Ethics in Academic Advising

Lowenstein, Marc; Grites, Thomas J.

doi:10.12930/0271-9517-13.1.53

Cited by 9 publications

(14 citation statements)

References 1 publication

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“…Health professions utilize the Hippocratic oath and advisors should practice a similar standard of care. Such ethical considerations have been written about within the context of advising (Damager, 2015; Lowenstein, 2008), but it is unknown if they are widely adopted within advising practice and training programs. Practitioners in the field need to better understand the students they serve and utilize theories that are designed to support adult learners, particularly theories and that focus on caring, which can increase adult learner success (Glowacki‐Dudka, 2019).…”

Section: Discussionmentioning

confidence: 99%

Professional development, performance expectations and academic advisors’ perceptions of relational skills: a sequential explanatory mixed methods study

McGill

Heikkila

Lazarowicz

2020

New Horizons in Adult Education and Human Resource Development

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Academic advisors need training and development in three critical components for effective practice: conceptual (students and institutional context), informational (laws, policies, procedures) and relational (interpersonal skills). Yet, the relational component is often neglected. Limited research explores the relational component and its presence in training and professional development programs for academic advising. This two‐phase sequential explanatory mixed methods study investigates the relational component in an advising professional development program. In phase one, we found relational learning opportunities were lowest among the three areas and did not significantly impact advisor evaluation score. Themes uncovered in phase two regarding perceptions of the relational component and factors impacting advisor performance suggest more emphasis on relational training and advisor assessment of relational competencies is critical to professionalizing the field.

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Section: Discussionmentioning

confidence: 99%

Professional development, performance expectations and academic advisors’ perceptions of relational skills: a sequential explanatory mixed methods study

McGill

Heikkila

Lazarowicz

2020

New Horizons in Adult Education and Human Resource Development

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“…It is easy, and at times important, to think of law and ethics as distinct things. Lowenstein and Grites (1993) highlighted why it matters to think of these two issues separately, even while recognizing that they can overlap. They reminded advisors that ''there are unjust laws'' and ''hence there are circumstances in which the law dictates a course of action that is ethically wrong'' (Lowenstein & Grites, 1993, p. 59).…”

Section: Discussionmentioning

confidence: 99%

Advising the Law: Academic Advising in Law-Generating Institutions of Higher Education

Smith

2019

NACADA Review

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Academic advisors occupy an ethically fraught position in institutions of higher education and frequently have to traverse complex curricular issues. Legal theorist Lon L. Fuller's work provides advisors with new resources to ply some of these troubled curricular issues. By focusing on understanding colleges and universities as law-generating institutions, advisors can reshape how they think about the nature of their work so that, in a lawyer-like fashion, they can then subject the rules created by these institutions to Fuller's ethical standards. Analyzing such rules via Fuller's standards can help advisors to navigate better their often ethically fraught institutional position and aid them in advocating for rules that are fair to students and that maintain the integrity of institutional rules and decisions.

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“…For example, we reflected upon the ramifications of recorded discourse between participants, student responsibility in maintaining the safety of online presence, and the problems of creating and maintaining a safe space in a virtual classroom. Lowenstein (2008) conceptualization of ethics emerged that emphasized maximizing good and minimizing harm and suggested that ethics are an attempt to think critically about human conduct, determining what is right and wrong, what is good and bad.…”

Section: Examining Our Pedagogical Practicesmentioning

confidence: 99%

The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

Sequeira

Dacey

2020

Front. Educ.

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Despite the fact that American education has at its core strived to provide pathways of opportunity to remedy socio-economic inequalities, as educational institutions transitioned into online virtual classrooms due to the COVID-19 pandemic these inequalities have come into sharper focus for us. During the process of engaging in a larger self-study, we became more aware of the stark socio-economic disparities of our students in a virtual space, specifically amongst students of color, and how these disparities affected learning outcomes and their identity. Juxta positioning the situated in-between spaces of in-class and virtual environments our identities as educators were fluid and intersectional, negotiated in response to student interactions thereby enabling changes in our Dialogical Selves. The sample for this study consisted of 2 faculty members and 40 students. Data sources included reflexive journals, recorded class sessions, students' questionnaires, and artifacts such as student feedback collected through “exit tickets” as well as recorded meetings. Some findings include (1) students' identities were negotiated differently in face to face classrooms vs. virtual classrooms, (2) fluidity in intersectional identity due to intersections of I-positions in the dialogical self, and (3) acknowledging and accepting the presence of COVID-19 created a sense of community in the virtual classroom (4) incorporating self-care and caring pedagogical practices provided an empowering space for students and educators.

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Ethics in Academic Advising

Cited by 9 publications

References 1 publication

Professional development, performance expectations and academic advisors’ perceptions of relational skills: a sequential explanatory mixed methods study

Professional development, performance expectations and academic advisors’ perceptions of relational skills: a sequential explanatory mixed methods study

Advising the Law: Academic Advising in Law-Generating Institutions of Higher Education

The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

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