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An Interdisciplinary Approach to Advising Student Veterans

Part One:
Introduction
{This section explains the practical problem that has caused you to want to develop a
theoretical explanation or solution. Essentially you are answering two questions: What is the
problem that gave rise to this project? Why is this problem important or pressing? In other
words, why should anyone care? I should be able to answer these questions within the first few
sentences/paragraphs.
Research Problem
The research problem guiding this study is the lack of interdisciplinary knowledge
regarding effective approaches to advising student veterans at a college or university.
Purpose of the Study
The purpose of this study is to provide new interdisciplinary knowledge, in the form of a
created framework, regarding effective approaches to advising student veterans at a community
college that will prepare them for a successful transition to the world of higher education.
Significance of the Study
With increasing numbers of student veterans entering the nations colleges and
universities, it is critical that professionals in higher education understand the unique
perspectives and experiences they bring to the campus, and that appropriate models to address
their academic success are developed. Todays student veterans are entering colleges with the
stresses of a decade-plus of military conflict, in addition to the stresses that come with transition
and readjustment to life as a civilian. It is critical that researchers and professionals not only have
a model with which to work with these student veterans, but that the ensuing model be able to

serve as a transition tool itself, moving the veteran from a structured military lifestyle into a
developed ability to make decisions for the direction of their personal lives.
Researchers Relationship to the Study
For the last five years, I have been privileged to work in different roles with student
veterans at Tidewater Community College, while simultaneously pursuing my own education
goals. My experiences as a student veteran, combined with those in my professional role as I
continue to grow as an academic advisor, give me insight into the challenges faced by student
veterans in higher education, as well as a perspective on the lack of coordinated research and
resources for professionals in academic settings to aid in assisting student veterans.
Part Two:
Review of the Literature
Crookston, B. (1972). A Developmental View of Academic Advising as Teaching. Journal of
College Student Personnel, 13, 12-17.
Considered a seminal article on the developmental approach to academic advising, Crookston
examines academic advising within the context of student development theory, outlining the
relationship between the advisor and advisee as one that involves a mutual exchange of
knowledge. Crookston contrasts the developmental approach with the prescriptive approach to
advising, where the flow of knowledge and direction occurs only from the advisor to the advisee.
David C. Schwebel, N. C. (2008). Eficacy of Intrusively Advising First-Year Students via
Frequent Reminders for Advising Appointments. NACADA Journal, 28(2), 28-32.
This study, conducted by researchers at the University of Alabama at Birmingham, examines the
effects of an intrusive approach to academic advising. Focusing on a single aspect of the
approach-a frequent reminder systems for advising appointments-the researchers sought to
examine whether students exposed to intrusive advising techniques would benefit measurably
from the intrusive approach. Results of the study showed that an intrusive approach increased the
likelihood that students would schedule and keep an appointment with their advisor.
Goldrich, D. (2014). Veteran Experiences in Higher Education. Gallup.
Conducted by the Gallup-Purdue Index (GPI), this poll examines the experience of student
veterans at various institutions of higher learning. It analyzes the role of academic and emotional
support in the success of the educational process, and how those levels of support generate
attachment to a college or university. The poll expands on these levels of support and analyzes

how they translate to engagement of student veterans as graduates at their future places of
employment.
Jeschke, M. P. (2001). A Comparison of Intrusive and Prescriptive Advising of Psychology
Students at an Urban Comprehensive University. NACADA Journal, 21(1 & 2), 4658.
A research study conducted with psychology students at Indiana University Purdue University
Indianapolis (IUPUI), this study compares the effect on academic performance and institutional
connection of the intrusive and prescriptive approaches to academic advising. The researchers
found that intrusively advised students felt they received a higher quality of advising and felt a
greater connection to their institution and academic department, but did not necessarily perform
better than students who were prescriptively advised.
O'Banion, T. (1994). An Academic Advising Model. NACADA Journal, 14(2), 10-16.
In this work, Terry OBanion creates a specific framework for academic advising at a community
college. Identifying the process of academic advising as five steps-exploration of life goals,
exploration of vocational goals, program choice, course choice, and scheduling coursesOBanion outlines the steps that both advisor and student must complete as part of the process of
entrance and continuation in the educational process.
Schee, B. V. (2007). Adding Insight to Intrusive Advising and Its Efectiveness with Sudents
on Probation. NACADA Journal, 27(2), 50-59.
This article focuses on the effects of insight-based intrusive advising, which makes use of
student/advisor agreements that define scheduled meetings and mandate the use of college
resources for those students experiencing academic difficulty. The study undertaken determined
that insight-based intrusive advising had an overall positive affect on academic achievement, but
left unresolved the degree that other human factors (such as student motivation) played in that
achievement.
Jennifer Bloom, B. H. (2008). The Appreciative Advising Revolution. Champain: Stipes.
This book examines the theories behind the concept of appreciative advising, an approach that
places a greater emphasis on the positive aspects of a students academic career, rather than a
focus that seeks to mitigate the students ability to perform negatively. The book details the
stages of appreciative advising, and also gives directing on implementing the approach at an
institution of higher education.

Part Three:
Interdisciplinary Theory Construction

The purpose of this section is to analyze four different approaches to academic advisingappreciative, developmental, prescriptive and intrusive-and create a new framework that
integrates these approaches into a composite framework that allows for an effective approach to
advising student veterans. This composite framework will allow the student veteran to gradually
become the lead co-creator of his academic plan, with the advisor transitioning from the role of
lead co-creator to a true advise and assist resource.
Disciplinary Theory One: Appreciative Advising
Appreciative advising is a philosophy that challenges advisors to
use positive, active, and attentive listening and questioning strategies to build
trust and rapport with students; uncover students strengths and skills based on
their past successes; encourage and be inspired by student stories and dreams; coconstruct action plans with students to make their goals a reality; support students
as they carry out their plans; and challenge both themselves and their students to
do and become even better (Jennifer Bloom, 2008).
The appreciative approach uses six phases: disarm, discover, dream, design, deliver, and dont
settle.

Figure 1. The six phases of Appreciative Advising

The relationship between advisor and student is established during the disarm phase of
appreciative advising. Instead of creating an environment that intimidates the student into
acceptance of the advisors superiority, advisors in the disarm stage set out to create a
welcoming, sage, and comfortable environment that is as free from distractions as possible. The
advisor seeks to decorate their office such that visitors get acquainted with them and their
interests, using memorabilia as a tool for self-disclosure (Jennifer Bloom, 2008).
During the Discover phase, a mutual exchange of knowledge occurs. Advisors in this
stage make use of open-ended questioning that allows students to tell stories that not only aid in
identifying the students passions and skill set, but allow the advisor to rekindle the passion for
their craft. Making use of established counseling micro-skills-maintaining eye contact,
presenting authenticity through body language, staying on subject, and moderating the tone and
rate of speech (Jennifer Bloom, 2008)-the student is able to communicate and begin to observe
how their life experiences shape and influence their educational path, while the advisor is able to
link these experiences to educational goals that might interest the student.
In the Dream phase, the student and advisor set out on the path of co-creation. The
student is encouraged to think big, and not be restricted by the amount of education it takes, the

probability of it happening, or other people in [their] life telling [them] it is impossible

(Jennifer Bloom, 2008), and identify the thing(s) they would like to accomplish in their lives
absent those restrictions. The Dream phase serves as a check on the work of the Disarm and
Discover phases; if a rapport is not present between advisor and student, answers given in the
Dream phase may reflect the advisors assumed expectations and not the students actual dreams.
The advisor is expected to make connections between the students abilities and skills (as
outlined in the Discover phase) and the students large-scale dream for their life.
The Design phase is where the actual work of co-creation takes place. In this phase,
students are taught and encouraged to make decisions on their academic goals, serving as a
facilitator and guide to the students concepts. The advisor helps the student research and analyze
the options for their education that best fit their dreams, while being careful to identify the pros,
cons, and potential effects-both positive and negative-of their choices. Advisors must also being
to the students attention different campus and community resources that the student can use to
inform their choices and decisions. The bottom, nonnegotiable line to the Design stage is that
the student needs to make the ultimate decision. The advisor who decides for students does a
disservice (Jennifer Bloom, 2008).
In the Deliver phase, the student is expected and encouraged to execute the co-created
plan from the Design phase. The advisors responsibilities during this stage include
encouragement and energizing of the student to be and work towards their best, as well as
occasional follow-up to ensure that the student is still making positive progress. The final phase
of appreciative advising-Dont Settle-allows the student and advisor to review and reflect on the
achievements and pitfalls of the Deliver phase; challenging and supporting each other to set and
achieve higher standards for themselves as individuals and academic professionals.

Disciplinary Theory Two and Three: Developmental and Prescriptive Advising

The developmental approach to academic advising concerns itself with not only aiding in
vocational and educational decisions, but also with facilitating the students rational processes
environmental and interpersonal interactions, behavioral awareness, and problem-solving,
decision-making, and evaluation skills (Crookston, 1972). This approach is founded upon a
mutual relationship between advisor and student, in which both are able to learn from each other.
Both the developmental and prescriptive approaches analyze ten dimensions: ability,
motivation, response to systems of reward, maturity, initiative, control, responsibility, learning
output, evaluation, and the relationship between advisor and student. The below table
(Crookston, 1972) contrasts the dimensions as applied to developmental and prescriptive
advising.
TABLE 1
Dimensions of Developmental and Prescriptive Advising
Dimension
Ability
Rewards

Developmental
Focus on student potential
Achievement, mastery, acceptance, status,

Prescriptive
Focus on limitations
Grades, credit, income

Maturity

recognition, fulfillment
Growing, maturing, responsible, capable of

Immature, irresponsible, must be closely

Initiative

self-direction
Taken by both advisor and student

supervised and carefully checked

Advisor takes initiative on fulfilling

Control
Responsibility
Learning output
Evaluation
Relationship

Negotiated
Negotiated
Shared
Collaborative
Based on nature of task and high trust

requirements; rest up to student

By advisor
Advisor advises, student acts
Primarily in student
By advisor to student
Based on status and low trust