Developmental advocacy is based in the ideas of developmental advising. Developmental advising is goal-centered and student-ownership based. It focuses on the needs of the student in determining how the interaction will transpire (Hagen & Jordan, 2008). Developmental advising engages the student in the tasks of identifying and setting goals as well as in taking action in achieving these goals (Raushi, 1993). This form of development allows students to identify their own motivations and create desired outcomes based on those ideas (Chickering, 2006). Developmental advising is a collaboration of many individuals on campus that works to address the student development needs (Raushi, 1993).
Through our own model of developmental advocacy, our Student Success Specialists work closely with advisors and other pertinent staff at NIU to help students take ownership of their education. Our student success specialists do not participate in advising but assist the students in the development of their rational process, environmental and interpersonal interactions, behavioral awareness, and problem-solving, decision-making, and evaluation skills (Crookston 1972). OSAS also strongly believes in the holistic success of students. Through our campus partnerships, workshops, and programs like MAP-Works, we bring together all sides of the institution for the betterment of the student.
Chickering, A. W. (2006). Every student can learn – if. About Campus, 11(2), 9-15.
Crookston, B. B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13, 5-9.
Hagen, P. L., & Jordan, P. (2008). Theoretical foundations of academic advising. In V. Gordon, W. Habley, & T. Grites (Eds.), Academic advising: A comprehensive handbook (pp. 17-35). San Francisco, CA: Jossey-Bass.
Raushi, T. M. (1993). Developmental academic advising. In M. King (Ed), Academic advising: Organizing and delivering services for student success. New directions for community colleges(pp. 5-20). Washington, DC: Jossey-Bass.