This repeat business client once again gained another job interview in the Tertiary sector in Victoria; this time it was for the role of Student Development Advisor. A total of seven criteria needed to be addressed for this application; the following is a full example of one of the criteria.
Knowledge of current theory and practice of, and experience in applying a developmental approach to student advising.
The practice and profession of student advising adopts and uses a number of theories from education and the social sciences, which includes student development, cognitive development, career development, learning, decision-making, multiculturalism, retention, personality, moral development, and adult development; as well as incorporating sociological, organisational, psychosocial, and person-environment interaction theories. In order to cater to an ever-changing, expanding and diverse student population, good practice in advising would benefit from understanding and applying identity development-related theories associated with race, class, gender, sexuality, and special populations. Other more contemporary theoretical models to student advising include the learning-centred paradigm which places the teaching aspect of academic advising at the forefront; and a model called strength-based advising which researchers believe is beneficial in meeting the needs of today’s diverse range of students over traditional advising methods.
When I deal with ‘at-risk’ students I use the ‘intrusive advising’ model which is an action-oriented model, motivating students to seek help when needed. Since many are under-prepared first-year students who are unlikely to seek academic and personal assistance of their own volition, I have found this model to be highly effective in helping these students to succeed. As the first point of contact for these students – very often requiring a direct response to identified academic crisis – I utilise the qualities of prescriptive advising (expertise, awareness of student needs, structured programs) and developmental advising (relationship to a student’s total needs). Overall, I have played an important role in helping at-risk students to attain academic success, largely attributable to applying the most appropriate evidence-based theoretical model factoring in students’ specific circumstances.
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