Society for the Teaching of Psychology

Division 2 of the American Psychological Association


Description

This handbook consists of two volumes (see Volume 2). In this volume there are chapters that are intended to provide the reader with ideas on how to organize the advising process, advising students with a wide range of special needs, using the advising process to promote both curricular and extra-curricular activities, what to say in an advising session, and how to assess advising. In Volume 2, the chapters provide advisors and students with information about how to prepare for a career in one of the many sub-fields of psychology.


ISBN: 978-1-941804-32-2



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Table of Contents (page)

Introduction  4

Section 1: Models for Advising  13

Options on How to Organize and Structure Advising  14

Models of Advising  24

Podcasting and its Use in Academic and Career Advising  29

The Online Advisor: Purpose, Process, and Potential  36

Section 2: Types of Advisees  43

Advising First Year Students 44

Advising the “Deciding” Student  54

Advising First-Generation College Students  64

Advising At-Risk Psychology Students  72

Advising Students with Disabilities  78

Academic Advising for Nontraditional Students  85

Advising International Students  94

Academic Advising for Online Students  104

Crossing the Bridge: Guiding Transfer Students to Success at Four-Year Institutions  112

Advising the Senior Year: A Practical Guide  120

Section 3: Topics to Address in Advising  126

General Education for Psychology Majors Through a Metacognitive Lens  127

Choosing a Minor: Why, What and When  135

A Skills-Based Academic Advising Strategy for Job-Seeking Psychology Majors  143

How Advisors Can Promote Student Engagement Outside the Classroom 157

Advising Students about Student Services  164

Fostering Professional Advancement, Self-Discovery, and Retention: Learning Communities After Graduation  170

Section 4: Advising Issues  179

Advising as Teaching  180

Student Perspectives on Advising  189

What to Talk About in an Advising Session 194

Academic Advising: Considering Ethics and Using the Ethical Acculturation Lens  200

Assessment of Academic Advising  207

Everything You Want to Know About Advising: A Resource Guide  217

Our Contributors  229

Feedback

Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book's editors. They (authors and editors) are solely responsible for the substance of the text. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and the type of computer you are using.

Copyright and Other Legal Notices

The individual essays and chapters contained within this collection are Copyright © 2014 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2014 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) <http://teachpsych.org/> appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use).  No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:

Miller, R. L., & Irons, J. G. (2014). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/academic-advising-2014-vol1

Individual chapters may be referenced in this fashion:
Barron, K. E., & Powell, D. N. (2014). Options on how to organize and structure advising. In R.L. Miller & J.G. Irons (Eds.). Academic advising: A handbook for advisors and students Volume 1: Models, Students, Topics, and Issues. Retrieved from the Society for the Teaching of Psychology web site:http://teachpsych.org/ebooks/academic-advising-2014-vol1

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