Eiko shimizu Ehime university Revisiting a Concept of Academic Advising in Japanese Higher Education Who is called Academic Advisor Faculty member Usually teach firstyear experience course ID: 816116
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Slide1
Megumi YamasakiSoka UniversityEiko shimizuEhime university
Revisiting a Concept of Academic Advising
in Japanese Higher Education
Slide2Who is called “Academic Advisor”?Faculty memberUsually teach first-year experience course.Function as an academic advisor till end of second year.
During 3
rd
and 4
th
year, “
zemi
” faculty plays a role as an academic advisor.
In writing, function of academic advising in Japanese higher education sounds like other countries.
Slide3Other typesCareer advising by alumni (career counseling)Study advising by faculty (learning support)Curriculum advising (registration)
Academic advising by graduate student (TA/RA)
Learning Center by grad students and faculty (learning support)
Slide4How Japanese higher education views student support3 layers of student support
3
rd
layer: support by specialists
2
nd
layer: “systemized” support
1
st
layer: routine support
Assessing individual needs and referrals by all faculty and staff.
Assisting students’ needs through system; i.e. academic advisor, tutorial, peer tutoring, etc.
Assisting students’ needs by specialists; i.e. counselor, career counseling, learning center, etc.
Japan Student Services Organization, 2007
★
Training
, exchange information, and suggestions
for
“better support”
Slide5Needing to address for “better support”Need to develop advising skillNeed to “know” resources on and off campus
↓
Need to develop advising training
Need to provide opportunities to cultivate relationship among units/roles
Slide6Academic Advising Purpose/Functionby UNESCO, 1998
To
assist
students in developing educational plans that are consistent with their
life goals
.
To
provide students with accurate information about academic progression
and degree
requirements.To assist students in understanding academic policies and procedures.To help students access campus resources that will enhance their ability to
be academically successful.To assist students in overcoming educational and personal problems.To identify systemic and personal conditions that may impede student academic achievement
and developing appropriate interventions.To review and use available data about students academic and educational needs, performance, aspirations and problems.
To increase student retention by providing a personal contact that students often need and request, thereby connecting them to the institution.
Slide7Academic Advising Typical Activitiesby UNESCO, 1998
Assisting
students with decision-making and career direction.
Helping
students understand and comply with institutional requirements.
Providing
clear and accurate information regarding institutional policies,
procedures and programs.
Assisting students in the selection of courses and other educational experiences (e.g
. internships, study abroad).Referring students to appropriate resources, on and off campus.Evaluating student progress towards established goals.Collecting
and distributing data regarding student needs, preferences and performance for use in refining or revising institutional/agency decisions, policies and procedures.Interpreting various interest/ability inventories that provide students
with information related to their career choices.Utilizing a variety of supplemental systems such as online computer programs to deliver advising information.
Slide8CASE 1 Yasuda Women’s University Yasuda Women’s College
Located in Hiroshima, Japan
Private
Women’s University
Founded
in 1961 (College) 1966 (University)
Faculty of Letters, Education, Psychology, Current Business, and Pharmacy Department of Kindergarten Education and
Business Student population
4255 (May, 2012)
Slide9Academic Advisor 1Faculty member as “Class Homeroom Teacher”
•
40 – 80 students during 4 years (enrollment to graduation)
• Teach liberal art class called
“
MAHOROBA PERSONAL AND
SOCIAL EDUCATION Ⅰ
～
Ⅳ
” •Assistance with goal setting•Assistance with personal growth and career development•Selection of educational program
•Monitoring academic progress•Clarification of academic and institutional policies•Assistance with academic issues etc.
Slide10Academic Advisor 2Staff belong each department •Selection
of educational program
•Assistance with personal growth
•Giving information that students need
•Bridging between students and faculty
etc.
Slide11TrainingFaculty member-------- No Department Staff------- Yes, but general contents
ex. PC skills, Management, ……
No Training System for academic advisor
Slide12CASE 2 Soka University
Located in
Hachioji, Tokyo,
Japan
Private Four-year Institution
Founded
in
1971
Faculty of
Economics, Business Administration, Law, Letter, Education, Engineering, Nursing
Student population 7786 (Undergraduate, May, 2012)
Slide13Academic Advisor 1Faculty memberTeach first-year experience course (about 25 students)
Teach third- and fourth-year seminar called
Zemi
(about 50 students)
Meet regularly with first-year students
Meet regularly with third- and fourth- year students
Give academic advice mainly to 3
rd
and 4
th year students
Slide14Academic Adviser 2Staff member, Student Affairs OfficeConduct orientation for all in-coming students.
Give r
egistration
advice; class choice, transfer options, alternative ways to get credits
.
Give “
a
cademic advise”; adding and dropping credits due to academic difficulty
Meet with students who are in financial difficulty
Meet with students who have issues in their regular lives
Slide15Academic Advising TrainingFaculty memberVoluntary coaching and communication training available during break time.Voluntary IT training available few times during academic year.
Department
Staff
Mandatory training for policy and procedure for daily duties.
V
oluntary
coaching and communication training available during break time.
Although academic advising training is provided, it is not systemic. Participants, both faculty and staff, are not aware how these training sessions are linked to academic advising. Systemic Academic Advising Training session needs to be developed.
Slide16ConclusionJapanese higher education “system” is not easy to restructure.A lot of members of faculty and staff are aware that “advising” is part of their job.If training sessions are provided, they are not systemic.
Without changing structural system, we need to “change” faculty and staff ways of thinking about
academic advising.