Our Invitation to You

The National Resource Center is pleased to now offer online courses on current topics related to the first-year experience and students in transition. Online courses are designed to come as close as possible to providing students with the same course content and opportunities for interaction with classmates and with the instructor as traditional or classroom-based courses as well as take advantage of pedagogy and teaching techniques that are not possible or uncommon in a traditional format. Our online courses will take place during a five-week period with the majority of instruction occurring in an asynchronous environment. Asynchronous instruction is neither timebound nor place-bound and does not require the simultaneous participation of all students and instructors. It utilizes tools such as email, threaded discussions/forums, listservs, and blogs.

Course Dates: May 21 - June 22, 2013

Paul A. Gore, Jr.

Gore is an associate professor of educational psychology and student success special projects coordinator at the University of Utah. He has an active research program investigating factors that influence high school and college students' career and academic success and consults in the United States and abroad with high schools and postsecondary institutions on the development of student success programs. Gore has authored, co-authored, and edited more than 40 peer-reviewed journal articles and book chapters and is the editor of two monographs published by the National Resource Center for The First-Year Experience and Students in Transition: Facilitating the Career Development of Students in Transition (2005)and Students in Transition: Research and Practice in Career Development (2011, co-edited with Louisa P. Carter). In addition, Gore serves as the editor for the Journal of The First-Year Experience & Students in Transition and was recently featured in a teleconference titled Academic and Career Advising: Keys to Student Success.

COURSE DESCRIPTION
This course will provide participants with an overview of integrated academic and career advising in practice. Participants will be presented with various definitions of advising, come to develop an appreciation for various models of integrated academic and career advising and the rationale for their use, and will appreciate the benefits and barriers involved in integrated advising models. Participants will learn about strategies used to establish evidence supporting the effectiveness of advising activities and programs. Finally, participants will have an opportunity to develop strategies for improving the integration of advising models on their campus.

COURSE OBJECTIVES

• Define academic and career advising
• Understand models of integrated academic and career advising
  
• Understand programs, assessments, and activities that promote integration of academic and career advising and how to assess advising outcomes
  
• Understand the institutional benefits and barriers to integrating academic and career advising
  
• Develop an action plan for enhanced integration of academic and career advising on their campus

REQUIRED TEXTS

• The Handbook of Career Advising
  by K.F. Hughey, D. Nelson, J.K. Damminger and B. McCalls-Wriggins

http://www.amazon.com/Handbook-Career-Advising-Josseybass/dp/0470373687

http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470373687.html