Illustrating Your Spirituality in Academic Advising Dr. Howard J. Spearman Manager of Academic & Transfer Advising Rock Valley College Rockford, IL H.Spearman@RockValleyCollege.edu Office: 815.921.4109 ILACADA Conference University of St. Francis Joliet, IL May 24, 2012
Presentation Outline Questions to Ponder Spirituality Definition Spirituality in Higher Education Research Findings Two-Mission Reward Model Questions and Discussion
Questions to Ponder Does spirituality exist in academic advising? If so, what role does it play? Is it possible to be spiritual & professional in a public institution? What s the difference, if any, between spirituality & religion?
Discussion How do you define spirituality?
Definitions: Spirituality and Religion Spirituality is a way of a life that affects and includes every moment of existence. It is at once a contemplative attitude, a disposition to a life of depth, and the search for ultimate meaning, direction, and belonging. The spiritual person is committed to growth as an essential ongoing life goal. Religion is belonging to and practicing a religious tradition.
Spirituality in Higher Education Astin, Astin, Antonio, Astin, and Cress (1999) stated: A movement is emerging in higher education in which many academics find themselves actively searching for meaning and trying to discover ways to make their lives and their institutions more whole. This quest reflects a growing concern with recovering spirituality and meaning in American society more generally. Because of the broad formative roles that colleges and universities play in our society, higher education represents a critical focal point for responding to this quest. (p. 1)
Spirituality in Higher Education Astin (2004) Spirituality has a central place in HE Conducted CSBV survey to 112,000 freshmen at 236 college and universities Identified trends, patterns, and principles of spirituality and religiousness
Spirituality in Higher Education Astin (2004) Students are living fragmented lives and by encouraging students spiritual development students in HE institutions are learning to live meaningful lives as engaged citizens.
NACADA Spiritual awareness is a desired student learning & development outcome for academic advisement programs. A successful academic advisement program identifies campus and community spiritual and religious resources, including course offerings; develops and articulates personal belief system; and understands roles of spirituality in personal and group values and behaviors.
Summary of Spirituality Faculty & student survey results suggested the importance of expressing their spirituality on campus. NACADA & CAS inclusion of spirituality in academic advising programs implied the importance of spirituality in academic advising. Conclusion: Students, faculty, and staff expected spirituality and academic advising to have a role in their higher education experience; however, the data do not provide evidence for how spirituality is employed in academic advising.
Research Questions 1) How do academic advisors incorporate spirituality in their academic advising? 2) What is the perceived impact of spirituality for academic advisors?
Description of Academic Advisor Sample 42 of 59 (71.0%) academic advisors were surveyed. 24 of 42 (40.6%) incorporated spirituality and/or understood the impact of spirituality in advising. 18 of 24 (75%) academic advisors participated in personal interviews.
How do academic advisors incorporate spirituality in their academic advising? 1) Building Relationships 2) Provide Encouragement and Support to Achieve Life s Purpose 3) Guided Discovery 4) Respect Student s Individuality 5) Safe and Open Environment 6) Holistic Development
What is the perceived impact of spirituality for academic advisors? 1) Personal/Job Satisfaction 2) Sense of Spiritual Awareness 3) Authentic/Trustworthy Relationship 4) Personal Growth 5) Sense of Confidence
Two-Mission Reward Model for Academic Advising
Final Thoughts Spirituality - is a part of who we are. - it is what makes us authentic. - It is what helps us to care so deeply about our roles and our students. In closing, the more trust in the relationship, the more authentic the interactions, the more effective the advising.