Applying Cognitive Development Theory in the Advising Setting

Abstract

Now, more than ever, a vital ingredient in your career. +. THE CHRONICLE 4-u.-.Z--,ds Tlw Chronicle of Higher Education. Chp and mat1 this coupon lo Ihe Chrorucle d Htgher Educalqn. P O Box 1955. Marm, Ohb 43305 U 8111 me $2600 (or 24 rssues (112 year) 0 I endose $2500 br 24 issues (IR war) Send my subscriplion Lo 12 Septun ber 1986In ncent years. several authorities have contended that academic advising n& redefinition, with an emphasis on developmental ooncems and individual differences (Ender, Miller, and Winston 1982).' Developmental advizig is a process broadly concerned with human growth and development. From a developmental p e r s~t i v e , one role of the advisor is that of an instructor guiding and teaching decision-making skills to advism. To do this task cffediveiy. the advisor must noticc many aspects of student experiencethat is, the intelleaud, ethical, motional, and interpersonal. One dimension in this integratbd mdd. apparently especially applicable to the advising rebtionship, is assessmhlt of the student's mgnhive maturity. When speaking of cognitive development, we refer to saluenlial stages of intellectual maturation. Any one cmgdtive stage represenk a unique way of perceiving knowledge, trulh, values. and responsibilities. Each stage builds on the p r d m g one and is characterized by increasing levels of complexity in Lhhking about leamhg.Research has been conductd on how college professan can best scruaure their classroom environments to aaxlmmodate thex differences of oogdive maturity in their students (Widick and Simpson, 19781.' Peterson and McDonough (1985)' suggested using an "integrated modd of student growth" for dealing with undecided students. Virginia Gordon (1984)' also suggestd acknowledging he "differing chamtcristics, needs and rate of m u r a l b n unique to each student" in the acjvisihg selling. 1 C. Widi*. and D. Simpan. "The wad &vrlupnmrd mmpl h w e iw-," In C l y t Pukn ( E~. )~J U ( J Drwb#m~nl H C d k~ SLvdrsra. (MinnapoCs. M i~o o I a : Uninniry d M i a n a r a Rar. 1911) 27-19, 3 L. P.rmm. url I i Mc1)armph. "l*.cbpmnud adriaha d w*Mud wdtmr vvty u m q r a t d ode1 or vuJmc growth." J o u d ol the Natimnl Acrdcmic Ad+hh# A u a ( . l b . Vd. S. No. I (1985). 6169.

Student Preferences for Personal Contact in a Student-Faculty Advising Relationship

“…The relationship can be seen as developmental when the advisor takes a look at "the whole student and integrates that student's social, physical, psychological, and cognitive needs. " 24 Based on a study conducted by Winston and S a n d~r ,~~ students-regardless of gender or classification-preferred developmental advising. Those researchers recommended further studies to explore the "essential characteristics or qualities of the advisor-advisee relationship.…”

Reconsidering the Developmental View of Advising: Have We Come a Long Way?

“…This is supposedly what we mean when we argue that advising must provide challenge and support to students. Advising is to help students feel secure enough to take risks and introduce appropriate challenges to prod growth (Carberry, Baker, & Prescott, 1986;Stanford, 1969). Rut what does this mean?…”