a process of academic
advising that includes the exploration of life and vocational goals,
program choice, course choice, and scheduling courses (O'Banion,
1972/94, p. 10).
Extended Definition
It is concerned not
only with a specific personal or vocational decision but also with
facilitating the student's rational processes, environmental and
interpersonal interactions, behavior awareness, and problem-solving,
decision-making, and evaluation skills, because advisors do not make the
decisions: students do. The advisor provides information, nurtures the
student’s growth in skills, and provides a climate of freedom in which
students can best make such decisions. This type of facilitation,
teaching the student to fish rather than giving the student a fish,
takes a great deal of skill and knowledge on the part of the adviser.
programs and services designed to meet the needs of underprepared
college students which address issues such as academic preparedness,
diagnostic assessment and placement, development of general and
discipline-specific learning strategies, and affective barriers to
learning.
Extended Definition
Developmental education is a field of practice and research within
higher education with a theoretical foundation in developmental
psychology and learning theory. It is sensitive and responsive to the
individual differences and special needs among learners. Some consider
it to be synonymous with remedial education, but others (Pat Cross)
consider the aim of developmental education to be broader, promoting the
development or growth of talent, and cognitive and affective growth of
all postsecondary learners, at all levels of the learning continuum.
A tool used to
determine the quality of a performance or work product using artifacts
collected directly from the performance. Examples include job
performance evaluations and grades earned in a course.
a way of being that provides a drive for
learning, including curiosity, enthusiasm, and risk-taking. Dynamic
self-regulated students look for new applications and connections,
persist despite difficulties, and apply learning in new contexts.
Related Terms
Extended Definition
Sources
FGB4 1.2.2 Profile
of a Quality Learner
Schapiro, S.
R., & Livingstone, J. A. (2000). Dynamic self-regulation: The driving
force behind academic achievement.Innovative
Higher Education, 25, (1)
59-76.