchers treated the modules as unrelated or in isolation.…”

“…However, they seemed not to apply such skills in their studies, as they regarded knowledge gained in that module as only necessary to pass a module. Therefore, it was of the utmost importance that the co-researchers learn synthesis and to apply the knowledge gained in the skills module to the general education environment (Egan, 2015;& Lowenstein, 2015). However, the researcher scheduled a meeting with the appointed academic advisor at the UAP to address the co-researchers' questions and concerns in terms of future enrolments or curriculum advice.…”

“…Some UAP students may continue their studies with one goal in mind, namely the successful completion of a qualification, and fail to find a connection between what they study and their purpose in life. Through academic advising, UAP students can understand what they are studying and why, enhancing their engagement in the general education environment (Egan, 2015;Kirk-Kuwaye & Sano-Franchini, 2015;& Lowenstein, 2015). Aguilar, Lonn, and Teasley (2014) evaluated the use of the Early Warning System (EWS) by academic advisors in the United States.…”

“…Academic advisor(s) on UAP campuses are only available for a limited period and, in most cases, advise all students on campus. There seems not to be any faculty-specific advisors, which needs to be addressed (Egan, 2015;Lowenstein, 2015;Karp, O'Gara & Hughes, 2008). Advisors on UAP campuses should not only be available during the registration period but for the full academic year.…”