This is my part of a collaborative presentation on the history of advising and counseling for the Sp2006 section of CC620 from Northern Arizona University. My background is as a faculty member, so the history and theories of advising and counseling were new to me. I updated the links as a contribution to the #FutureEd conversation around higher education reform. Course Description: CC 620 is an overview of historical developments, current practices, and future trends in teaching, implementing, and administering programs for access and opportunity in higher education.

1. Helping Students Persist
History of Advisement & Counseling
Benefits, misconceptions, and differences…
Prepared for NAU CC620 (Feb. 2006)
Liz Dorland - Mesa Community College (now WUSTL)

2. History of Academic Advising
• Early American (British) model: instruction by
paternalistic clergy to be clergy
• American Revolution: Evolution to "students as free
thinking gentlemen"
• Confined to law, theology or medicine
• 1800s: Expanded to
journalism, chemistry, art, music, business, and
engineering
• 1st "Faculty Advisors": Johns Hopkins in 1877

3. NACADA: History of Academic Advising
• Progressive Education Movement (1920s)
• focus on self-direction of student
• emphasis on role of educators as
"mentors"
www.nacada.ksu.edu/Resources/Clearinghouse/ViewArticles/History-of-academic-advising.aspx

4. NACADA: National Academic
Advising Association
Statement of Core
Values:
Provides a framework to guide
professional practice and reminds
advisors of their responsibilities to
students, colleagues, institutions, so
ciety, and themselves.
www.nacada.ksu.edu/Resources/Clearinghouse/ViewArticles/Core-values-of-academic-advising.aspx

5. And then there was Counseling...
The Early Days of
Vocational Guidance

6. Origins of the Debate:
The Politics of Ability Testing
Diverse Views on the Value and
Meaning of IQ and Other Tests

7. Psychology, Society, and
Ability Testing (1859-2002):
Transformative alternatives
to Mental Darwinism and
Interactionism
Paul F. Ballantyne 2002©
(an online book in 9 chapters)
www.igs.net/~pballan/

8. Frank Parsons:
"Choosing a Vocation" (1909)
Three Imperatives for personal development
• clear understanding of
yourself, aptitudes, abilities, interests, resources, lim
itations, and other qualities
• knowledge of the requirements and conditions of
different professions
• opportunities and advantages of each field
archive.org/details/choosingavocati00parsgoog

9. World War I: Industrial Psychology
Recruit testing:
Occupations in U.S. Army based on skills and intelligence
www.igs.net/~pballan/C3P1.htm

10. And meanwhile, on the Advising front...
Things were getting progressive.
And Industrial Psychology
marched along.

11. Does this sound familiar?
“It is a common topic to repeat that our teaching, on
the whole or very nearly, needs to be changed...
“Workers accuse it of being too much abstract, not
taking the real life into consideration…”
Early Applied Psychology: Carpintero & Herrero, 2002:
www.deepdyve.com/lp/psycarticles-reg/early-applied-psychology-BUhoHPhOFT
Quoting Fontègne: Manualisme et Éducation, 1923

12. The Additive Educational
Ladder (1920s)
Meanwhile...
• Universities: adopt
study of
psychometrics in
personnel placement
• Vocational
guidance centers:
use occupational
aptitude assessments

13. The Hawthorne Effect (192x-193x):
www.igs.net/~pballan/HAWTH.htm
…the tendency under conditions of observation for
worker productivity to steadily increase...
Ballantyne, P.F. (2000) Hawthorne Research. Reader's Guide to the Social Sciences.
London: Fitzroy Dearborn.

14. The Goose Step: A Study of
American Education
• Upton Sinclair (1922)
• "Interlocking Dictatorships"
• Censoring novel or critical
thought
• 'American college system
covertly run by and for a "bandit
crew" of capitalist cronies’
• www.igs.net/~pballan/C4P1.htm

15. Who is this man?
“... People with great passions,
people who accomplish great
deeds, people who possess
strong feelings, even people
with great minds and a strong
personality, rarely come out of
good little boys and girls.”
from Educational Psychology
(a practical manual for teachers)
Lev Vygotsky (1926)
marxists.anu.edu.au/archive/vygotsky/

16. Beginning the Modern Era
American Council on Education
Student Personnel Point of View
(1949)
www.acpa.nche.edu/student-personnel-point-view-1949

17. American Council on Education
"Student Personnel Point of View" (1949)
www.acpa.nche.edu/student-personnel-point-view-1949

18. "The central purpose of higher education is the
preservation, transmittal and enrichment of
culture by means of instruction, scholarly
work, and scientific research." Student Personnel Point
of View
• Education for a fuller realization of democracy in
every phase of living
• Education directly and explicitly for international
understanding and cooperation
• Education for the application of creative imagination
and trained intelligence to the solution of social
problems and to the administration of public affairs

19. Post-World War II Student
Population Explosion
• 1950s: Gis and the GI Bill
• 1960s: growth of the community college
movement
• Increase in 1st generation and lower income
students, some underprepared
• 1970s: Carnegie Commission on Higher
Education recommends enhanced emphasis
on advising
• Developmental Advising: concept spreads

20. Origins of Developmental
Advising: Crookston and O'Banion
Icons of the Student Services
Movement

21. Burns B. Crookston
• “A Developmental View of Academic
Advising as Teaching" (1972)
• Journal of College Student Personnel
(now J of Coll. Student Development)
• Advising as teaching
• Differences from prescriptive advising
• Student takes responsibility

22. Crookston: Advising is...
"...concerned not only with a specific
personal or vocational decision but
also with facilitating the student’s
rational processes, environmental and
interpersonal interactions, behavioral
awareness, and problem-solving,
decision-making, and evaluation
skills."

23. Terry O'Banion: Dimensions of the
Process of Academic Advising
"An Academic Advising Model"
Community and Junior College Journal (1972)
Republished (1994) in NACADA Journal along with
Crookston’s article
(1)
(2)
(3)
(4)
(5)
exploration of life goals
exploration of vocational
goals
program choice
course choice
scheduling classes

24. Update from O'Banion (1999?)
...identify the skills, knowledge,
and attitudes required of academic
advisors for completing the five steps
in the advising process...
Who first used those three terms?
They're everywhere!!

25. Developmental Advising:
Continuing Evolution
Grounded in theory:
• cognitive developmental theory
• psychosocial theory
• person-environment interaction theory
• But…the debate continues…

26. Is Theory Necessary?
•
•
•
•
Comments in “The Mentor” Advising Forum:
“Scientific notions of a paradigm or theory
do not work with academic advising.”
“We’ve been advising students for decades
without such theories.”
“We have theories of advising whether we
want them or not.”
“Without an understanding of why and how
we need to advise, how can we be effective
advisors?”

27. The Hegemony of
Developmental Advising?
dus.psu.edu/mentor/old/articles/991122ml.htm
• Marc Lowenstein (1999) in The Mentor
• “An Alternative to the Developmental
theory of Advising”
• Prescriptive Advising as a “Straw Man”
• Developmental Advising is a “theory
about the CONTENT of advising”
• Opposite of “Prescriptive” is
“Colloborative”

28. Theory vs Style
Does embracing “Colloborative Style”
require acceptance of “Developmental
Theory” of CONTENT?
Lowenstein: “No”
Alternative:
“Academically Centered Advising”

29. Academic vs Developmental
Paradigms
• Academic: focuses on student’s
academic learning
• Developmental: focuses on student’s
personal growth and development
• Both are collaborative approaches

30. The Liberal Arts Focus?
Lowenstein:
• “Granting that advising can be
enhanced by some knowledge of
student development is a far cry from
saying that facilitating the student’s
growth and development is the
PURPOSE of advising.”

31. Modern Counseling Trends
Career Counseling
Advisment Counseling

32. ICAN: Advising Model for Central
Piedmont Community College
(2006)

33. ICAN Model: Role of Advisor
• helps students with program planning, course selection
and scheduling;
• helps students plan strategies or approaches to
successful goal achievement;
• helps students gain an understanding of the complete
requirements of a program;
• helps students maintain satisfactory academic
progress;
• refers students as needed to Counseling Services for
educational, personal or emotional difficulties;
• assists students in the development of functional
educational action plans; and
• interprets placement tests results and recommends
appropriate classes.
http://www.cpcc.edu/ican

34. ICAN: Role of Counselor
• helps students clarify goals;
• offers career exploration and college success classes;
• makes students aware of the wide range of
educational and career options available to them;
• assists students with program planning, course
selections, and scheduling;
• helps students deal with issues that may be adversely
affecting them in attaining their goals;
• connects students to the total resources of the
College, and provides referrals for resources in the
community;
• helps students understand the relationship of program
requirements to transfer requirements;
• provides orientations to the College and general
information.
www.cpcc.edu/ican

35. Reforming Education
(presentation adapted for #FutureEd)
• Who is part of the conversation?

36. Hyperlinks
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/History-of-academicadvising.aspx
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Core-values-ofacademic-advising.aspx
www.igs.net/~pballan/
archive.org/details/choosingavocati00parsgoog
www.igs.net/~pballan/C3P1.htm
www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/History-of-academicadvising.aspx
www.deepdyve.com/lp/psycarticles-reg/early-applied-psychology-BUhoHPhOFT
www.sudoc.abes.fr/xslt//DB=2.1/SET=2/TTL=1/SHW?FRST=2
www.igs.net/~pballan/HAWTH.htm
www.igs.net~Epballan/C4P1.htm
marxists.anu.edu.au/archive/vygotsky/
www.acpa.nche.edu/student-personnel-point-view-1949
dus.psu.edu/mentor/old/articles/991122ml.htm
archive.org/details/choosingavocati00parsgoog
www.cpcc.edu/ican