Advising
Student Development at
Al Akhawayn University
Two Approaches to Advising

Developmental
advising:
student as whole person

Course related
advising:
student as course consumer
Course related advising
Three sources of confusion:
1.
2.
3.
The MATH sequence
The COMPOSITION requirement
The CORE CURRICULUM
MATH in SHSS Degrees
SHSS degrees require TWO MATH courses
 MATH 1300
 Either MATH 1301 or 1399
 Students who are Arts BAC can start with MATH
1399 and then take MATH 1300
 All others should take 1300 and then 1301
MATH in SBA Degrees
SBA degrees require TWO MATH courses
 MATH 1300
 MATH 1301
 MATH 1300 is pre-requisite for ACC 2301 and
ECO 2301, which are pre-requisite for many
other SBA courses
MATH in SSE Degrees
CS degree requires
–
MATH 1304, 1303, 2301, 3301
GE degree requires (minor in Math)
–
MATH 1304, 1303, 2301, 2303, 2304, 3301
EMS degree requires
–
MATH 1303, 2301, 2303, 2304, 3301
N.B. MTH1304 is not prerequisite for MTH1303 but
students are advised to start with MTH1304
Math Course Titles

MTH 1399: Introductory Math Concepts
–

MTH 1300: Discrete Mathematics
–

a.k.a. Discrete, or Discrete for Business
MTH 1301: Calculus I
–

a.k.a. Pre-Calculus
a.k.a. Calc
MTH 1304: Discrete Mathematics for Engineers
–
a.k.a. Discrete
Composition ENG 1301 & 1302
Pre-requisite for
 HIS 1301
 HIS 2301
 COM 1301
 LIT 2301
 PSC 2301
CAD Sequence
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SSK 1203
SSK 1201
SSK 1205
SSK 1202
SSK 1204
Computer Skills
Skills for Learning & Research
Interpersonal Skills & Social Interaction
Critical Reading & Problem Solving
Applied Independent Learning Methods
Advising at AUI

New arrivals have a CADvisor for 2 semesters
–


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CADvising offers support, advice, a place to ask
questions, an identifiable person
CADvisors send students on to School Advisors
School Advisors receive their advisees by
appointment in pre-registration week
School Advisors input course selection using
http://mis.aui.ma/fas_initial.html
Developmental Advising
Questions to ask:
1. How are you doing in your courses this term?
2. What’s your workload?
3. How well do you manage your time?
4. Do you really want to be an engineer?
Why focus on student development?



University-level students develop
in multiple areas.
In order to integrate growth in all
areas, students need support in
all areas.
Trained staff can provide a
source of non-judgmental
feedback and create a safe
learning environment outside of
the classroom.
ACADEMIC
CAREER
MORAL
ETHICAL
EMOTIONAL
PHYSICAL
Shouldn’t students just study??
The academic side of university life is, indeed,
important; but, AUI also hopes to help shape:
 Leaders
 Good neighbors and good citizens
 Career-ready employees
 Ethical decision-makers
 Self-confident adults
 Well-rounded individuals
Challenge and Support


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Students grow and develop when they are
challenged.
Students need support to work through new
ideas, behaviors, and styles of thinking.
The AUI experience is a combination of living and
learning, where growth can occur in the
residence hall, the classroom, a club, a
professor’s office, or the cafeteria!
Multiple Areas of Student Growth

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Achieving competence
Managing emotions
Developing autonomy
Establishing identity
Freeing interpersonal relationships
Developing purpose
Developing integrity
Chickering (1969) Education and Identity
For example:
Achieving Competence

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Students believe that their poor grade in an “easy” course
reflects a lack of competence
But their English skills are weak; they don’t like to read;
they confuse effort with result
With faculty advice, they can start to identify the source of
the problem: perhaps it isn’t their work in the course, but
their ability to apply multiple skills to the learning task
Learning about one’s own strengths and weaknesses
beyond the actual course is a major step
Establishing Identity

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Sexual orientation
Body image
Values development
Acceptance of personal responsibility
Identity development
Developing Competence
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Academic transition issues
Failure to see logical consequences of actions
Experimenting with substances or relationships
Trying on different communication styles
Cognitive Development
Perry (1970, 1981) has developed a model that suggests how students make
sense out of the information, theories, experiences, and opinions that confront
them in college classrooms.

DUALISTIC STUDENTS are those who see the
world as a place of absolutes such as right or
wrong, true or false. Knowledge is seen as existing
absolutely. Dualistic students tend to think of their
role in terms of "right" answers and the role of the
professor or staff member as providing those
answers.
Students at the dualistic stage

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Require structured interventions
Prefer rule-based guidelines
Expect to be offered ready-made choices
Are just starting to develop critical thinking skills
Have a tendency to « follow the crowd »
May see conflict in terms of ‘winners’ and ‘losers’
Cognitive Development

MULTIPLISTIC STUDENTS recognize that there
are multiple perspectives to problems. However,
they are unable to evaluate each perspective
adequately. A typical multiplistic response might be
"We're all entitled to our own opinions.”
Cognitive Development

RELATIVISTIC STUDENTS see knowledge as
relative to particular frames of reference. They
show a capacity for detachment; they look for the
"big picture," think about their own thinking, and
evaluate their own ideas as well as those of
others.